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[Solved] Mathematics – Statistics Application Assignment 1: Understanding Your Community’s Needs

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r Community's Needs **Due: Sun Sep 7, 2025 11:59pmDue: Sun Sep 7, 2025 11:59pm** Ungraded, 5 Possible Points5 Points PossibleAttemptIn Progress **NEXT UP: Submit AssignmentUnlimited Attempts Allowed** Available until Sep 7, 2025 11:59pmAvailable until Sep 7, 2025 11:59pm **Objective:** To apply fund…

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Assignment Prompt & Instructions

r Community's Needs **Due: Sun Sep 7, 2025 11:59pmDue: Sun Sep 7, 2025 11:59pm** Ungraded, 5 Possible Points5 Points PossibleAttemptIn Progress **NEXT UP: Submit AssignmentUnlimited Attempts Allowed** Available until Sep 7, 2025 11:59pmAvailable until Sep 7, 2025 11:59pm
**Objective:** To apply fundamental statistical concepts and qualitative data visualization techniques to a real-world community issue, demonstrating critical thinking about data collection and interpretation.
**Your Scenario: Community Engagement and Local Issues**
You are a **Junior Community Data Analyst** for the "Citizens for a Better Spotsylvania" organization. This organization aims to empower local residents by providing data-driven insights into issues that matter to them. Your first task is to help them understand public opinion on local community services and how residents engage with local government.
Your organization has recently conducted a small pilot survey. You need to present the findings from this pilot in a clear, concise, and impactful visual summary that defines the terms used, explains the methods, and highlights key initial findings.
**Your Data:** You can locate the data within StatCrunch under the same title as this assignment " **Application Assignment 1: Understanding Your Community's Needs**"
**Your Deliverable: "Community Engagement Insights" One-Pager/Infographic**
Create a single page (or a digital infographic, max 2 pages) that visually summarizes your findings and methodology. This should be clear, concise, and persuasive for local leaders. You can use tools like Google Slides, PowerPoint, Canva, Piktochart, or a well-organized Word/Google Doc.
**Your One-Pager/Infographic MUST include the following sections/elements:**
1. **Catchy Title:** A clear and engaging title for your report (e.g., "Pulse of Our Town: Key Citizen Insights").
2. **The "Big Picture" (Core Concepts):**
– **Population & Sample:** Clearly define who the _population_ is that "Citizens for a Better Spotsylvania" wants to learn about, and describe the _sample_ used in this pilot survey (e.g., how were these 50 residents chosen, even if it was just a convenience sample for the pilot?).
– **Parameter & Statistic:** If the organization aims to understand the _proportion of residents who trust local government_, identify what the _parameter_ would be and what the _statistic_ is from this pilot survey data.
– **Study Goal:** Is the primary goal of this pilot study **Descriptive** or **Inferential**? Briefly explain why, relating it to the idea of a pilot study.
3. **Data at a Glance (Variable Types & Qualitative Graphs):**
– For the variable **"Primary Method of Contacting Local Govt"**:
– Identify its **variable type** (Qualitative, Quantitative Discrete, or Quantitative Continuous).
– Create **one appropriate graph** (Bar, Pareto, or Pie Chart) using StatCrunch that best visualizes the _frequency_ of responses for this variable. Include the graph on your one-pager.
– **Insights:** What does this graph immediately tell "Citizens for a Better Spotsylvania" about how people typically contact local government?
– For the variable **"Preferred Public Service Improvement"**:
– Identify its **variable type**.
– Create **one appropriate graph** (Bar, Pareto, or Pie Chart) using StatCrunch that best visualizes the _relative frequency_ of responses for this variable. Include the graph.
– **Insights:** Which service improvement seems to be the highest priority based on this data? How might this guide the organization's advocacy efforts?
4. **Sampling & Bias Considerations:**
– **Pilot Study Method:** Briefly describe what type of sampling method was _likely_ used for this small "pilot survey" (e.g., Convenience, Voluntary Response, or perhaps a simple attempt at a random method). Based on your notes, briefly explain why this method might lead to a **biased sample** for a larger, more definitive study.
– **Potential Non-Sampling Error:** Identify one specific type of **non-sampling error** (from your notes, e.g., response error, non-response error, coverage error) that could plausibly occur in a survey like this. Briefly explain _how_ it might affect the results if not addressed.
5. **Looking Ahead (Future Study Design):**
– If "Citizens for a Better Spotsylvania" wanted to conduct a _larger, more rigorous study_ to get a truly representative sample of **all adult residents** in your town, which **probability sampling method** (Simple Random Sample, Stratified Sample, Cluster Sample, or Systematic Sample) would you recommend?
– Briefly explain _why_ this chosen probability method would be better than the pilot study's likely method for ensuring the sample is representative.
**Submission Instructions:**
– Submit your "One-Pager" or Infographic as a PDF file through this Canvas assignment.
– Ensure all text is legible and your design is clear and well-organized. Include graph titles and labels.
– Ensure all graphs/tables/statistical outputs come from StatCrunch.
– Review the Rubric before submitting.

November 5, 2026
[Solved] MSW 525 Module 1

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Executive Solution Overview

APA FORMAT – ## EXAMPLEFOLLOWMODULE1.docx – ## MSW525MODULE1.docx – ## INSTRUCTIONCaseAnalysisAssignmentGuideMSW525.pdf **## EXAMPLEFOLLOWMODULE1.docx** 1. Describe and **Give Examples** of the **Neurobiological** consequences of exposure to **Trauma.** 2. **Illustrate how trauma can interact with…

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Assignment Prompt & Instructions

APA FORMAT

– ## EXAMPLEFOLLOWMODULE1.docx

– ## MSW525MODULE1.docx

– ## INSTRUCTIONCaseAnalysisAssignmentGuideMSW525.pdf

**## EXAMPLEFOLLOWMODULE1.docx**

1. Describe and
**Give Examples** of the
**Neurobiological** consequences of exposure to
**Trauma.**

2.
**Illustrate how trauma can interact with and exacerbate pre-existing vulnerabilities** (e.g., history of prior trauma, loss, or psychopathology) across development.

**Requirements(The Boy Who Was Raise As A Dog)**

1. The
**Case Analysis: The Case of Tina use of citations**, use English Grammar, Sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

2.
**3- Page Paper**.

3.
**APA format** is required with both a title page and reference page.

4.

**Note: Introduction** –
**Write an introduction but do not use "Introduction" as a heading in accordance with the rules put forth in the**
**_Publication manual of the American Psychological Association_.**

**THE BOOK Chapter 1: Tina’s World**

Perry, B. D., & Szalavitz, M. (2017).
**_The boy who was raised as a dog_** _: And other stories from a child psychiatrist's notebook: what traumatized children can teach us about loss, love, and healing_. Basic Books.

| | | |
| — | — | — |
| **Criteria** | **Points** | **Description** |
| **Provide Examples from the case of Tina that illustrate the impact that Trauma has on the Neurobiology of Children.** | 25 | The student identifies numerous examples of the neurobiological impact that Tina's traumatic experience had on her <br>**development, relationships, and behaviors.** |
| **Analyze the Interventions Techniques and Strategies that were used by Dr. Perry and Assess their Effectiveness.** | 25 | The student <br>**identifies multiple interventions and techniques** **used by Dr. Perry** and provides an in-depth analysis of their effectiveness. |
| **Assess the Impact that Tina's Social Environment had on Her ability to Heal from her Childhood Trauma Experiences.** | 25 | The student describes the protective and promotive factors in Tina's environment. The student makes clear connections <br>**showing how the stressors in the environment could possibly impact** **Tina's healing and treatment.** |
| **Writing Clarity and Organization** | 25 | The paper is well organized and completely free of any writing errors. |
| **Total** | A quality assignment will meet or exceed all of the above requirements. |

**## MSW525MODULE1.docx**

1. Describe and
**Give Examples** of the
**Neurobiological** consequences of exposure to
**Trauma.**

2.
**Illustrate how trauma can interact with and exacerbate pre-existing vulnerabilities** (e.g., history of prior trauma, loss, or psychopathology) across development.

**Requirements(The Boy Who Was Raise As A Dog)**

1. The
**Case Analysis: The Case of Tina use of citations**, use English Grammar, Sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

2. Create your exercise using Microsoft Word (a part of Microsoft Office),

3.
**3- Page Paper**,
**Excluding Title Page and Reference Pages**.

4.
**APA format** is required with both a title page and reference page.

5.

**Note:** Introduction – Write an introduction but do not use "Introduction" as a heading in accordance with the rules put forth in the
_Publication manual of the American Psychological Association_.

**THE BOOK Chapter 1: Tina’s World**

Perry, B. D., & Szalavitz, M. (2017).
**_The boy who was raised as a dog_** _: And other stories from a child psychiatrist's notebook: what traumatized children can teach us about loss, love, and healing_. Basic Books.

| | | |
| — | — | — |
| **Criteria** | **Points** | **Description** |
| **Provide Examples from the case of Tina that illustrate the impact that Trauma has on the Neurobiology of Children.** | 25 | The student identifies numerous examples of the neurobiological impact that Tina's traumatic experience had on her <br>**development, relationships, and behaviors.** |
| **Analyze the Interventions Techniques and Strategies that were used by Dr. Perry and Assess their Effectiveness.** | 25 | The student <br>**identifies multiple interventions and techniques** **used by Dr. Perry** and provides an in-depth analysis of their effectiveness. |
| **Assess the Impact that Tina's Social Environment had on Her ability to Heal from her Childhood Trauma Experiences.** | 25 | The student describes the protective and promotive factors in Tina's environment. The student makes clear connections <br>**showing how the stressors in the environment could possibly impact** **Tina's healing and treatment.** |
| **Writing Clarity and Organization** | 25 | The paper is well organized and completely free of any writing errors. |
| **Total** | A quality assignment will meet or exceed all of the above requirements. |

**## INSTRUCTIONCaseAnalysisAssignmentGuideMSW525.pdf**

Case Analysis Assignment Guide
Each week you will complete a case analysis to practice applying trauma treatment concepts to
real-world scenarios. Your task is to carefully read the case provided and extract specific
details to answer the content questions. Strong case analyses go beyond vague conclusions
and show clear connections between trauma concepts and the client’s experiences described in
the case.

How to Approach Case Analysis

● Read closely: Pay attention to the client’s reported symptoms, behaviors, relationships,
and environment.

● Be specific: Use direct examples from the case instead of generalizations.

● Connect to concepts: Link details from the case to what you’ve learned in class.

● Answer fully: Address every part of the question with supporting evidence from the
case.

Do’s and Don’ts

Do:

● Use direct details from the case (e.g., “the client reports nightmares and difficulty
sleeping”).

● Ground your answers in facts from the case.

● Highlight patterns and themes that connect to trauma effects.

● Show how course concepts apply to the client’s situation.

Don’t:

● Make vague statements without examples (e.g., “the client is traumatized”).

● Rely on general knowledge without linking it to the case.

● Overlook important details included in the case.

● Base your response only on opinion.

Example

Question: Identify one effect of trauma on the client.
Strong Answer: The client demonstrates hypervigilance, as shown by repeatedly scanning the
room during sessions and reporting difficulty relaxing at home.
Weak Answer: The client is anxious because of the trauma.

What a Case Analysis is NOT
● Not a retelling of the case: Do not summarize the client’s entire story or background.

Focus only on the details needed to answer the specific questions.

● Not a treatment plan: You are not being asked to design interventions or propose
solutions—only to use the information already provided.

● Not a hypothetical situation: Avoid writing about what could happen or what might
happen. Stick to what the case explicitly states did happen.

● Not based on assumptions: Your responses must stay grounded in the facts given in
the case.

● Not a research assignment: This is not a traditional academic paper requiring
external research or presenting findings from studies.

○ Use only assigned materials: Primarily your case study book (“The Boy Who
Was Raised as a Dog”) and, if necessary, your textbook for highly relevant
information.

○ Focus on clinical facts first: Present the client’s specific facts and case
examples before linking to course concepts.

○ Do not reverse the process: Do not present research first and then use the
case as an example; the case is the primary source, and research supports your

analysis, not the other way around.

○ Remember the purpose: This is primarily a clinical document, not a research
paper.

How to Approach the Assignment
● Although you will submit your case analysis in APA format, the primary purpose is to

showcase your clinical skills.

● Think of this as a professional clinical document, like a note you would write to a
colleague, treatment team, or another therapist.

● The assignment is designed to strengthen your assessment skills by helping you
extract relevant information objectively from client interviews or provided documentation.

● Your writing should be objective, precise, concise, and very specific—just as it would
be in real-life clinical practice.

Practical Tips for Completing a Case Analysis
● Highlight key details as you read the case: note symptoms, behaviors, relationships,

and environmental factors.

● Underline or annotate questions in the assignment so you know exactly what
information you need to extract.

● Use direct quotes or paraphrase carefully from the case to support your answers.

● Stay organized: consider using headings or bullet points in your response to match the
questions.

● Cross-check with the question: after drafting each answer, review the case to make
sure you’ve included all relevant details.

● Be objective: report facts and evidence from the case rather than interpreting or
speculating.

● Practice connecting symptoms to trauma concepts: this strengthens your
assessment skills and shows understanding of course material.

Structure of the Paper

Introduction

● This is not a traditional academic paper; it is a clinical document, not a research
essay.

● Your introduction should be a brief 1–2 paragraph client background summary,
presenting objective, relevant details about the client.

● Include key information such as age, gender, ethnicity, reason for referral, and trauma
history.

○ Example: “Tommy is a 7-year-old African-American male who was brought in to
meet with Dr. Perry after suffering trauma at the hands of his grandfather.”

● Avoid retelling the entire case; focus only on important background details.

Organization

● Use headings to separate sections according to the content points you are addressing.

● Avoid writing the paper as a long, continuous essay; clear headings make it easier to
read and reference.

Using the Rubric

● Always follow the weekly rubric to know exactly what to address in your case analysis.

● The rubric may change each week—sometimes three points, sometimes four—so do not
rely solely on assignment instructions.

● Following the rubric ensures you include all required elements and avoid missing critical
points.

Case Analysis Self-Review Checklist

Before submitting your case analysis, ask yourself:

Did I address every content point in the rubric?
Did I use headings to separate content points in my paper?
Did I use specific details and examples from the case?
Did I avoid vague or overly general statements?
Did I clearly support my examples with trauma concepts from class?
Did I check that my writing is clear, concise, and professional?

– Case Analysis Assignment Guide
– How to Approach Case Analysis
– Do’s and Don’ts
– Example
– What a Case Analysis is NOT
– How to Approach the Assignment
– Practical Tips for Completing a Case Analysis
– Structure of the Paper
– Introduction
– Organization
– Using the Rubric
– Case Analysis Self-Review Checklist

**## INSTRUCTIONCaseAnalysisAssignmentGuideMSW525.pdf**

Case Analysis Assignment Guide
Each week you will complete a case analysis to practice applying trauma treatment concepts to
real-world scenarios. Your task is to carefully read the case provided and extract specific
details to answer the content questions. Strong case analyses go beyond vague conclusions
and show clear connections between trauma concepts and the client’s experiences described in
the case.

How to Approach Case Analysis

● Read closely: Pay attention to the client’s reported symptoms, behaviors, relationships,
and environment.

● Be specific: Use direct examples from the case instead of generalizations.

● Connect to concepts: Link details from the case to what you’ve learned in class.

● Answer fully: Address every part of the question with supporting evidence from the
case.

Do’s and Don’ts

Do:

● Use direct details from the case (e.g., “the client reports nightmares and difficulty
sleeping”).

● Ground your answers in facts from the case.

● Highlight patterns and themes that connect to trauma effects.

● Show how course concepts apply to the client’s situation.

Don’t:

● Make vague statements without examples (e.g., “the client is traumatized”).

● Rely on general knowledge without linking it to the case.

● Overlook important details included in the case.

● Base your response only on opinion.

Example

Question: Identify one effect of trauma on the client.
Strong Answer: The client demonstrates hypervigilance, as shown by repeatedly scanning the
room during sessions and reporting difficulty relaxing at home.
Weak Answer: The client is anxious because of the trauma.

What a Case Analysis is NOT
● Not a retelling of the case: Do not summarize the client’s entire story or background.

Focus only on the details needed to answer the specific questions.

● Not a treatment plan: You are not being asked to design interventions or propose
solutions—only to use the information already provided.

● Not a hypothetical situation: Avoid writing about what could happen or what might
happen. Stick to what the case explicitly states did happen.

● Not based on assumptions: Your responses must stay grounded in the facts given in
the case.

● Not a research assignment: This is not a traditional academic paper requiring
external research or presenting findings from studies.

○ Use only assigned materials: Primarily your case study book (“The Boy Who
Was Raised as a Dog”) and, if necessary, your textbook for highly relevant
information.

○ Focus on clinical facts first: Present the client’s specific facts and case
examples before linking to course concepts.

○ Do not reverse the process: Do not present research first and then use the
case as an example; the case is the primary source, and research supports your

analysis, not the other way around.

○ Remember the purpose: This is primarily a clinical document, not a research
paper.

How to Approach the Assignment
● Although you will submit your case analysis in APA format, the primary purpose is to

showcase your clinical skills.

● Think of this as a professional clinical document, like a note you would write to a
colleague, treatment team, or another therapist.

● The assignment is designed to strengthen your assessment skills by helping you
extract relevant information objectively from client interviews or provided documentation.

● Your writing should be objective, precise, concise, and very specific—just as it would
be in real-life clinical practice.

Practical Tips for Completing a Case Analysis
● Highlight key details as you read the case: note symptoms, behaviors, relationships,

and environmental factors.

● Underline or annotate questions in the assignment so you know exactly what
information you need to extract.

● Use direct quotes or paraphrase carefully from the case to support your answers.

● Stay organized: consider using headings or bullet points in your response to match the
questions.

● Cross-check with the question: after drafting each answer, review the case to make
sure you’ve included all relevant details.

● Be objective: report facts and evidence from the case rather than interpreting or
speculating.

● Practice connecting symptoms to trauma concepts: this strengthens your
assessment skills and shows understanding of course material.

Structure of the Paper

Introduction

● This is not a traditional academic paper; it is a clinical document, not a research
essay.

● Your introduction should be a brief 1–2 paragraph client background summary,
presenting objective, relevant details about the client.

● Include key information such as age, gender, ethnicity, reason for referral, and trauma
history.

○ Example: “Tommy is a 7-year-old African-American male who was brought in to
meet with Dr. Perry after suffering trauma at the hands of his grandfather.”

● Avoid retelling the entire case; focus only on important background details.

Organization

● Use headings to separate sections according to the content points you are addressing.

● Avoid writing the paper as a long, continuous essay; clear headings make it easier to
read and reference.

Using the Rubric

● Always follow the weekly rubric to know exactly what to address in your case analysis.

● The rubric may change each week—sometimes three points, sometimes four—so do not
rely solely on assignment instructions.

● Following the rubric ensures you include all required elements and avoid missing critical
points.

Case Analysis Self-Review Checklist

Before submitting your case analysis, ask yourself:

Did I address every content point in the rubric?
Did I use headings to separate content points in my paper?
Did I use specific details and examples from the case?
Did I avoid vague or overly general statements?
Did I clearly support my examples with trauma concepts from class?
Did I check that my writing is clear, concise, and professional?

– Case Analysis Assignment Guide
– How to Approach Case Analysis
– Do’s and Don’ts
– Example
– What a Case Analysis is NOT
– How to Approach the Assignment
– Practical Tips for Completing a Case Analysis
– Structure of the Paper
– Introduction
– Organization
– Using the Rubric
– Case Analysis Self-Review Checklist

**## EXAMPLEFOLLOWMODULE1.docx**

1. Describe and
**Give Examples** of the
**Neurobiological** consequences of exposure to
**Trauma.**

2.
**Illustrate how trauma can interact with and exacerbate pre-existing vulnerabilities** (e.g., history of prior trauma, loss, or psychopathology) across development.

**Requirements(The Boy Who Was Raise As A Dog)**

1. The
**Case Analysis: The Case of Tina use of citations**, use English Grammar, Sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

2.
**3- Page Paper**.

3.
**APA format** is required with both a title page and reference page.

4.

**Note: Introduction** –
**Write an introduction but do not use "Introduction" as a heading in accordance with the rules put forth in the**
**_Publication manual of the American Psychological Association_.**

**THE BOOK Chapter 1: Tina’s World**

Perry, B. D., & Szalavitz, M. (2017).
**_The boy who was raised as a dog_** _: And other stories from a child psychiatrist's notebook: what traumatized children can teach us about loss, love, and healing_. Basic Books.

| | | |
| — | — | — |
| **Criteria** | **Points** | **Description** |
| **Provide Examples from the case of Tina that illustrate the impact that Trauma has on the Neurobiology of Children.** | 25 | The student identifies numerous examples of the neurobiological impact that Tina's traumatic experience had on her <br>**development, relationships, and behaviors.** |
| **Analyze the Interventions Techniques and Strategies that were used by Dr. Perry and Assess their Effectiveness.** | 25 | The student <br>**identifies multiple interventions and techniques** **used by Dr. Perry** and provides an in-depth analysis of their effectiveness. |
| **Assess the Impact that Tina's Social Environment had on Her ability to Heal from her Childhood Trauma Experiences.** | 25 | The student describes the protective and promotive factors in Tina's environment. The student makes clear connections <br>**showing how the stressors in the environment could possibly impact** **Tina's healing and treatment.** |
| **Writing Clarity and Organization** | 25 | The paper is well organized and completely free of any writing errors. |
| **Total** | A quality assignment will meet or exceed all of the above requirements. |

**## MSW525MODULE1.docx**

1. Describe and
**Give Examples** of the
**Neurobiological** consequences of exposure to
**Trauma.**

2.
**Illustrate how trauma can interact with and exacerbate pre-existing vulnerabilities** (e.g., history of prior trauma, loss, or psychopathology) across development.

**Requirements(The Boy Who Was Raise As A Dog)**

1. The
**Case Analysis: The Case of Tina use of citations**, use English Grammar, Sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

2. Create your exercise using Microsoft Word (a part of Microsoft Office),

3.
**3- Page Paper**,
**Excluding Title Page and Reference Pages**.

4.
**APA format** is required with both a title page and reference page.

5.

**Note:** Introduction – Write an introduction but do not use "Introduction" as a heading in accordance with the rules put forth in the
_Publication manual of the American Psychological Association_.

**THE BOOK Chapter 1: Tina’s World**

Perry, B. D., & Szalavitz, M. (2017).
**_The boy who was raised as a dog_** _: And other stories from a child psychiatrist's notebook: what traumatized children can teach us about loss, love, and healing_. Basic Books.

| | | |
| — | — | — |
| **Criteria** | **Points** | **Description** |
| **Provide Examples from the case of Tina that illustrate the impact that Trauma has on the Neurobiology of Children.** | 25 | The student identifies numerous examples of the neurobiological impact that Tina's traumatic experience had on her <br>**development, relationships, and behaviors.** |
| **Analyze the Interventions Techniques and Strategies that were used by Dr. Perry and Assess their Effectiveness.** | 25 | The student <br>**identifies multiple interventions and techniques** **used by Dr. Perry** and provides an in-depth analysis of their effectiveness. |
| **Assess the Impact that Tina's Social Environment had on Her ability to Heal from her Childhood Trauma Experiences.** | 25 | The student describes the protective and promotive factors in Tina's environment. The student makes clear connections <br>**showing how the stressors in the environment could possibly impact** **Tina's healing and treatment.** |
| **Writing Clarity and Organization** | 25 | The paper is well organized and completely free of any writing errors. |
| **Total** | A quality assignment will meet or exceed all of the above requirements. |

**## INSTRUCTIONCaseAnalysisAssignmentGuideMSW525.pdf**

Case Analysis Assignment Guide
Each week you will complete a case analysis to practice applying trauma treatment concepts to
real-world scenarios. Your task is to carefully read the case provided and extract specific
details to answer the content questions. Strong case analyses go beyond vague conclusions
and show clear connections between trauma concepts and the client’s experiences described in
the case.

How to Approach Case Analysis

● Read closely: Pay attention to the client’s reported symptoms, behaviors, relationships,
and environment.

● Be specific: Use direct examples from the case instead of generalizations.

● Connect to concepts: Link details from the case to what you’ve learned in class.

● Answer fully: Address every part of the question with supporting evidence from the
case.

Do’s and Don’ts

Do:

● Use direct details from the case (e.g., “the client reports nightmares and difficulty
sleeping”).

● Ground your answers in facts from the case.

● Highlight patterns and themes that connect to trauma effects.

● Show how course concepts apply to the client’s situation.

Don’t:

● Make vague statements without examples (e.g., “the client is traumatized”).

● Rely on general knowledge without linking it to the case.

● Overlook important details included in the case.

● Base your response only on opinion.

Example

Question: Identify one effect of trauma on the client.
Strong Answer: The client demonstrates hypervigilance, as shown by repeatedly scanning the
room during sessions and reporting difficulty relaxing at home.
Weak Answer: The client is anxious because of the trauma.

What a Case Analysis is NOT
● Not a retelling of the case: Do not summarize the client’s entire story or background.

Focus only on the details needed to answer the specific questions.

● Not a treatment plan: You are not being asked to design interventions or propose
solutions—only to use the information already provided.

● Not a hypothetical situation: Avoid writing about what could happen or what might
happen. Stick to what the case explicitly states did happen.

● Not based on assumptions: Your responses must stay grounded in the facts given in
the case.

● Not a research assignment: This is not a traditional academic paper requiring
external research or presenting findings from studies.

○ Use only assigned materials: Primarily your case study book (“The Boy Who
Was Raised as a Dog”) and, if necessary, your textbook for highly relevant
information.

○ Focus on clinical facts first: Present the client’s specific facts and case
examples before linking to course concepts.

○ Do not reverse the process: Do not present research first and then use the
case as an example; the case is the primary source, and research supports your

analysis, not the other way around.

○ Remember the purpose: This is primarily a clinical document, not a research
paper.

How to Approach the Assignment
● Although you will submit your case analysis in APA format, the primary purpose is to

showcase your clinical skills.

● Think of this as a professional clinical document, like a note you would write to a
colleague, treatment team, or another therapist.

● The assignment is designed to strengthen your assessment skills by helping you
extract relevant information objectively from client interviews or provided documentation.

● Your writing should be objective, precise, concise, and very specific—just as it would
be in real-life clinical practice.

Practical Tips for Completing a Case Analysis
● Highlight key details as you read the case: note symptoms, behaviors, relationships,

and environmental factors.

● Underline or annotate questions in the assignment so you know exactly what
information you need to extract.

● Use direct quotes or paraphrase carefully from the case to support your answers.

● Stay organized: consider using headings or bullet points in your response to match the
questions.

● Cross-check with the question: after drafting each answer, review the case to make
sure you’ve included all relevant details.

● Be objective: report facts and evidence from the case rather than interpreting or
speculating.

● Practice connecting symptoms to trauma concepts: this strengthens your
assessment skills and shows understanding of course material.

Structure of the Paper

Introduction

● This is not a traditional academic paper; it is a clinical document, not a research
essay.

● Your introduction should be a brief 1–2 paragraph client background summary,
presenting objective, relevant details about the client.

● Include key information such as age, gender, ethnicity, reason for referral, and trauma
history.

○ Example: “Tommy is a 7-year-old African-American male who was brought in to
meet with Dr. Perry after suffering trauma at the hands of his grandfather.”

● Avoid retelling the entire case; focus only on important background details.

Organization

● Use headings to separate sections according to the content points you are addressing.

● Avoid writing the paper as a long, continuous essay; clear headings make it easier to
read and reference.

Using the Rubric

● Always follow the weekly rubric to know exactly what to address in your case analysis.

● The rubric may change each week—sometimes three points, sometimes four—so do not
rely solely on assignment instructions.

● Following the rubric ensures you include all required elements and avoid missing critical
points.

Case Analysis Self-Review Checklist

Before submitting your case analysis, ask yourself:

Did I address every content point in the rubric?
Did I use headings to separate content points in my paper?
Did I use specific details and examples from the case?
Did I avoid vague or overly general statements?
Did I clearly support my examples with trauma concepts from class?
Did I check that my writing is clear, concise, and professional?

– Case Analysis Assignment Guide
– How to Approach Case Analysis
– Do’s and Don’ts
– Example
– What a Case Analysis is NOT
– How to Approach the Assignment
– Practical Tips for Completing a Case Analysis
– Structure of the Paper
– Introduction
– Organization
– Using the Rubric
– Case Analysis Self-Review Checklist

**## EXAMPLEFOLLOWMODULE1.docx**

1. Describe and
**Give Examples** of the
**Neurobiological** consequences of exposure to
**Trauma.**

2.
**Illustrate how trauma can interact with and exacerbate pre-existing vulnerabilities** (e.g., history of prior trauma, loss, or psychopathology) across development.

**Requirements(The Boy Who Was Raise As A Dog)**

1. The
**Case Analysis: The Case of Tina use of citations**, use English Grammar, Sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

2.
**3- Page Paper**.

3.
**APA format** is required with both a title page and reference page.

4.

**Note: Introduction** –
**Write an introduction but do not use "Introduction" as a heading in accordance with the rules put forth in the**
**_Publication manual of the American Psychological Association_.**

**THE BOOK Chapter 1: Tina’s World**

Perry, B. D., & Szalavitz, M. (2017).
**_The boy who was raised as a dog_** _: And other stories from a child psychiatrist's notebook: what traumatized children can teach us about loss, love, and healing_. Basic Books.

| | | |
| — | — | — |
| **Criteria** | **Points** | **Description** |
| **Provide Examples from the case of Tina that illustrate the impact that Trauma has on the Neurobiology of Children.** | 25 | The student identifies numerous examples of the neurobiological impact that Tina's traumatic experience had on her <br>**development, relationships, and behaviors.** |
| **Analyze the Interventions Techniques and Strategies that were used by Dr. Perry and Assess their Effectiveness.** | 25 | The student <br>**identifies multiple interventions and techniques** **used by Dr. Perry** and provides an in-depth analysis of their effectiveness. |
| **Assess the Impact that Tina's Social Environment had on Her ability to Heal from her Childhood Trauma Experiences.** | 25 | The student describes the protective and promotive factors in Tina's environment. The student makes clear connections <br>**showing how the stressors in the environment could possibly impact** **Tina's healing and treatment.** |
| **Writing Clarity and Organization** | 25 | The paper is well organized and completely free of any writing errors. |
| **Total** | A quality assignment will meet or exceed all of the above requirements. |

**## MSW525MODULE1.docx**

1. Describe and
**Give Examples** of the
**Neurobiological** consequences of exposure to
**Trauma.**

2.
**Illustrate how trauma can interact with and exacerbate pre-existing vulnerabilities** (e.g., history of prior trauma, loss, or psychopathology) across development.

**Requirements(The Boy Who Was Raise As A Dog)**

1. The
**Case Analysis: The Case of Tina use of citations**, use English Grammar, Sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

2. Create your exercise using Microsoft Word (a part of Microsoft Office),

3.
**3- Page Paper**,
**Excluding Title Page and Reference Pages**.

4.
**APA format** is required with both a title page and reference page.

5.

**Note:** Introduction – Write an introduction but do not use "Introduction" as a heading in accordance with the rules put forth in the
_Publication manual of the American Psychological Association_.

**THE BOOK Chapter 1: Tina’s World**

Perry, B. D., & Szalavitz, M. (2017).
**_The boy who was raised as a dog_** _: And other stories from a child psychiatrist's notebook: what traumatized children can teach us about loss, love, and healing_. Basic Books.

| | | |
| — | — | — |
| **Criteria** | **Points** | **Description** |
| **Provide Examples from the case of Tina that illustrate the impact that Trauma has on the Neurobiology of Children.** | 25 | The student identifies numerous examples of the neurobiological impact that Tina's traumatic experience had on her <br>**development, relationships, and behaviors.** |
| **Analyze the Interventions Techniques and Strategies that were used by Dr. Perry and Assess their Effectiveness.** | 25 | The student <br>**identifies multiple interventions and techniques** **used by Dr. Perry** and provides an in-depth analysis of their effectiveness. |
| **Assess the Impact that Tina's Social Environment had on Her ability to Heal from her Childhood Trauma Experiences.** | 25 | The student describes the protective and promotive factors in Tina's environment. The student makes clear connections <br>**showing how the stressors in the environment could possibly impact** **Tina's healing and treatment.** |
| **Writing Clarity and Organization** | 25 | The paper is well organized and completely free of any writing errors. |
| **Total** | A quality assignment will meet or exceed all of the above requirements. |

**## INSTRUCTIONCaseAnalysisAssignmentGuideMSW525.pdf**

Case Analysis Assignment Guide
Each week you will complete a case analysis to practice applying trauma treatment concepts to
real-world scenarios. Your task is to carefully read the case provided and extract specific
details to answer the content questions. Strong case analyses go beyond vague conclusions
and show clear connections between trauma concepts and the client’s experiences described in
the case.

How to Approach Case Analysis

● Read closely: Pay attention to the client’s reported symptoms, behaviors, relationships,
and environment.

● Be specific: Use direct examples from the case instead of generalizations.

● Connect to concepts: Link details from the case to what you’ve learned in class.

● Answer fully: Address every part of the question with supporting evidence from the
case.

Do’s and Don’ts

Do:

● Use direct details from the case (e.g., “the client reports nightmares and difficulty
sleeping”).

● Ground your answers in facts from the case.

● Highlight patterns and themes that connect to trauma effects.

● Show how course concepts apply to the client’s situation.

Don’t:

● Make vague statements without examples (e.g., “the client is traumatized”).

● Rely on general knowledge without linking it to the case.

● Overlook important details included in the case.

● Base your response only on opinion.

Example

Question: Identify one effect of trauma on the client.
Strong Answer: The client demonstrates hypervigilance, as shown by repeatedly scanning the
room during sessions and reporting difficulty relaxing at home.
Weak Answer: The client is anxious because of the trauma.

What a Case Analysis is NOT
● Not a retelling of the case: Do not summarize the client’s entire story or background.

Focus only on the details needed to answer the specific questions.

● Not a treatment plan: You are not being asked to design interventions or propose
solutions—only to use the information already provided.

● Not a hypothetical situation: Avoid writing about what could happen or what might
happen. Stick to what the case explicitly states did happen.

● Not based on assumptions: Your responses must stay grounded in the facts given in
the case.

● Not a research assignment: This is not a traditional academic paper requiring
external research or presenting findings from studies.

○ Use only assigned materials: Primarily your case study book (“The Boy Who
Was Raised as a Dog”) and, if necessary, your textbook for highly relevant
information.

○ Focus on clinical facts first: Present the client’s specific facts and case
examples before linking to course concepts.

○ Do not reverse the process: Do not present research first and then use the
case as an example; the case is the primary source, and research supports your

analysis, not the other way around.

○ Remember the purpose: This is primarily a clinical document, not a research
paper.

How to Approach the Assignment
● Although you will submit your case analysis in APA format, the primary purpose is to

showcase your clinical skills.

● Think of this as a professional clinical document, like a note you would write to a
colleague, treatment team, or another therapist.

● The assignment is designed to strengthen your assessment skills by helping you
extract relevant information objectively from client interviews or provided documentation.

● Your writing should be objective, precise, concise, and very specific—just as it would
be in real-life clinical practice.

Practical Tips for Completing a Case Analysis
● Highlight key details as you read the case: note symptoms, behaviors, relationships,

and environmental factors.

● Underline or annotate questions in the assignment so you know exactly what
information you need to extract.

● Use direct quotes or paraphrase carefully from the case to support your answers.

● Stay organized: consider using headings or bullet points in your response to match the
questions.

● Cross-check with the question: after drafting each answer, review the case to make
sure you’ve included all relevant details.

● Be objective: report facts and evidence from the case rather than interpreting or
speculating.

● Practice connecting symptoms to trauma concepts: this strengthens your
assessment skills and shows understanding of course material.

Structure of the Paper

Introduction

● This is not a traditional academic paper; it is a clinical document, not a research
essay.

● Your introduction should be a brief 1–2 paragraph client background summary,
presenting objective, relevant details about the client.

● Include key information such as age, gender, ethnicity, reason for referral, and trauma
history.

○ Example: “Tommy is a 7-year-old African-American male who was brought in to
meet with Dr. Perry after suffering trauma at the hands of his grandfather.”

● Avoid retelling the entire case; focus only on important background details.

Organization

● Use headings to separate sections according to the content points you are addressing.

● Avoid writing the paper as a long, continuous essay; clear headings make it easier to
read and reference.

Using the Rubric

● Always follow the weekly rubric to know exactly what to address in your case analysis.

● The rubric may change each week—sometimes three points, sometimes four—so do not
rely solely on assignment instructions.

● Following the rubric ensures you include all required elements and avoid missing critical
points.

Case Analysis Self-Review Checklist

Before submitting your case analysis, ask yourself:

Did I address every content point in the rubric?
Did I use headings to separate content points in my paper?
Did I use specific details and examples from the case?
Did I avoid vague or overly general statements?
Did I clearly support my examples with trauma concepts from class?
Did I check that my writing is clear, concise, and professional?

– Case Analysis Assignment Guide
– How to Approach Case Analysis
– Do’s and Don’ts
– Example
– What a Case Analysis is NOT
– How to Approach the Assignment
– Practical Tips for Completing a Case Analysis
– Structure of the Paper
– Introduction
– Organization
– Using the Rubric
– Case Analysis Self-Review Checklist

– 1
– 2
– 3

November 5, 2026
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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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– ## 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

November 5, 2026
[Solved] Discussion post

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Discussion post
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November 5, 2026
[Solved] GRLR Project

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Executive Solution Overview

– ## 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

November 5, 2026
[Solved] Asssigment

✓ Verified Academic Solution Available

Executive Solution Overview

– ## 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%**

November 5, 2026
[Solved] WK4 DISCUSSION1 HP-216

✓ Verified Academic Solution Available

Executive Solution Overview

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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Assignment Prompt & Instructions

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.

November 5, 2026
[Solved] Nursing HOMEWORK

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Executive Solution Overview

– ## 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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– ## 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

November 5, 2026
[Solved] WK4 DISCUSSION2 HP-216

✓ Verified Academic Solution Available

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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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.

November 5, 2026