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  • [Solved] slp 3

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    – ## Module3SLP.docx **## Module3SLP.docx** **Module 3 – SLP** **Employee Rights/Safety** Before starting this assignment be sure you are familiar with the following laws and their amendments: Katz, H. C., Kochan, T. A., & Colvin, A. J. S. (2017). Employment law. An introduction to U. S. collective …

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    – ## Module3SLP.docx

    **## Module3SLP.docx**

    **Module 3 – SLP**

    **Employee Rights/Safety**

    Before starting this assignment be sure you are familiar with the following laws and their amendments:

    Katz, H. C., Kochan, T. A., & Colvin, A. J. S. (2017). Employment law. An introduction to U. S. collective bargaining and labor relations. Ithaca: Cornell University Press, pp. 71-79. Available from Skillsoft Books in the Trident Online Library.

    U.S. Department of Labor. (n.d.). Wage and hour division (WHD).
    [_Family and Medical Leave Act_](https://www.dol.gov/agencies/whd/fmla) | U.S. Department of Labor (dol.gov) (https://www.dol.gov/agencies/whd/fmla)

    U.S. Equal Employment Opportunity Commission.
    [_Pregnancy Discrimination._](https://www.eeoc.gov/laws/types/pregnancy.cfm) https://www.eeoc.gov/laws/types/pregnancy.cfm

    U.S. Department of Labor. (n.d.)
    [_Americans with Disabilities Act._](https://www.dol.gov/general/topic/disability/ada) https://www.dol.gov/general/topic/disability/ada

    U.S. Department of Labor Occupational Safety and Health Administration,
    [_About OSHA._](https://www.osha.gov/about.html.) https://www.osha.gov/about.html.

    Prepare a 2- to 3-page paper (not counting the cover and reference pages) discussing how the Family and Medical Leave Act, the Pregnancy Discrimination Act, the Americans with Disabilities Act, safety laws, or other state laws might apply to the following scenario.

    One of your old college roommates, Sandra, is a nurse who took a job that required her to lift 65 pounds smoothly. She was told the job had this physical strength requirement for patient safety and to ensure that teams of nurses could move patients as needed. Sandra worked for a nursing home chain that employed 900 employees.

    Sandra had become pregnant and on her doctor’s advice tried to refrain from lifting 65 pounds. After she kept finding herself in situations at work that required her to do this kind of lifting, she decided to just stay home until the baby was born.

    After the baby was born, Sandra went back to work, but her baby developed a medical condition that required her to see doctors frequently. Sandra didn’t have anyone else who could be a “dedicated” caregiver for her baby, so she took leave from work to tend to her child.

    When Sandra's leave was about to expire, she asked her doctor to write a note in support of extending her leave. The note wasn’t clear and suggested that the doctor thought it would be nice, but not necessary, for mother and child to be together.

    Sandra’s manager told her that the nursing home wouldn’t be able to keep her job open for her any longer. However, he told her she should apply to the company again as a new-hire when she was ready to get back to work.

    Your paper should address the following:

    1.
    **Discern and discuss which laws may protect Sandra based on the given facts.**

    2.
    **Identify specific impediments that might inhibit Sandra from availing herself of these protections.**

    3.
    **Explain if Sandra's employer might have opened itself to legal liabilities and if so why.**

    Use at least three Trident Online Library sources plus any applicable background readings to support your discussion. Submit your paper by the module due date.

    **SLP Assignment Expectations**

    _Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?

    ·
    **Timeliness**: Has the assignment been submitted to TLC on or before the module’s due date?

    **## Module3SLP.docx**

    **Module 3 – SLP**

    **Employee Rights/Safety**

    Before starting this assignment be sure you are familiar with the following laws and their amendments:

    Katz, H. C., Kochan, T. A., & Colvin, A. J. S. (2017). Employment law. An introduction to U. S. collective bargaining and labor relations. Ithaca: Cornell University Press, pp. 71-79. Available from Skillsoft Books in the Trident Online Library.

    U.S. Department of Labor. (n.d.). Wage and hour division (WHD).
    [_Family and Medical Leave Act_](https://www.dol.gov/agencies/whd/fmla) | U.S. Department of Labor (dol.gov) (https://www.dol.gov/agencies/whd/fmla)

    U.S. Equal Employment Opportunity Commission.
    [_Pregnancy Discrimination._](https://www.eeoc.gov/laws/types/pregnancy.cfm) https://www.eeoc.gov/laws/types/pregnancy.cfm

    U.S. Department of Labor. (n.d.)
    [_Americans with Disabilities Act._](https://www.dol.gov/general/topic/disability/ada) https://www.dol.gov/general/topic/disability/ada

    U.S. Department of Labor Occupational Safety and Health Administration,
    [_About OSHA._](https://www.osha.gov/about.html.) https://www.osha.gov/about.html.

    Prepare a 2- to 3-page paper (not counting the cover and reference pages) discussing how the Family and Medical Leave Act, the Pregnancy Discrimination Act, the Americans with Disabilities Act, safety laws, or other state laws might apply to the following scenario.

    One of your old college roommates, Sandra, is a nurse who took a job that required her to lift 65 pounds smoothly. She was told the job had this physical strength requirement for patient safety and to ensure that teams of nurses could move patients as needed. Sandra worked for a nursing home chain that employed 900 employees.

    Sandra had become pregnant and on her doctor’s advice tried to refrain from lifting 65 pounds. After she kept finding herself in situations at work that required her to do this kind of lifting, she decided to just stay home until the baby was born.

    After the baby was born, Sandra went back to work, but her baby developed a medical condition that required her to see doctors frequently. Sandra didn’t have anyone else who could be a “dedicated” caregiver for her baby, so she took leave from work to tend to her child.

    When Sandra's leave was about to expire, she asked her doctor to write a note in support of extending her leave. The note wasn’t clear and suggested that the doctor thought it would be nice, but not necessary, for mother and child to be together.

    Sandra’s manager told her that the nursing home wouldn’t be able to keep her job open for her any longer. However, he told her she should apply to the company again as a new-hire when she was ready to get back to work.

    Your paper should address the following:

    1.
    **Discern and discuss which laws may protect Sandra based on the given facts.**

    2.
    **Identify specific impediments that might inhibit Sandra from availing herself of these protections.**

    3.
    **Explain if Sandra's employer might have opened itself to legal liabilities and if so why.**

    Use at least three Trident Online Library sources plus any applicable background readings to support your discussion. Submit your paper by the module due date.

    **SLP Assignment Expectations**

    _Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?

    ·
    **Timeliness**: Has the assignment been submitted to TLC on or before the module’s due date?

  • [Solved] 1 soap note

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    – ## NU610Unit1CaseStudyrevisedMarch2024_12417624.PDF – ## SOAPNoteTemplate-Final1_12417645.PDF **## NU610Unit1CaseStudyrevisedMarch2024_12417624.PDF** 1 NU610 Unit 1 Case Study A 19-year-old female presents with a complaint of headaches frequently. She reports that she has had them since she was…

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    Assignment Prompt & Instructions

    – ## NU610Unit1CaseStudyrevisedMarch2024_12417624.PDF

    – ## SOAPNoteTemplate-Final1_12417645.PDF

    **## NU610Unit1CaseStudyrevisedMarch2024_12417624.PDF**

    1

    NU610 Unit 1 Case Study

    A 19-year-old female presents with a complaint of headaches frequently. She reports that she has had

    them since she was a teenager, but they have become more debilitating recently. The episodes occur

    once or twice a month and last for up to 2 days. The pain begins in the right temple or the back of the

    right eye and spreads to the entire scalp over a few hours. She describes the pain as a sharp, throbbing

    sensation that gradually worsens and is associated with sever nausea. Several factors aggravate the pain

    including loud noises and movement. She has taken several over the counter medication like naproxen

    and acetaminophen for the pain but the only thing that makes it better is going to sleep in a dark quiet

    room. Reports no drug allergies but has seasonal and allergies to pet dander. A thorough history reveals

    a freshman in college. Denies alcohol, illicit drug and tobacco use. Last health visit was over the

    Summer, up to date on health maintenance for her age. She denies fever, chills, night sweats or neck

    stiffness. She denies visual changes other than photophobia. She denies chest pain, palpitations,

    shortness of breath or cough. She denies abdominal pain, has some nausea with the headaches but no

    vomiting. Denies numbness, tingling, weakness or changes in mood. Vital signs: temperature 98.5, BP

    112/70, HR 62, RR 17, 99% RA, Ht. 68 inches, Wt. 151 lbs. Alert and oriented to self, place, time and

    situation. Appears stated age with skin warm and dry. Normocephalic, PERRL, TM gray with adequate

    conf of light bilaterally, no tenderness over sinuses. Mucous membranes pink and dry. No palpable

    masses, adenopathy or thyroid enlargement. Regular heart rate and rhythm without murmurs. No

    edema. Lungs clear bilaterally, no use of accessory muscles. Soft, non-tender, non-distended abdomen

    with normoactive bowel sounds. Normal visual acuity using Snellen chart 20/20, face symmetrical with

    symmetrical smile and puffing out cheeks. Weber and Rinne test performed with normal bone and air

    conduction. Palate and uvula at rest are free of fasciculations and symmetry noted at test and when pt.

    says “ah.” Positive gag reflex. Shrug shoulders spontaneously and against resistance, hypoglossal nerve

    intact. Muscle tone inspected, palpated without atrophy and strength 5/5. Bicep, patellar and Achilles

    reflexes 2+ bilaterally with negative Babinski. Able to distinguish light and deep touch. Able to

    complete heel to shin, gait steady.

    **## SOAPNoteTemplate-Final1_12417645.PDF**

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    S: SUBJECTIVE DATA
    CC: What are they being seen for? This is the reason that the patient sought

    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Use the “OLDCART” approach for collecting data and documenting

    findings. [O=onset, L=location, D=duration, C=characteristics,

    A=associated/aggravating factors, R=relieving factors, T=treatment,

    S=summary]

    PMH: This should include past illness/diagnosis, conditions, traumas,

    hospitalizations, and surgical history. Include dates if possible.

    ALLERGIES State the offending medication/food and the reactions.

    MEDICATIONS Names, dosages, and routes of administration along with indication of

    use.

    SH Related to the problem, educational level/literacy, smoking, alcohol,

    drugs, HIV risk, sexually active, caffeine, work and other stressors.

    Cultural and spiritual beliefs that impact health and illness. Financial

    resources.

    FH Use terms like maternal, paternal, and the diseases along with the ages

    they were deceased or diagnosed if known.

    HEALTH

    PROMOTION &

    MAINTENANCE

    Required for all SOAP notes: Immunizations, exercise, diet, etc.

    Remember to use the United States Clinical Preventative Services Task

    Force (USPSTF) for age-appropriate indicators. This should reflect what

    the patient is presently doing regarding the guidelines. Other wellness

    visits including but not limited to dental and eye exams.

    ROS

    (put N/A in sections

    not completed day of

    exam)

    Constitutional

    Head

    Eyes

    Ears, Nose, Mouth, Throat
    Neck
    Cardiovascular/Peripheral

    Vascular

    Respiratory

    Breast

    Gastrointestinal

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Genitourinary
    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric (screening tools: Ex:

    PHQ-9, MMSE, GAD-7)

    Endocrine

    Hematologic/Lymphatic
    Allergic/Immunologic

    Other

    O: OBJECTIVE DATA
    VITALS: HR: RR: BP: Temp:

    SpO2%: Ht: Wt: BMI:

    Age: LMP: PAIN:

    PHYSICAL

    EXAM

    (Pertinent data

    related to

    presenting

    problem or

    visit type. Put

    N/A in sections

    not completed

    day of exam)

    General Appearance

    Head

    Eyes

    ENT, Mouth
    Neck
    Cardiovascular/Peripheral Vascular

    Respiratory

    Breast

    Gastrointestinal
    Genitourinary Male

    • External Exam

    • Internal Exam

    Genitourinary Female

    • External Exam

    • Internal Exam

    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric

    Endocrine

    Hematologic/Lymphatic

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Allergic/Immunologic

    Other

    A: ASSESSMENT AND DIAGNOSIS
    DIAGNOSIS ICD-10 CODES

    PRIORITIZE
    DIAGNOSIS

    1.

    2.

    3.

    VISIT CODES CPT BILLING CODES

    DIAGNOSTICS

    POC TESTING

    TESTS REVIEWED

    P: PLAN
    ACTIONS 1. Diagnosis:

    Diagnostics Order: labs, diagnostics testing (tests that you planned

    for/ordered during the encounter that you plan to review/evaluate

    relative to your work up for the patient’s chief complaint.)

    Therapeutic: changes in meds, skin care, counseling, include full

    prescribing information for any pharmacologic interventions

    including quantity and number of refills for any new or refilled

    medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no

    refills)

    Education: information clients need in order to address their health

    problems. Include follow-up care. Anticipatory guidance and

    counseling.

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Consultation/Collaboration: referrals or consult while in clinic with

    another provider. If no referral made was there a possible referral

    you could make and why? Advance care planning.

    2. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    3. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    PREVENTITIVE

    (Used for

    comprehensive exams)

    Enter Guidance, Health Promotion, and/or Disease Prevention for

    patient, family, and/or caregiver.

    FOLLOW UP

    **## SOAPNoteTemplate-Final1_12417645.PDF**

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    S: SUBJECTIVE DATA
    CC: What are they being seen for? This is the reason that the patient sought

    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Use the “OLDCART” approach for collecting data and documenting

    findings. [O=onset, L=location, D=duration, C=characteristics,

    A=associated/aggravating factors, R=relieving factors, T=treatment,

    S=summary]

    PMH: This should include past illness/diagnosis, conditions, traumas,

    hospitalizations, and surgical history. Include dates if possible.

    ALLERGIES State the offending medication/food and the reactions.

    MEDICATIONS Names, dosages, and routes of administration along with indication of

    use.

    SH Related to the problem, educational level/literacy, smoking, alcohol,

    drugs, HIV risk, sexually active, caffeine, work and other stressors.

    Cultural and spiritual beliefs that impact health and illness. Financial

    resources.

    FH Use terms like maternal, paternal, and the diseases along with the ages

    they were deceased or diagnosed if known.

    HEALTH

    PROMOTION &

    MAINTENANCE

    Required for all SOAP notes: Immunizations, exercise, diet, etc.

    Remember to use the United States Clinical Preventative Services Task

    Force (USPSTF) for age-appropriate indicators. This should reflect what

    the patient is presently doing regarding the guidelines. Other wellness

    visits including but not limited to dental and eye exams.

    ROS

    (put N/A in sections

    not completed day of

    exam)

    Constitutional

    Head

    Eyes

    Ears, Nose, Mouth, Throat
    Neck
    Cardiovascular/Peripheral

    Vascular

    Respiratory

    Breast

    Gastrointestinal

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Genitourinary
    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric (screening tools: Ex:

    PHQ-9, MMSE, GAD-7)

    Endocrine

    Hematologic/Lymphatic
    Allergic/Immunologic

    Other

    O: OBJECTIVE DATA
    VITALS: HR: RR: BP: Temp:

    SpO2%: Ht: Wt: BMI:

    Age: LMP: PAIN:

    PHYSICAL

    EXAM

    (Pertinent data

    related to

    presenting

    problem or

    visit type. Put

    N/A in sections

    not completed

    day of exam)

    General Appearance

    Head

    Eyes

    ENT, Mouth
    Neck
    Cardiovascular/Peripheral Vascular

    Respiratory

    Breast

    Gastrointestinal
    Genitourinary Male

    • External Exam

    • Internal Exam

    Genitourinary Female

    • External Exam

    • Internal Exam

    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric

    Endocrine

    Hematologic/Lymphatic

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Allergic/Immunologic

    Other

    A: ASSESSMENT AND DIAGNOSIS
    DIAGNOSIS ICD-10 CODES

    PRIORITIZE
    DIAGNOSIS

    1.

    2.

    3.

    VISIT CODES CPT BILLING CODES

    DIAGNOSTICS

    POC TESTING

    TESTS REVIEWED

    P: PLAN
    ACTIONS 1. Diagnosis:

    Diagnostics Order: labs, diagnostics testing (tests that you planned

    for/ordered during the encounter that you plan to review/evaluate

    relative to your work up for the patient’s chief complaint.)

    Therapeutic: changes in meds, skin care, counseling, include full

    prescribing information for any pharmacologic interventions

    including quantity and number of refills for any new or refilled

    medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no

    refills)

    Education: information clients need in order to address their health

    problems. Include follow-up care. Anticipatory guidance and

    counseling.

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Consultation/Collaboration: referrals or consult while in clinic with

    another provider. If no referral made was there a possible referral

    you could make and why? Advance care planning.

    2. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    3. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    PREVENTITIVE

    (Used for

    comprehensive exams)

    Enter Guidance, Health Promotion, and/or Disease Prevention for

    patient, family, and/or caregiver.

    FOLLOW UP

    **## NU610Unit1CaseStudyrevisedMarch2024_12417624.PDF**

    1

    NU610 Unit 1 Case Study

    A 19-year-old female presents with a complaint of headaches frequently. She reports that she has had

    them since she was a teenager, but they have become more debilitating recently. The episodes occur

    once or twice a month and last for up to 2 days. The pain begins in the right temple or the back of the

    right eye and spreads to the entire scalp over a few hours. She describes the pain as a sharp, throbbing

    sensation that gradually worsens and is associated with sever nausea. Several factors aggravate the pain

    including loud noises and movement. She has taken several over the counter medication like naproxen

    and acetaminophen for the pain but the only thing that makes it better is going to sleep in a dark quiet

    room. Reports no drug allergies but has seasonal and allergies to pet dander. A thorough history reveals

    a freshman in college. Denies alcohol, illicit drug and tobacco use. Last health visit was over the

    Summer, up to date on health maintenance for her age. She denies fever, chills, night sweats or neck

    stiffness. She denies visual changes other than photophobia. She denies chest pain, palpitations,

    shortness of breath or cough. She denies abdominal pain, has some nausea with the headaches but no

    vomiting. Denies numbness, tingling, weakness or changes in mood. Vital signs: temperature 98.5, BP

    112/70, HR 62, RR 17, 99% RA, Ht. 68 inches, Wt. 151 lbs. Alert and oriented to self, place, time and

    situation. Appears stated age with skin warm and dry. Normocephalic, PERRL, TM gray with adequate

    conf of light bilaterally, no tenderness over sinuses. Mucous membranes pink and dry. No palpable

    masses, adenopathy or thyroid enlargement. Regular heart rate and rhythm without murmurs. No

    edema. Lungs clear bilaterally, no use of accessory muscles. Soft, non-tender, non-distended abdomen

    with normoactive bowel sounds. Normal visual acuity using Snellen chart 20/20, face symmetrical with

    symmetrical smile and puffing out cheeks. Weber and Rinne test performed with normal bone and air

    conduction. Palate and uvula at rest are free of fasciculations and symmetry noted at test and when pt.

    says “ah.” Positive gag reflex. Shrug shoulders spontaneously and against resistance, hypoglossal nerve

    intact. Muscle tone inspected, palpated without atrophy and strength 5/5. Bicep, patellar and Achilles

    reflexes 2+ bilaterally with negative Babinski. Able to distinguish light and deep touch. Able to

    complete heel to shin, gait steady.

    **## SOAPNoteTemplate-Final1_12417645.PDF**

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    S: SUBJECTIVE DATA
    CC: What are they being seen for? This is the reason that the patient sought

    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Use the “OLDCART” approach for collecting data and documenting

    findings. [O=onset, L=location, D=duration, C=characteristics,

    A=associated/aggravating factors, R=relieving factors, T=treatment,

    S=summary]

    PMH: This should include past illness/diagnosis, conditions, traumas,

    hospitalizations, and surgical history. Include dates if possible.

    ALLERGIES State the offending medication/food and the reactions.

    MEDICATIONS Names, dosages, and routes of administration along with indication of

    use.

    SH Related to the problem, educational level/literacy, smoking, alcohol,

    drugs, HIV risk, sexually active, caffeine, work and other stressors.

    Cultural and spiritual beliefs that impact health and illness. Financial

    resources.

    FH Use terms like maternal, paternal, and the diseases along with the ages

    they were deceased or diagnosed if known.

    HEALTH

    PROMOTION &

    MAINTENANCE

    Required for all SOAP notes: Immunizations, exercise, diet, etc.

    Remember to use the United States Clinical Preventative Services Task

    Force (USPSTF) for age-appropriate indicators. This should reflect what

    the patient is presently doing regarding the guidelines. Other wellness

    visits including but not limited to dental and eye exams.

    ROS

    (put N/A in sections

    not completed day of

    exam)

    Constitutional

    Head

    Eyes

    Ears, Nose, Mouth, Throat
    Neck
    Cardiovascular/Peripheral

    Vascular

    Respiratory

    Breast

    Gastrointestinal

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Genitourinary
    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric (screening tools: Ex:

    PHQ-9, MMSE, GAD-7)

    Endocrine

    Hematologic/Lymphatic
    Allergic/Immunologic

    Other

    O: OBJECTIVE DATA
    VITALS: HR: RR: BP: Temp:

    SpO2%: Ht: Wt: BMI:

    Age: LMP: PAIN:

    PHYSICAL

    EXAM

    (Pertinent data

    related to

    presenting

    problem or

    visit type. Put

    N/A in sections

    not completed

    day of exam)

    General Appearance

    Head

    Eyes

    ENT, Mouth
    Neck
    Cardiovascular/Peripheral Vascular

    Respiratory

    Breast

    Gastrointestinal
    Genitourinary Male

    • External Exam

    • Internal Exam

    Genitourinary Female

    • External Exam

    • Internal Exam

    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric

    Endocrine

    Hematologic/Lymphatic

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Allergic/Immunologic

    Other

    A: ASSESSMENT AND DIAGNOSIS
    DIAGNOSIS ICD-10 CODES

    PRIORITIZE
    DIAGNOSIS

    1.

    2.

    3.

    VISIT CODES CPT BILLING CODES

    DIAGNOSTICS

    POC TESTING

    TESTS REVIEWED

    P: PLAN
    ACTIONS 1. Diagnosis:

    Diagnostics Order: labs, diagnostics testing (tests that you planned

    for/ordered during the encounter that you plan to review/evaluate

    relative to your work up for the patient’s chief complaint.)

    Therapeutic: changes in meds, skin care, counseling, include full

    prescribing information for any pharmacologic interventions

    including quantity and number of refills for any new or refilled

    medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no

    refills)

    Education: information clients need in order to address their health

    problems. Include follow-up care. Anticipatory guidance and

    counseling.

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Consultation/Collaboration: referrals or consult while in clinic with

    another provider. If no referral made was there a possible referral

    you could make and why? Advance care planning.

    2. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    3. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    PREVENTITIVE

    (Used for

    comprehensive exams)

    Enter Guidance, Health Promotion, and/or Disease Prevention for

    patient, family, and/or caregiver.

    FOLLOW UP

    **## NU610Unit1CaseStudyrevisedMarch2024_12417624.PDF**

    1

    NU610 Unit 1 Case Study

    A 19-year-old female presents with a complaint of headaches frequently. She reports that she has had

    them since she was a teenager, but they have become more debilitating recently. The episodes occur

    once or twice a month and last for up to 2 days. The pain begins in the right temple or the back of the

    right eye and spreads to the entire scalp over a few hours. She describes the pain as a sharp, throbbing

    sensation that gradually worsens and is associated with sever nausea. Several factors aggravate the pain

    including loud noises and movement. She has taken several over the counter medication like naproxen

    and acetaminophen for the pain but the only thing that makes it better is going to sleep in a dark quiet

    room. Reports no drug allergies but has seasonal and allergies to pet dander. A thorough history reveals

    a freshman in college. Denies alcohol, illicit drug and tobacco use. Last health visit was over the

    Summer, up to date on health maintenance for her age. She denies fever, chills, night sweats or neck

    stiffness. She denies visual changes other than photophobia. She denies chest pain, palpitations,

    shortness of breath or cough. She denies abdominal pain, has some nausea with the headaches but no

    vomiting. Denies numbness, tingling, weakness or changes in mood. Vital signs: temperature 98.5, BP

    112/70, HR 62, RR 17, 99% RA, Ht. 68 inches, Wt. 151 lbs. Alert and oriented to self, place, time and

    situation. Appears stated age with skin warm and dry. Normocephalic, PERRL, TM gray with adequate

    conf of light bilaterally, no tenderness over sinuses. Mucous membranes pink and dry. No palpable

    masses, adenopathy or thyroid enlargement. Regular heart rate and rhythm without murmurs. No

    edema. Lungs clear bilaterally, no use of accessory muscles. Soft, non-tender, non-distended abdomen

    with normoactive bowel sounds. Normal visual acuity using Snellen chart 20/20, face symmetrical with

    symmetrical smile and puffing out cheeks. Weber and Rinne test performed with normal bone and air

    conduction. Palate and uvula at rest are free of fasciculations and symmetry noted at test and when pt.

    says “ah.” Positive gag reflex. Shrug shoulders spontaneously and against resistance, hypoglossal nerve

    intact. Muscle tone inspected, palpated without atrophy and strength 5/5. Bicep, patellar and Achilles

    reflexes 2+ bilaterally with negative Babinski. Able to distinguish light and deep touch. Able to

    complete heel to shin, gait steady.

    **## SOAPNoteTemplate-Final1_12417645.PDF**

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    S: SUBJECTIVE DATA
    CC: What are they being seen for? This is the reason that the patient sought

    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Use the “OLDCART” approach for collecting data and documenting

    findings. [O=onset, L=location, D=duration, C=characteristics,

    A=associated/aggravating factors, R=relieving factors, T=treatment,

    S=summary]

    PMH: This should include past illness/diagnosis, conditions, traumas,

    hospitalizations, and surgical history. Include dates if possible.

    ALLERGIES State the offending medication/food and the reactions.

    MEDICATIONS Names, dosages, and routes of administration along with indication of

    use.

    SH Related to the problem, educational level/literacy, smoking, alcohol,

    drugs, HIV risk, sexually active, caffeine, work and other stressors.

    Cultural and spiritual beliefs that impact health and illness. Financial

    resources.

    FH Use terms like maternal, paternal, and the diseases along with the ages

    they were deceased or diagnosed if known.

    HEALTH

    PROMOTION &

    MAINTENANCE

    Required for all SOAP notes: Immunizations, exercise, diet, etc.

    Remember to use the United States Clinical Preventative Services Task

    Force (USPSTF) for age-appropriate indicators. This should reflect what

    the patient is presently doing regarding the guidelines. Other wellness

    visits including but not limited to dental and eye exams.

    ROS

    (put N/A in sections

    not completed day of

    exam)

    Constitutional

    Head

    Eyes

    Ears, Nose, Mouth, Throat
    Neck
    Cardiovascular/Peripheral

    Vascular

    Respiratory

    Breast

    Gastrointestinal

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Genitourinary
    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric (screening tools: Ex:

    PHQ-9, MMSE, GAD-7)

    Endocrine

    Hematologic/Lymphatic
    Allergic/Immunologic

    Other

    O: OBJECTIVE DATA
    VITALS: HR: RR: BP: Temp:

    SpO2%: Ht: Wt: BMI:

    Age: LMP: PAIN:

    PHYSICAL

    EXAM

    (Pertinent data

    related to

    presenting

    problem or

    visit type. Put

    N/A in sections

    not completed

    day of exam)

    General Appearance

    Head

    Eyes

    ENT, Mouth
    Neck
    Cardiovascular/Peripheral Vascular

    Respiratory

    Breast

    Gastrointestinal
    Genitourinary Male

    • External Exam

    • Internal Exam

    Genitourinary Female

    • External Exam

    • Internal Exam

    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric

    Endocrine

    Hematologic/Lymphatic

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Allergic/Immunologic

    Other

    A: ASSESSMENT AND DIAGNOSIS
    DIAGNOSIS ICD-10 CODES

    PRIORITIZE
    DIAGNOSIS

    1.

    2.

    3.

    VISIT CODES CPT BILLING CODES

    DIAGNOSTICS

    POC TESTING

    TESTS REVIEWED

    P: PLAN
    ACTIONS 1. Diagnosis:

    Diagnostics Order: labs, diagnostics testing (tests that you planned

    for/ordered during the encounter that you plan to review/evaluate

    relative to your work up for the patient’s chief complaint.)

    Therapeutic: changes in meds, skin care, counseling, include full

    prescribing information for any pharmacologic interventions

    including quantity and number of refills for any new or refilled

    medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no

    refills)

    Education: information clients need in order to address their health

    problems. Include follow-up care. Anticipatory guidance and

    counseling.

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Consultation/Collaboration: referrals or consult while in clinic with

    another provider. If no referral made was there a possible referral

    you could make and why? Advance care planning.

    2. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    3. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    PREVENTITIVE

    (Used for

    comprehensive exams)

    Enter Guidance, Health Promotion, and/or Disease Prevention for

    patient, family, and/or caregiver.

    FOLLOW UP

    – 1
    – 2

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  • [Solved] GRLR Project

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    – ## veronicahomework.docx **## veronicahomework.docx** ![](https://www.sweetstudy.com/questions/grlr-project)Version 10 **Homework Assignment 1** Pathway for Patient Health Global Regulatory and Legal Requirements of Quality | | | — | | **Complete this assignment by typing your answers into this …

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    – ## veronicahomework.docx

    **## veronicahomework.docx**

    ![](https://www.sweetstudy.com/questions/grlr-project)Version 10

    **Homework Assignment 1**

    Pathway for Patient Health

    Global Regulatory and Legal Requirements of Quality

    | |
    | — |
    | **Complete this assignment by typing your answers into this Word document** |

    First Name:

    Last Name:

    Email address:

    · Save this file as: First Name Last Name GRLR Project 1 (e.g. Marla Phillips GRLR Project 1.doc)

    · Submit this assignment in Canvas

    · Assignment due dates listed in the syllabus.

    · Note, as generative AI can be a helpful tool to assist our learning process, there are specific instances where the assignments will allow specific AI use.
    You may only use AI, within an assignment, when asked to do so and you must capture the requested information.

    | |
    | — |
    | **This assignment must be submitted by the due date that was provided to you by 11:59pm (EST)** |

    1. Complete the following table related to the history of FDA regulations:

    (
    **Hint:** See the assignment rubric below to ensure that you are providing a complete answer.)

    | | | |
    | — | — | — |
    | **Legislation** | **Description of how the legislation took steps to improve public safety** | **Despite the legislation, what limitations to FDA authority still existed?** |
    | 1906 Food and Drug Act | | |
    | 1912 Sherley Amendment | | |
    | 1938 Federal Food, Drug and Cosmetic Act | | Optional | 0.5-point extra credit | Describe a limitation and cite objective evidence for it (i.e., data source) |
    | 1962 Kefauver-Harris Amendments | | Optional | 0.5-point extra credit | Describe a limitation and cite objective evidence for it (i.e., data source) |

    2. Research 2 examples of products from 2 different life science industries you can buy today that have less FDA oversight and approval than a pharmaceutical prescription drug. Note for your research in answering this question, you will use generative AI. Complete 2.a. Research and 2.b. Interpretation.

    **2.a. Research**

    For this assignment research using generative AI, use the prompt identified below and capture all requested information:

    **Generative AI system used, including version:** <e.g. Gemini with 2.0 flash>

    **Prompt to use:** What products does the FDA regulate?

    **Copy and paste response here:**

    <capture text response here>

    **Discussion of response:**

    <Discuss in your own words if you think the response was relevant to what we are talking about.>

    **List any references cited in the AI response:** (Note: If the generative AI did not provide sources, enter a second prompt: “Can you provide specific citations for this answer?”)

    <Capture any references or links cited or provided with the AI response.>

    **Discussion of references:**

    <Discuss your thoughts on the references in your own words. For example: Are the references relevant to your search? Are they robust and solid scientific references? Do the references increase or decrease your confidence in the AI response?>

    **If you use additional prompts, capture this same information for subsequent prompts.**

    **2.b. Interpretation**

    Based on your research, and in your own words, explain why you think there is less oversight for each product, and if you feel the amount of oversight is sufficient for each product.

    (
    **Hint:** See the assignment rubric below to ensure that you are providing a complete answer.)

    | | | |
    | — | — | — |
    | **Product Example** | **Why is there less oversight than a pharmaceutical?** | **Is the level of oversight sufficient? Why or why not?** |
    | | | |
    | | | |

    | | |
    | — | — |
    | **Grading Comments for Question 1** | **Score for Question 1**<br>**(Possible 5)** |
    | | |

    | | |
    | — | — |
    | **Grading Comments for Question 2a and 2b** | **Score for Question 2**<br>**(Possible 5)** |
    | | |

    **Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | | **Does not meet requirements** | **Some requirements met** | **Good** | **Excellent** |
    | **Question 1** | No engagement/effort with this question. (0)<br>Use of AI (0) | The student only answered part of the question, and/or is not clear on what drove the need for change, and how that change decreased risk. (1-2) | The student explained the evolution and the changes made to FDA authority, but was not able to articulate how this new authority decreased risk. (3-4) | The student understood the heightened risk and concern related to lack of FDA authority. Understood the evolution of the changes. (5) |
    | **Question 2a** | No engagement/effort with this question. (0)<br>Inappropriate use of AI, requested information not provided (0) | The student provided some but not all of the requested information in the research section. (1) | The student provided information from research but was not able to articulate a balanced assessment of the AI responses and references. (1.5) | The student provided information from research and provided a balanced assessment of AI response and references. (2) |
    | **Question 2b** | No engagement/effort with this question. (0) | The student was not able to find 2 products as described, or incorrectly identified products. (1) | The student found 2 products correctly, but did not understand why there is less oversight. (2) | The student found 2 relevant examples, understood why there is less FDA oversight, and provided their position and rationale. (3) |

    Marla A. Phillips, Ph.D. | CEO and President | Pathway for Patient Health

    Marla.Phillips@Pathway4PH.org | 513-238-4338 | www.Pathway4PH.org

    ## image1.png

    **## veronicahomework.docx**

    ![](https://www.sweetstudy.com/questions/grlr-project)Version 10

    **Homework Assignment 1**

    Pathway for Patient Health

    Global Regulatory and Legal Requirements of Quality

    | |
    | — |
    | **Complete this assignment by typing your answers into this Word document** |

    First Name:

    Last Name:

    Email address:

    · Save this file as: First Name Last Name GRLR Project 1 (e.g. Marla Phillips GRLR Project 1.doc)

    · Submit this assignment in Canvas

    · Assignment due dates listed in the syllabus.

    · Note, as generative AI can be a helpful tool to assist our learning process, there are specific instances where the assignments will allow specific AI use.
    You may only use AI, within an assignment, when asked to do so and you must capture the requested information.

    | |
    | — |
    | **This assignment must be submitted by the due date that was provided to you by 11:59pm (EST)** |

    1. Complete the following table related to the history of FDA regulations:

    (
    **Hint:** See the assignment rubric below to ensure that you are providing a complete answer.)

    | | | |
    | — | — | — |
    | **Legislation** | **Description of how the legislation took steps to improve public safety** | **Despite the legislation, what limitations to FDA authority still existed?** |
    | 1906 Food and Drug Act | | |
    | 1912 Sherley Amendment | | |
    | 1938 Federal Food, Drug and Cosmetic Act | | Optional | 0.5-point extra credit | Describe a limitation and cite objective evidence for it (i.e., data source) |
    | 1962 Kefauver-Harris Amendments | | Optional | 0.5-point extra credit | Describe a limitation and cite objective evidence for it (i.e., data source) |

    2. Research 2 examples of products from 2 different life science industries you can buy today that have less FDA oversight and approval than a pharmaceutical prescription drug. Note for your research in answering this question, you will use generative AI. Complete 2.a. Research and 2.b. Interpretation.

    **2.a. Research**

    For this assignment research using generative AI, use the prompt identified below and capture all requested information:

    **Generative AI system used, including version:** <e.g. Gemini with 2.0 flash>

    **Prompt to use:** What products does the FDA regulate?

    **Copy and paste response here:**

    <capture text response here>

    **Discussion of response:**

    <Discuss in your own words if you think the response was relevant to what we are talking about.>

    **List any references cited in the AI response:** (Note: If the generative AI did not provide sources, enter a second prompt: “Can you provide specific citations for this answer?”)

    <Capture any references or links cited or provided with the AI response.>

    **Discussion of references:**

    <Discuss your thoughts on the references in your own words. For example: Are the references relevant to your search? Are they robust and solid scientific references? Do the references increase or decrease your confidence in the AI response?>

    **If you use additional prompts, capture this same information for subsequent prompts.**

    **2.b. Interpretation**

    Based on your research, and in your own words, explain why you think there is less oversight for each product, and if you feel the amount of oversight is sufficient for each product.

    (
    **Hint:** See the assignment rubric below to ensure that you are providing a complete answer.)

    | | | |
    | — | — | — |
    | **Product Example** | **Why is there less oversight than a pharmaceutical?** | **Is the level of oversight sufficient? Why or why not?** |
    | | | |
    | | | |

    | | |
    | — | — |
    | **Grading Comments for Question 1** | **Score for Question 1**<br>**(Possible 5)** |
    | | |

    | | |
    | — | — |
    | **Grading Comments for Question 2a and 2b** | **Score for Question 2**<br>**(Possible 5)** |
    | | |

    **Rubric:**

    | | | | | |
    | — | — | — | — | — |
    | | **Does not meet requirements** | **Some requirements met** | **Good** | **Excellent** |
    | **Question 1** | No engagement/effort with this question. (0)<br>Use of AI (0) | The student only answered part of the question, and/or is not clear on what drove the need for change, and how that change decreased risk. (1-2) | The student explained the evolution and the changes made to FDA authority, but was not able to articulate how this new authority decreased risk. (3-4) | The student understood the heightened risk and concern related to lack of FDA authority. Understood the evolution of the changes. (5) |
    | **Question 2a** | No engagement/effort with this question. (0)<br>Inappropriate use of AI, requested information not provided (0) | The student provided some but not all of the requested information in the research section. (1) | The student provided information from research but was not able to articulate a balanced assessment of the AI responses and references. (1.5) | The student provided information from research and provided a balanced assessment of AI response and references. (2) |
    | **Question 2b** | No engagement/effort with this question. (0) | The student was not able to find 2 products as described, or incorrectly identified products. (1) | The student found 2 products correctly, but did not understand why there is less oversight. (2) | The student found 2 relevant examples, understood why there is less FDA oversight, and provided their position and rationale. (3) |

    Marla A. Phillips, Ph.D. | CEO and President | Pathway for Patient Health

    Marla.Phillips@Pathway4PH.org | 513-238-4338 | www.Pathway4PH.org

    ## image1.png

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    – ## Week1assignment.docx **## Week1assignment.docx** **Week 1 assignment** Completion requirements **Opened:** Monday, September 1, 2025, 12:00 AM **Due:** Saturday, September 6, 2025, 11:59 PM Define cultural competence. Explain the importance of Cultural competence in our profession. Provide exam…

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    – ## Week1assignment.docx

    **## Week1assignment.docx**

    **Week 1 assignment**

    Completion requirements

    **Opened:** Monday, September 1, 2025, 12:00 AM

    **Due:** Saturday, September 6, 2025, 11:59 PM

    Define cultural competence. Explain the importance of Cultural competence in our profession. Provide examples

    Rubric: 3 pages

    – 5 pages maximum including title page and references

    -APA format including references

    -At Leat 3 references not older than 5 years

    Due date: Sunday 9/6/2025 at 11:59 pm

    **General Structure of an APA Essay**

    An APA-formatted essay typically includes the following sections:

    1.
    **Title Page**

    2.
    **Abstract** (optional)

    3.
    **Main Body**

    · Introduction

    · Method (if applicable)

    · Results (if applicable)

    · Discussion

    · Conclusion

    4.
    **References not older than 5 years**

    5.
    **Turnitin no more than 20% AI no more than 20%**

    **## Week1assignment.docx**

    **Week 1 assignment**

    Completion requirements

    **Opened:** Monday, September 1, 2025, 12:00 AM

    **Due:** Saturday, September 6, 2025, 11:59 PM

    Define cultural competence. Explain the importance of Cultural competence in our profession. Provide examples

    Rubric: 3 pages

    – 5 pages maximum including title page and references

    -APA format including references

    -At Leat 3 references not older than 5 years

    Due date: Sunday 9/6/2025 at 11:59 pm

    **General Structure of an APA Essay**

    An APA-formatted essay typically includes the following sections:

    1.
    **Title Page**

    2.
    **Abstract** (optional)

    3.
    **Main Body**

    · Introduction

    · Method (if applicable)

    · Results (if applicable)

    · Discussion

    · Conclusion

    4.
    **References not older than 5 years**

    5.
    **Turnitin no more than 20% AI no more than 20%**

  • [Solved] WK4 DISCUSSION1 HP-216

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    COMPLETE WITH 250 WORDS – ## WK4DISCUSSION1HP-216.docx **## WK4DISCUSSION1HP-216.docx** WK4 DISCUSSION1 HP-216 **Upholding PHI During Difficult Situations** Your best friend tells you that they have started to date a wonderful person. When introduced, you immediately recognize that they are a patien…

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    COMPLETE WITH 250 WORDS

    – ## WK4DISCUSSION1HP-216.docx

    **## WK4DISCUSSION1HP-216.docx**

    WK4 DISCUSSION1 HP-216

    **Upholding PHI During Difficult Situations**

    Your best friend tells you that they have started to date a wonderful person. When introduced, you immediately recognize that they are a patient in the medical practice that you currently work at. This person has a long history of drug and alcohol abuse and is currently receiving treatment by one of your physicians’. The patient has also been previously arrested for driving under the influence.

    Demonstrate how you would handle the above patient PHI situation with your best friend.

    Include the following aspects in the discussion:

    · Outline what information (if any) you can disclose to your best friend?

    · Would it be appropriate for you to speak to the patient directly about their medical history since they are seeing your best friend?

    · Discuss if there is anything that you may be able to say to your best friend without acknowledging that they are a patient.

    · Discuss if you feel this would be a challenging situation to be in and if you feel HIPAA Is too strict?

    HIPAA Compliance

    In this week's focus on HIPAA compliance, consider the role it plays in healthcare interactions. How do you perceive the importance of understanding and implementing appropriate interactions with patients when explaining insurance information under the guidelines of HIPAA? Share your insights on the challenges and considerations involved in maintaining patient privacy and confidentiality while communicating effectively. Engage with your classmates to exchange thoughts on how cultural awareness and sensitivity further contribute to ensuring compliance with HIPAA regulations in diverse healthcare settings.

    **## WK4DISCUSSION1HP-216.docx**

    WK4 DISCUSSION1 HP-216

    **Upholding PHI During Difficult Situations**

    Your best friend tells you that they have started to date a wonderful person. When introduced, you immediately recognize that they are a patient in the medical practice that you currently work at. This person has a long history of drug and alcohol abuse and is currently receiving treatment by one of your physicians’. The patient has also been previously arrested for driving under the influence.

    Demonstrate how you would handle the above patient PHI situation with your best friend.

    Include the following aspects in the discussion:

    · Outline what information (if any) you can disclose to your best friend?

    · Would it be appropriate for you to speak to the patient directly about their medical history since they are seeing your best friend?

    · Discuss if there is anything that you may be able to say to your best friend without acknowledging that they are a patient.

    · Discuss if you feel this would be a challenging situation to be in and if you feel HIPAA Is too strict?

    HIPAA Compliance

    In this week's focus on HIPAA compliance, consider the role it plays in healthcare interactions. How do you perceive the importance of understanding and implementing appropriate interactions with patients when explaining insurance information under the guidelines of HIPAA? Share your insights on the challenges and considerations involved in maintaining patient privacy and confidentiality while communicating effectively. Engage with your classmates to exchange thoughts on how cultural awareness and sensitivity further contribute to ensuring compliance with HIPAA regulations in diverse healthcare settings.

  • [Solved] Nursing HOMEWORK

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    – ## WEEK2PRAC6675Practicum_Experience_Plan3.docx **## WEEK2PRAC6675Practicum_Experience_Plan3.docx** **Master of Science in Nursing** **Practicum Experience Plan** **Overview:** Your Practicum experience includes working in a clinical setting that will help you gain the knowledge and skills nee…

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    Assignment Prompt & Instructions

    – ## WEEK2PRAC6675Practicum_Experience_Plan3.docx

    **## WEEK2PRAC6675Practicum_Experience_Plan3.docx**

    **Master of Science in Nursing**

    **Practicum Experience Plan**

    **Overview:**

    Your Practicum experience includes working in a clinical setting that will help you gain the knowledge and skills needed as an advanced practice nurse. In your practicum experience, you will develop a practicum plan that sets forth objectives to frame and guide your practicum experience.

    As part of your Practicum Experience Plan, you will not only plan for your learning in your practicum experience but also work through various patient visits with focused notes as well as one (1) journal entry.

    **Complete each section below.**

    **Part 1: Quarter/Term/Year and Contact Information**

    **_Section A_**

    **Quarter/Term/Year:**

    **Student** **Contact Information**

    Name:

    Street Address:

    City, State, Zip:

    Home Phone:

    Work Phone:

    Cell Phone:

    Fax:

    E-mail:

    **Preceptor** **Contact Information**

    Name:

    Organization:

    Street Address:

    City, State, Zip:

    Work Phone:

    Cell Phone:

    Fax:

    Professional/Work E-mail:

    **Part 2: Individualized Practicum Learning Objectives**

    Refer to the instructions in Week 2 to create individualized practicum learning objectives that meet the requirements for this course. These objectives should be aligned specifically to your Practicum experience. Your objectives should address your self-assessment of the skills found in the “PMHNP Clinical Skills Self-Assessment Form” you completed in Week 1.

    As you develop your individualized practicum learning objective, be sure to write them using the SMART format. Use the resources found in Week 2 to guide your development. Once you review your resources, continue and complete the following.
    **Note**: Please make sure each of your objectives are connected to your self-assessment. Also, consider that you will need to demonstrate how you are advancing your knowledge in the clinical specialty.

    \*\* YOU MUST HAVE 3 NEW OBJECTIVES EACH QUARTER. You may include previous practicum objectives; however, you still must have 3 new objectives for your current course.

    **Objective 1:** <write your objective here> (
    **_Note_**: this objective should relate to a specific skill you would like to improve from your self-assessment)

    **Planned Activities:**

    **Mode of Assessment:**(Note: Verification will be documented in Meditrek)

    **PRAC Course Outcome(s) Addressed:**

    · (for example) Develop professional plans in advanced nursing practice for the practicum experience

    · (for example) Assess advanced practice nursing skills for strengths and opportunities

    **Objective 2:** <write your objective here> (
    **_Note_**: this objective should relate to a specific skill you would like to improve from your self-assessment)

    **Planned Activities:**

    **Mode of Assessment:**(Note: Verification will be documented in Meditrek)

    **PRAC Course Outcome(s) Addressed:**

    ·

    **Objective 3:** <write your objective here> (
    **_Note_**: this objective should relate to a specific skill you would like to improve from your self-assessment)

    **Planned Activities:**

    **Mode of Assessment:**(Note: Verification will be documented in Meditrek)

    **PRAC Course Outcome(s) Addressed:**

    ·

    **Part 3: Projected Timeline/Schedule**

    Estimate how many hours you expect to work on your Practicum each week. *
    **Note**: All of your hours and activities must be supervised by your Preceptor and completed onsite. Your Preceptor will approve all hours, but your activities will be approved by both your Preceptor and Instructor. Any changes to this plan must be approved.

    This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now.

    _I intend to complete the 144 or 160 Practicum hours (as applicable) according to the following timeline/schedule. I also understand that I must see at least 80 patients during my practicum experience. I understand that I may not complete my practicum hours sooner than 8 weeks. I understand I may not be in the practicum setting longer than 8 hours per day unless pre-approved by my faculty._

    | | | | |
    | — | — | — | — |
    | | **Number of Clinical Hours Projected for Week (hours you are in Practicum Setting at your Field Site)** | **Number of Weekly Hours for Professional Development (these are not practicum hour)** | **Number of Weekly Hours for Practicum Coursework (these are not practicum hours)** |
    | **Week 1** | | | |
    | **Week 2** | | | |
    | **Week 3** | | | |
    | **Week 4** | | | |
    | **Week 5** | | | |
    | **Week 6** | | | |
    | **Week 7** | | | |
    | **Week 8** | | | |
    | **Week 9** | | | |
    | **Week 10** | | | |
    | **Week 11** | | | |
    | **Total Hours** (must meet the following requirements) | 144 or 160 Hours | | |

    **Part 4 – Signatures**

    **Student Signature (electronic): Date:**

    **Practicum Faculty Signature (electronic)**: Date:**

    \*\* Faculty signature signifies approval of Practicum Experience Plan (PEP)

    Submit your Practicum Experience Plan
    **on or before Day 7** of
    **Week 2** for faculty review and approval.

    Once approved, you will receive a copy of the PEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form.

    © 2020 Walden University 3

    **## WEEK2PRAC6675Practicum_Experience_Plan3.docx**

    **Master of Science in Nursing**

    **Practicum Experience Plan**

    **Overview:**

    Your Practicum experience includes working in a clinical setting that will help you gain the knowledge and skills needed as an advanced practice nurse. In your practicum experience, you will develop a practicum plan that sets forth objectives to frame and guide your practicum experience.

    As part of your Practicum Experience Plan, you will not only plan for your learning in your practicum experience but also work through various patient visits with focused notes as well as one (1) journal entry.

    **Complete each section below.**

    **Part 1: Quarter/Term/Year and Contact Information**

    **_Section A_**

    **Quarter/Term/Year:**

    **Student** **Contact Information**

    Name:

    Street Address:

    City, State, Zip:

    Home Phone:

    Work Phone:

    Cell Phone:

    Fax:

    E-mail:

    **Preceptor** **Contact Information**

    Name:

    Organization:

    Street Address:

    City, State, Zip:

    Work Phone:

    Cell Phone:

    Fax:

    Professional/Work E-mail:

    **Part 2: Individualized Practicum Learning Objectives**

    Refer to the instructions in Week 2 to create individualized practicum learning objectives that meet the requirements for this course. These objectives should be aligned specifically to your Practicum experience. Your objectives should address your self-assessment of the skills found in the “PMHNP Clinical Skills Self-Assessment Form” you completed in Week 1.

    As you develop your individualized practicum learning objective, be sure to write them using the SMART format. Use the resources found in Week 2 to guide your development. Once you review your resources, continue and complete the following.
    **Note**: Please make sure each of your objectives are connected to your self-assessment. Also, consider that you will need to demonstrate how you are advancing your knowledge in the clinical specialty.

    \*\* YOU MUST HAVE 3 NEW OBJECTIVES EACH QUARTER. You may include previous practicum objectives; however, you still must have 3 new objectives for your current course.

    **Objective 1:** <write your objective here> (
    **_Note_**: this objective should relate to a specific skill you would like to improve from your self-assessment)

    **Planned Activities:**

    **Mode of Assessment:**(Note: Verification will be documented in Meditrek)

    **PRAC Course Outcome(s) Addressed:**

    · (for example) Develop professional plans in advanced nursing practice for the practicum experience

    · (for example) Assess advanced practice nursing skills for strengths and opportunities

    **Objective 2:** <write your objective here> (
    **_Note_**: this objective should relate to a specific skill you would like to improve from your self-assessment)

    **Planned Activities:**

    **Mode of Assessment:**(Note: Verification will be documented in Meditrek)

    **PRAC Course Outcome(s) Addressed:**

    ·

    **Objective 3:** <write your objective here> (
    **_Note_**: this objective should relate to a specific skill you would like to improve from your self-assessment)

    **Planned Activities:**

    **Mode of Assessment:**(Note: Verification will be documented in Meditrek)

    **PRAC Course Outcome(s) Addressed:**

    ·

    **Part 3: Projected Timeline/Schedule**

    Estimate how many hours you expect to work on your Practicum each week. *
    **Note**: All of your hours and activities must be supervised by your Preceptor and completed onsite. Your Preceptor will approve all hours, but your activities will be approved by both your Preceptor and Instructor. Any changes to this plan must be approved.

    This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now.

    _I intend to complete the 144 or 160 Practicum hours (as applicable) according to the following timeline/schedule. I also understand that I must see at least 80 patients during my practicum experience. I understand that I may not complete my practicum hours sooner than 8 weeks. I understand I may not be in the practicum setting longer than 8 hours per day unless pre-approved by my faculty._

    | | | | |
    | — | — | — | — |
    | | **Number of Clinical Hours Projected for Week (hours you are in Practicum Setting at your Field Site)** | **Number of Weekly Hours for Professional Development (these are not practicum hour)** | **Number of Weekly Hours for Practicum Coursework (these are not practicum hours)** |
    | **Week 1** | | | |
    | **Week 2** | | | |
    | **Week 3** | | | |
    | **Week 4** | | | |
    | **Week 5** | | | |
    | **Week 6** | | | |
    | **Week 7** | | | |
    | **Week 8** | | | |
    | **Week 9** | | | |
    | **Week 10** | | | |
    | **Week 11** | | | |
    | **Total Hours** (must meet the following requirements) | 144 or 160 Hours | | |

    **Part 4 – Signatures**

    **Student Signature (electronic): Date:**

    **Practicum Faculty Signature (electronic)**: Date:**

    \*\* Faculty signature signifies approval of Practicum Experience Plan (PEP)

    Submit your Practicum Experience Plan
    **on or before Day 7** of
    **Week 2** for faculty review and approval.

    Once approved, you will receive a copy of the PEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form.

    © 2020 Walden University 3

  • [Solved] WK4 DISCUSSION2 HP-216

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    Executive Solution Overview

    COMPLETE WITH 250 WORDS – ## WK4DISCUSSION2HP-216.docx **## WK4DISCUSSION2HP-216.docx** WK4 DISCUSSION2 HP-216 Continuing Education As you delve deeper into the intricacies of billing and coding, consider the role of continuing education in this field. Explore various resources, such as workshops, w…

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    Assignment Prompt & Instructions

    COMPLETE WITH 250 WORDS

    – ## WK4DISCUSSION2HP-216.docx

    **## WK4DISCUSSION2HP-216.docx**

    WK4 DISCUSSION2 HP-216

    Continuing Education

    As you delve deeper into the intricacies of billing and coding, consider the role of continuing education in this field. Explore various resources, such as workshops, webinars, or online courses, that can enhance your skills. Share your findings and discuss with your classmates the importance of ongoing education in ensuring competence and adaptability in the ever-changing landscape of billing and coding.

    **## WK4DISCUSSION2HP-216.docx**

    WK4 DISCUSSION2 HP-216

    Continuing Education

    As you delve deeper into the intricacies of billing and coding, consider the role of continuing education in this field. Explore various resources, such as workshops, webinars, or online courses, that can enhance your skills. Share your findings and discuss with your classmates the importance of ongoing education in ensuring competence and adaptability in the ever-changing landscape of billing and coding.