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Tag: Care Plans

  • [Solved] 582 discussion week 3

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    Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions. **General Instructions**: Conflict is common in healthcare settings. Common team sources of conflict include hierarchical relationships, authority differentials, poor communic…

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    Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions.

    **General Instructions**:

    Conflict is common in healthcare settings. Common team sources of conflict include hierarchical relationships, authority differentials, poor communication, negative or disruptive behaviors, and multigenerational interprofessional teams.

    **Include the following sections**:

    1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail.

    – Describe a conflict you have encountered in your nursing practice. Identify the roles of the stakeholders involved. Do not identify the stakeholders by name.
    – Analyze how the conflict was resolved. Which conflict resolution style was used?
    – Evaluate the efficacy of the resolution. Was the conflict resolution style used to address the conflict the most appropriate option? Why or why not?
    – Identify and describe your preferred mode of conflict resolution.
    2. **Integration of Evidence**: Integrate relevant scholarly sources as defined by program expectations:

    – Cite a scholarly source in the initial post.

    1. Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.
    2. **Reference Citation**: Use current APA format to format citations and references and is free of errors.

    please provide AI and similarity report

    – a year ago

  • [Solved] Case Study

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    Nurse Practitioner Based/Health related. Please go over before accepting thank you – a year ago **files (1)** – ## TheethnicandculturalbackgroundsCasestudyinstructions.docx **## TheethnicandculturalbackgroundsCasestudyinstructions.docx** **Nurse Practitioner Program** **The ethnic and cultural backg…

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    Assignment Prompt & Instructions

    Nurse Practitioner Based/Health related. Please go over before accepting thank you

    – a year ago

    **files (1)**

    – ## TheethnicandculturalbackgroundsCasestudyinstructions.docx

    **## TheethnicandculturalbackgroundsCasestudyinstructions.docx**

    **Nurse Practitioner Program**

    **The ethnic and cultural backgrounds of patients are becoming increasingly diverse. Advanced practice nurses need to appreciate that patients’ cultural backgrounds impact how they view situations and actions. We cannot make assumptions about values, beliefs, and preferences based on cultural heritage, as individuals within a culture vary in their attitudes and values, and can change due to acculturation. However, advanced practice nurses need to understand how an individual patient is shaped by his or her culture. Open-ended questions help the healthcare provider to do this, regardless of the patient’s background.**

    **Case Study**

    **Disclosure of a Serious Diagnosis to the Patient**

    **Background**

    Karen Gill is an acute care nurse practitioner. Karen is employed by the only group of pulmonologists in a medium-sized city in Texas. Karen sees patients in the office and rounds at a level 2 hospital where she was the first APRN granted privileges.

    Mrs. Liu is a 72-year-old woman who moved to the United States from China 16 months ago after the death of her husband to live with her son and her daughter-in-law. Prior to immigrating, Mrs. Liu had complained of respiratory symptoms and consulted the village doctor, who diagnosed a minor ailment. Recently, her episodes of coughing, chest tightness, and wheezing worsened. After Mrs. Liu developed fever and weight loss, a chest X-ray ordered by her son’s family practice physician revealed a pulmonary mass. Mrs. Liu was referred to Karen’s practice, where she underwent a biopsy. The pathology report revealed pulmonary tuberculosis.

    Mrs. Liu’s son asked that the diagnosis be withheld from his mother. He explained that in the rural area of China where his mom is from, tuberculosis is considered fatal, and to tell her would be like giving her “a death sentence.” He also said tuberculosis is considered “not a nice thing” to have.

    Karen reviewed the literature on perceptions of tuberculosis in rural China and found considerable social stigma attached to the disease with loss of social connections common after the diagnosis. She knows that mandatory reporting must be done to the public health department within 24 hours.

    In your initial post, select
    **one** of the five case studies provided. Please make sure that the title of your chosen case study is clearly listed so that others know which scenario you are posting about.

    Answer the following questions for your selected case study:

    · What should the advanced practice nurse know about the cultural issues in the case?

    · How should the advanced practice nurse address these cultural differences in a respectful manner?

    · What ethical action is required?

    · What moral theories, ethical principles, or provisions of the ANA Code of Ethics impacted your decision?

    · Are there clinical practice guidelines or legal implications that impacted your decision?

    Post your responses to the forum below. End your post with two (2) thought-provoking follow-up questions designed to expand the discussion topic in new ways. Your post should be a total of 200–400 words. Reference three or more relevant, current, peer-reviewed journals (not a part of the assigned reading articles in the post), and incorporate assigned reading.

    **## TheethnicandculturalbackgroundsCasestudyinstructions.docx**

    **Nurse Practitioner Program**

    **The ethnic and cultural backgrounds of patients are becoming increasingly diverse. Advanced practice nurses need to appreciate that patients’ cultural backgrounds impact how they view situations and actions. We cannot make assumptions about values, beliefs, and preferences based on cultural heritage, as individuals within a culture vary in their attitudes and values, and can change due to acculturation. However, advanced practice nurses need to understand how an individual patient is shaped by his or her culture. Open-ended questions help the healthcare provider to do this, regardless of the patient’s background.**

    **Case Study**

    **Disclosure of a Serious Diagnosis to the Patient**

    **Background**

    Karen Gill is an acute care nurse practitioner. Karen is employed by the only group of pulmonologists in a medium-sized city in Texas. Karen sees patients in the office and rounds at a level 2 hospital where she was the first APRN granted privileges.

    Mrs. Liu is a 72-year-old woman who moved to the United States from China 16 months ago after the death of her husband to live with her son and her daughter-in-law. Prior to immigrating, Mrs. Liu had complained of respiratory symptoms and consulted the village doctor, who diagnosed a minor ailment. Recently, her episodes of coughing, chest tightness, and wheezing worsened. After Mrs. Liu developed fever and weight loss, a chest X-ray ordered by her son’s family practice physician revealed a pulmonary mass. Mrs. Liu was referred to Karen’s practice, where she underwent a biopsy. The pathology report revealed pulmonary tuberculosis.

    Mrs. Liu’s son asked that the diagnosis be withheld from his mother. He explained that in the rural area of China where his mom is from, tuberculosis is considered fatal, and to tell her would be like giving her “a death sentence.” He also said tuberculosis is considered “not a nice thing” to have.

    Karen reviewed the literature on perceptions of tuberculosis in rural China and found considerable social stigma attached to the disease with loss of social connections common after the diagnosis. She knows that mandatory reporting must be done to the public health department within 24 hours.

    In your initial post, select
    **one** of the five case studies provided. Please make sure that the title of your chosen case study is clearly listed so that others know which scenario you are posting about.

    Answer the following questions for your selected case study:

    · What should the advanced practice nurse know about the cultural issues in the case?

    · How should the advanced practice nurse address these cultural differences in a respectful manner?

    · What ethical action is required?

    · What moral theories, ethical principles, or provisions of the ANA Code of Ethics impacted your decision?

    · Are there clinical practice guidelines or legal implications that impacted your decision?

    Post your responses to the forum below. End your post with two (2) thought-provoking follow-up questions designed to expand the discussion topic in new ways. Your post should be a total of 200–400 words. Reference three or more relevant, current, peer-reviewed journals (not a part of the assigned reading articles in the post), and incorporate assigned reading.

  • [Solved] Nursing Chapter 2 Assignment

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    Manager vs. Leader Statements Chapter 2a – Assignment The following statements are either correlated with what a Manager would say or what Leader would say. 1. Accepts the Status Quo: If it ain’t broke don’t fix it 2. Approves: You did your job well and on time. 3. Assigns duties: I need you here…

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    Assignment Prompt & Instructions

    Manager vs. Leader Statements

    Chapter 2a – Assignment

    The following statements are either correlated with what a Manager would say or what Leader

    would say.

    1. Accepts the Status Quo: If it ain’t broke don’t fix it

    2. Approves: You did your job well and on time.

    3. Assigns duties: I need you here at 8am sharp. Our customers depend on us being on time.

    4. Breaks rules: What are we doing that holds people back?

    5. Carves new road: If we keep going down the same road, we’ll only end up in the same place.

    6. Challenges the status quo: I know it isn’t broken, but is there a way to do it that’s even better?

    7. Charts new growth: Our goals are just a starting point. We are limited only by how far we want to

    reach.

    8. Does the right thing: I know what the rules say. But sometimes you just need to break them.

    9. Does things right: Rules are rules. As much as I would like to, I can’t make an exception

    10. Encourages people: If you think you’ve got a better way, my door is always open.

    11. Establishes rules: Stick to the script. We can’t have everyone just running around doing their own

    thing.

    12. Eyes the bottom line: We got everything done and came in under budget

    13. Eyes the horizon: We got everything done, came in under budget, and laid the groundwork for the

    next phase.

    14. Follows the map: Our directions are very clear. Stick to them.

    15. Fosters ideas: Customers tell me they love working with you. I’d like you to show some of the

    others how you do that.

    16. Has objectives: Let’s stick to the plans so these get done ASAP

    17. Has vision: I like your thinking. Let’s see how we can work this into our operation

    18. Inspires trust: My workers know I trust them to be the best they can be.

    19. Instructs employees: If you’re not sure of what your job entails, you can check the flowchart on my

    door

    20. Meets expectations: We met our goals for the quarter, mission accomplished

    21. Minimizes risks: Time is money. The sooner I get this done, the better

    22. Motivates: You know, I’ve never had to worry about you doing your job- and doing it well.

    23. Plans the details: I will send out a memo to everyone and set a time for us to meet

    24. Relies on control: My workers know the consequences if they get out of line.

    25. Sees a problem: Our plan didn’t work. I’ve got to fix it before I get blamed.

    26. Sees an opportunity: Our plan didn’t work. Let’s put our heads together to see what we can learn

    from this.

    27. Sells: I have this great idea, and I know it will work if I can get you to be part of it.

    28. Sets the direction: Let’s get everyone together. I’ve got some exciting news you’ll all want to hear.

    29. Takes risks: This might stretch us, but the payoff will make it worthwhile.

    30. Tells: This is what I want you to do, and here is how I want you to do it

    31. Thinks long-term: Let’s look beyond the cost today and explore what this investment can mean

    down the road.

    32. Thinks short-term: We can’t afford this kind of capital purchase right now

    33. Votes with their head: This idea makes the most sense. Let’s go with that.

    34. Votes with their heads: This idea is interesting and gutsy. How can we implement it?

    Page 2 of 2 Leadership and Management Theory

    Instructions:

    1. Create two (2) columns or a table in Microsoft Word document. Label the first column

    “Manager” and label the second column “Leader”.

    2. Write all the statements listed above, that you think a Manager would say in the first column.

    3. Then, write all the statements listed above, that you think a Leader would say in the second

    column.

    4. It should be:

    o One (1) page

    o Typed according to APA style for margins, formatting, and spacing standards

    o Typed into a Microsoft Word document, save the file, and then upload the file

    – a year ago

  • [Solved] Chapter 3a

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    1. complete the task on external link (it is quick) https://tests.globalleadershipfoundation.com/geit/eitest.html 1. After you have completed the assignment, review the scores for the categories: self-awareness; self-management; social awareness and relationship management.. 2. Do a self-evaluation …

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    Assignment Prompt & Instructions

    1. complete the task on external link (it is quick)

    https://tests.globalleadershipfoundation.com/geit/eitest.html

    1. After you have completed the assignment, review the scores for the categories: self-awareness; self-management; social awareness and relationship management..
    2. Do a self-evaluation and see whether you are high or low in any of the areas.
    3. Explain why you may be low in any particular area and then continue on to the questions in #6
    4. Finally, answer the following questions below:
    1. Addressing the components of EI, can you think of an occurrence at work where EI was used and then why it helped in this particular situation.
    2. What is your opinion of EI, is it worth the time learning or is just another fad that will fade away in a couple of years?
    5. Your answers should be:

    – One (1) page
    – Typed according to [APA Writing StyleLinks to an external site.](https://libraryguides.mdc.edu/apa) for margins, formatting and spacing standards.

    – a year ago

  • [Solved] BM soap week 2

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    soap may 12 – Identify a friend, peer, or family member you can – a year ago **files (1)** – ## Soap.docx **## Soap.docx** | | | | — | — | | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon E…

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    Assignment Prompt & Instructions

    soap may 12

    – Identify a friend, peer, or family member you can

    – a year ago

    **files (1)**

    – ## Soap.docx

    **## Soap.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**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 <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) 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 <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | 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 <br> <br>(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 | |
    | | 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: <br>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.)<br>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)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>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:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

    **## Soap.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**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 <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) 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 <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | 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 <br> <br>(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 | |
    | | 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: <br>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.)<br>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)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>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:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

  • [Solved] Apply leadership concepts, skills, and decision making in the provision of quality nursing care

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    In-depth study guidance and analytical solution covering Apply leadership concepts, skills, and decision making in the provision of quality nursing care.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Analyze the cause and effect of two acts passed by the British Parliament on British North America.

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    In-depth study guidance and analytical solution covering Analyze the cause and effect of two acts passed by the British Parliament on British North America..

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  • [Solved] Advanced Communication in System Leadership

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    – Develop and leadership profile based on leadership style and personality profile – Apply their leadership profile to advanced communication situations – Develop strategies that will improve and/enhance advanced communication skills This paper is a reflective practice experience that requires you t…

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    Assignment Prompt & Instructions

    – Develop and leadership profile based on leadership style and personality profile
    – Apply their leadership profile to advanced communication situations
    – Develop strategies that will improve and/enhance advanced communication skills

    This paper is a reflective practice experience that requires you to describe selected communication experiences, analyze them through the lens of your newly developed leadership profile, and describe implications for future experiences. You will need to draw on knowledge of advanced communication skills as well as past experiences and knowledge in certain communication situations. **Scholarly inquiry into the specified communication types will be needed from at least one (1) peer reviewed journal per situation**. Use the detailed outline found in the Assignment Guidelines with Scoring Rubric document above to organize your paper. The headings included in that document should be used for your paper and represent what is included in a completed paper.

    – [\
    \
    2_Rubricdetails.docx](https://www.sweetstudy.com/files/2-rubricdetails-docx "2_Rubricdetails.docx")

    – a year ago

  • [Solved] academic, professional strategies and resources

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    In-depth study guidance and analytical solution covering academic, professional strategies and resources.

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  • [Solved] 9-1 Capstone Project

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    Executive Solution Overview

    Follow rubric Verbatim What to Submit Your comprehensive program proposal should be 12 to 15 pages in length (plus a cover page and references) and written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. – [\ \ rubric1.pdf](https://www.sweetstudy.com/files/r…

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    Assignment Prompt & Instructions

    Follow rubric Verbatim

    What to Submit

    Your comprehensive program proposal should be 12 to 15 pages in length (plus a cover page and references) and written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins.

    – [\
    \
    rubric1.pdf](https://www.sweetstudy.com/files/rubric1-pdf-10289611 "rubric1.pdf")

    – a year ago