Tag: Homework Solution

[Solved] Client overview

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– a year ago **files (1)** – ## ClientOverviewInstructions.docx **## ClientOverviewInstructions.docx** Client Overview Instructions (2nd part of the integrative paper outline) This paper will serve as the introduction to your overall Final Integrative Paper and should introduce the client(s) or fami…

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Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## ClientOverviewInstructions.docx

**## ClientOverviewInstructions.docx**

Client Overview Instructions (2nd part of the integrative paper outline)

This paper will serve as the introduction to your overall Final Integrative Paper and should introduce the client(s) or family (DP students) to the reader. This paper will provide context to future papers and will lay the foundation for subsequent sections.

· Introduce the client (e.g., individual or family) and describe the agency/program within which you are working with them. Provide an overview of the practice situation. This is the reason you are working with this particular client.

· Discuss how this practice situation fits into your area of specialization. For example, if your area of specialization is Mental Health and Substance Misuse, describe how the client's challenges/concerns fit the definition of mental health and substance misuse social work services. Please use the literature to support your writing.

· This paper should be written in 3rd person and adhere to APA guidelines. All individual client information should be de-identified.

· Understanding your population (client/agency) is an important place to start. This is the research you need to conduct before you can conduct research. For this assignment, you will be gaining a better understanding of your population and the social issues they face. It helps you build a case for why an intervention is needed. It will also help guide you later as your determine culturally competent approaches to interventions with your population.

· You will want to search background information sources that give context and prevalence information rather than going into academic literature where a study has been conducted. That will come later. Background information sources can be scholarly, but usually aren't found in academic journals. Instead, this type of information is found in things like encyclopedias and textbooks, government reports and data, and organizational or agency websites.

·

**Required – 2 pages for this section.**

(Please use the references that you mentioned in the outline for this section and you can also add additional references) Please also use subheadings as needed.

Please find attached the outline that was completed as the first part of this assignment. This outline will serve as the foundation for the remaining sections.

Following the Client Overview, there are four additional major components to be completed. I’ve also attached the full assignment description and instructions, which detail the requirements for each section. These sections are due every two weeks, and I will be submitting a request for each part accordingly.

Please continue to follow the structure established in the initial outline. Each section has specific page requirements, which I will clearly indicate when assigning them every two weeks. The sections that is likely to have more page requirements are Engagement, Assessment, Human Behavior and the Social Environment, Policy and Social Justice, and Intervention and Evaluation.

Thank you again for all your help.

**_Description of Major Assessments and Examinations_**

The purpose of this paper is to demonstrate a comprehensive understanding of practice and theory in your area of specialization. Select a client, client system or target population from your graduate level social work Practicum. The selected client or client system should reflect your chosen specialization. For example, if you are a CAP student you should select an agency, community or other social intervention. If your specialization is mental health, you should chose an individual, family or small group with mental health and/or substance misuse issues and concerns. If your area of specialization is family and children, you should choose an individual, family or small group with issues and concerns related to family and children. The client system you choose for your paper should be a real case from your Practicum placement. If you have an issue or problem with selecting a case from your Practicum placement, please see or talk with your instructor. All exceptions must be approved by the instructor. In no circumstances are family members, friends, or characters from media to be used as the client system in the paper.

(My specialization is Mental health)

**Integrative Paper Outline**

Use the template in the assignments module to complete the outline assignment. The template is set up so you can compose directly onto the document, save, and upload as your assignment submission.

**Client Situation.**

Describe the client system. (e.g., individual, family, other small group, larger group, team, program, agency, organization or community) and the client’s situation that is the reason for your intervention. Include a discussion of how this client’s situation fits into your area of specialization. For example, if your area of specialization is mental health, describe how the client’s issues/concerns fit the definition of mental health, mental illness, and/or mental well-being.

Apply, synthesize and analyze knowledge, theory, and skills in relation to the client system.

**Engagement, Assessment, Human Behavior and the Social Environment**

Describe how you did engage the client in the assessment and intervention. What specific skills did you use to engage the client?

Describe your efforts to collect, organize and interpret information about the client. What are the client’s strengths and limitations?

Your assessment should include a discussion of relevant issues of age, class, color, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, stigma, and/or sexual orientation as applicable to your client. Be sure that your discussion of diversity links well with the client and or client situation.

Discuss how the issues of social and economic justice and human and civil rights may relate to this specific practice situation.

Select and describe one or more of the most relevant HBSE theories that contribute to the client’s issues and concerns.

Briefly explain the theory and how this theory is relevant to your client’s area of concern/problem situation.

**Policy and Social Justice**

Select and describe one or more of the most relevant social policies relevant to the practice situation. This policy section refers to state and federal policies (laws, court decisions, or regulations), not agency policy. Be sure to cite the laws and policies correctly (as you should with all literature you reference).

Briefly explain the policy and how it is relevant to your client’s area of concern/problem situation.

Use a policy analysis model to analyze the effectiveness of the policy for the general client group you have chosen and then your client specifically. Include carefully referenced literature sources including books; peer-reviewed journal articles; research studies; government documents, reports and data; and web sites. While this is not expected in the space available to be a full policy analysis, you should draw on one of the policy analysis models with which you are familiar, and reference the model fully.

Based on your analysis, what would you advocate in terms of policy review, application, formulation, or revision?

**Intervention and Evaluation**

Present a mutually developed and agreed upon intervention strategy with specific goals and objectives. Provide a rationale for your selection.

Describe your intervention from beginning to end, including termination. How did you help the client prevent or resolve problems? How did you negotiate mediate and advocate for your client. Select and discuss at least 3 practice skills (micro/macro) used in your intervention with the client.

Write a critique of your work with the client. What did you do well in terms of the intervention? What could have been done to improve the outcomes with the client? How was the intervention empowering? How may it have been discriminatory or oppressive?

Provide a discussion of whether the intervention was developed from a theoretical practice model. If so, which practice theory? If not, what practice theory could have been used to facilitate better outcomes? Regardless, analyze and provide evidence- based knowledge about the theory-based intervention (used or proposed) and its effectiveness.

Select one of the methods used to evaluate change and improvement with clients/client systems (single subject, pretest/posttest or other). Provide a rationale for the evaluation method you selected. Describe the method and how you would facilitate using that method to collect data to assess change and improvement.

**Ethics and Conclusion**

Critically review your practice situation and intervention as an external observer and comment on the following:

Identify and describe one or more potential ethical and values issues related to this practice situation. Be sure to reference the NASW Code of Ethics in your discussion.

Discuss how this assignment raises issues of professional strengths and challenges. Formulate a plan for lifelong professional learning and continuing education.

NOTE: The final document should be between 20-25 double-spaced pages (not including references or a cover page) and in 12-point font. Your paper must adhere to APA style (6th edition).

**## ClientOverviewInstructions.docx**

Client Overview Instructions (2nd part of the integrative paper outline)

This paper will serve as the introduction to your overall Final Integrative Paper and should introduce the client(s) or family (DP students) to the reader. This paper will provide context to future papers and will lay the foundation for subsequent sections.

· Introduce the client (e.g., individual or family) and describe the agency/program within which you are working with them. Provide an overview of the practice situation. This is the reason you are working with this particular client.

· Discuss how this practice situation fits into your area of specialization. For example, if your area of specialization is Mental Health and Substance Misuse, describe how the client's challenges/concerns fit the definition of mental health and substance misuse social work services. Please use the literature to support your writing.

· This paper should be written in 3rd person and adhere to APA guidelines. All individual client information should be de-identified.

· Understanding your population (client/agency) is an important place to start. This is the research you need to conduct before you can conduct research. For this assignment, you will be gaining a better understanding of your population and the social issues they face. It helps you build a case for why an intervention is needed. It will also help guide you later as your determine culturally competent approaches to interventions with your population.

· You will want to search background information sources that give context and prevalence information rather than going into academic literature where a study has been conducted. That will come later. Background information sources can be scholarly, but usually aren't found in academic journals. Instead, this type of information is found in things like encyclopedias and textbooks, government reports and data, and organizational or agency websites.

·

**Required – 2 pages for this section.**

(Please use the references that you mentioned in the outline for this section and you can also add additional references) Please also use subheadings as needed.

Please find attached the outline that was completed as the first part of this assignment. This outline will serve as the foundation for the remaining sections.

Following the Client Overview, there are four additional major components to be completed. I’ve also attached the full assignment description and instructions, which detail the requirements for each section. These sections are due every two weeks, and I will be submitting a request for each part accordingly.

Please continue to follow the structure established in the initial outline. Each section has specific page requirements, which I will clearly indicate when assigning them every two weeks. The sections that is likely to have more page requirements are Engagement, Assessment, Human Behavior and the Social Environment, Policy and Social Justice, and Intervention and Evaluation.

Thank you again for all your help.

**_Description of Major Assessments and Examinations_**

The purpose of this paper is to demonstrate a comprehensive understanding of practice and theory in your area of specialization. Select a client, client system or target population from your graduate level social work Practicum. The selected client or client system should reflect your chosen specialization. For example, if you are a CAP student you should select an agency, community or other social intervention. If your specialization is mental health, you should chose an individual, family or small group with mental health and/or substance misuse issues and concerns. If your area of specialization is family and children, you should choose an individual, family or small group with issues and concerns related to family and children. The client system you choose for your paper should be a real case from your Practicum placement. If you have an issue or problem with selecting a case from your Practicum placement, please see or talk with your instructor. All exceptions must be approved by the instructor. In no circumstances are family members, friends, or characters from media to be used as the client system in the paper.

(My specialization is Mental health)

**Integrative Paper Outline**

Use the template in the assignments module to complete the outline assignment. The template is set up so you can compose directly onto the document, save, and upload as your assignment submission.

**Client Situation.**

Describe the client system. (e.g., individual, family, other small group, larger group, team, program, agency, organization or community) and the client’s situation that is the reason for your intervention. Include a discussion of how this client’s situation fits into your area of specialization. For example, if your area of specialization is mental health, describe how the client’s issues/concerns fit the definition of mental health, mental illness, and/or mental well-being.

Apply, synthesize and analyze knowledge, theory, and skills in relation to the client system.

**Engagement, Assessment, Human Behavior and the Social Environment**

Describe how you did engage the client in the assessment and intervention. What specific skills did you use to engage the client?

Describe your efforts to collect, organize and interpret information about the client. What are the client’s strengths and limitations?

Your assessment should include a discussion of relevant issues of age, class, color, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, stigma, and/or sexual orientation as applicable to your client. Be sure that your discussion of diversity links well with the client and or client situation.

Discuss how the issues of social and economic justice and human and civil rights may relate to this specific practice situation.

Select and describe one or more of the most relevant HBSE theories that contribute to the client’s issues and concerns.

Briefly explain the theory and how this theory is relevant to your client’s area of concern/problem situation.

**Policy and Social Justice**

Select and describe one or more of the most relevant social policies relevant to the practice situation. This policy section refers to state and federal policies (laws, court decisions, or regulations), not agency policy. Be sure to cite the laws and policies correctly (as you should with all literature you reference).

Briefly explain the policy and how it is relevant to your client’s area of concern/problem situation.

Use a policy analysis model to analyze the effectiveness of the policy for the general client group you have chosen and then your client specifically. Include carefully referenced literature sources including books; peer-reviewed journal articles; research studies; government documents, reports and data; and web sites. While this is not expected in the space available to be a full policy analysis, you should draw on one of the policy analysis models with which you are familiar, and reference the model fully.

Based on your analysis, what would you advocate in terms of policy review, application, formulation, or revision?

**Intervention and Evaluation**

Present a mutually developed and agreed upon intervention strategy with specific goals and objectives. Provide a rationale for your selection.

Describe your intervention from beginning to end, including termination. How did you help the client prevent or resolve problems? How did you negotiate mediate and advocate for your client. Select and discuss at least 3 practice skills (micro/macro) used in your intervention with the client.

Write a critique of your work with the client. What did you do well in terms of the intervention? What could have been done to improve the outcomes with the client? How was the intervention empowering? How may it have been discriminatory or oppressive?

Provide a discussion of whether the intervention was developed from a theoretical practice model. If so, which practice theory? If not, what practice theory could have been used to facilitate better outcomes? Regardless, analyze and provide evidence- based knowledge about the theory-based intervention (used or proposed) and its effectiveness.

Select one of the methods used to evaluate change and improvement with clients/client systems (single subject, pretest/posttest or other). Provide a rationale for the evaluation method you selected. Describe the method and how you would facilitate using that method to collect data to assess change and improvement.

**Ethics and Conclusion**

Critically review your practice situation and intervention as an external observer and comment on the following:

Identify and describe one or more potential ethical and values issues related to this practice situation. Be sure to reference the NASW Code of Ethics in your discussion.

Discuss how this assignment raises issues of professional strengths and challenges. Formulate a plan for lifelong professional learning and continuing education.

NOTE: The final document should be between 20-25 double-spaced pages (not including references or a cover page) and in 12-point font. Your paper must adhere to APA style (6th edition).

November 5, 2026
[Solved] CERTIFICATION AND LICENSURE PLAN peer responses

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Executive Solution Overview

**Respond** to **two** of your colleagues in one or more of the ways listed below. – Share an insight from having viewed your colleagues’ posts. – Suggest additional actions or perspectives. – Share insights after comparing state processes, roles, and limitations. – Suggest a way to advocate for the…

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Assignment Prompt & Instructions

**Respond** to **two** of your colleagues in one or more of the ways listed below.

– Share an insight from having viewed your colleagues’ posts.
– Suggest additional actions or perspectives.
– Share insights after comparing state processes, roles, and limitations.
– Suggest a way to advocate for the profession.
– Share resources with those who are in your state.

See responses attached

– [\
\
Peerresponsesforweek1.pages](https://www.sweetstudy.com/files/peerresponsesforweek1-pages "Peerresponsesforweek1.pages")

– a year ago

November 5, 2026
[Solved] Single Case Study Scenario

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Executive Solution Overview

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) **Defining the Case and Creating Problem Statements Assignment Instructions** **Overview** Researchers describe the background of the problem to define the root problem and explain the organizational consequen…

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Assignment Prompt & Instructions

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

**Defining the Case and Creating Problem Statements Assignment Instructions**

**Overview**

Researchers describe the background of the problem to define the root problem and explain the organizational consequences. The problem statement is a foundational component of the research study. In this assignment, you will use the provided single case study scenario to determine the root problem. Then, you will research the root problem in the literature to determine how it starts and the organizational consequences that result from the root problem.

**Instructions**

After reviewing the required material stated in this week’s module, address the following in a written paper using the current APA format:

· Using the provided single case study scenario, write a one to two-page background of the problem, discussing _how_ the problem started (i.e., root problem) and _why_ the problem needs to be studied (i.e., organizational consequences.)

· You will create a problem statement based on the provided single case study scenario.

o The first sentence will be the general problem sentence.

o The next three to four sentences will support the general problem sentence, showing that the problem currently exists. Each supporting sentence must be supported with a different peer-reviewed scholarly source no older than five (5) years.

o The last sentence will be the specific problem sentence and must include the location of the study and organization type.

**Required Format**

Cover page

Abstract

Introduction

Background of the Problem

Problem Statement

References

**Additional Requirements**

Use the provided _**Defining the Case and Creating a Problem Statement Assignment**_ _**Template.**_

This 1,000 minimum, 1,500 maximum word paper needs to be written to include these guidelines:

– The required title,      abstract, running head, table, and reference pages are not included in the      required assignment word count but are required as part of your paper.

· Materials submitted to fulfill requirements in one course may not be submitted in another course. Concerns about the propriety of obtaining outside assistance and acknowledging sources should be addressed to the instructor of the course before the work commences and as necessary as the work proceeds.

· This paper must include at least seven references from peer-reviewed scholarly articles that have publication dates no older than 5 years. Do not use any books.

– All parts of      the assignment must be based on peer-reviewed scholarly sources.
– In-text      citations are required to support your (a) statements, (b) points, (c) assertions,      (d) issues, (e) arguments, (f) concerns, (g) paragraph topic sentences,      and (h) statements of fact and opinion. Refer to Section 8.1, _Appropriate      Level of Citation_ on pages 253 and 254 in the APA Manual (7th ed.).
– Do      not provide any personal opinions.
– Refrain from using phrases such as,      “in this paper.”
– Sources      of information from Wikipedia, dictionaries, websites, blogs, and encyclopedias      will not be accepted.
– A paragraph is defined in this course      as being at least 4 sentences in length and structured in a cohesive      manner.      Consider using the MEAL approach for writing paragraphs:
– M – Main topic using peer-reviewed       scholarly sources.
– E – Evidence to support the main       topic using peer-reviewed scholarly sources.
– A – Analysis (e.g., for and against)       of the evidence using peer-reviewed scholarly sources.
– L – Lead back to the main topic or       to the main topic in the next paragraph using peer-reviewed scholarly       sources.
– Avoid      (a) clichés, (b) slang, (c) jargon, (d) exaggerations, (e) abbreviations, (f)      figurative language, and (g) language that is too informal and too      subjective.
– Submit      your final document for grading with file name syntax: **LastNameFirstInitial Assignment Name #**.      For example: SmithJ_Assignment Name.doc (no .pdfs)

**Grading Metrics**

Consult the accompanying rubric for how this assignment will be graded. Also, any form of plagiarism, including copying and pasting, will result in zero points for the entire assignment. All quoted materials must be properly cited in the current APA format.

Note: The Turnitin plagiarism tool will be used to check your assignment for originality. The tool is a starting point for instructors to check overall Academic Integrity; higher scores generally indicate a higher probability of Academic Misconduct. The higher the score, the higher the probability that there are too many quotations included in the narrative, and/or there are passages that have not been properly cited.

– [\
\
DefiningtheCaseandCreatingProblemStatementsAssignmentInstructions.docx](https://www.sweetstudy.com/files/definingthecaseandcreatingproblemstatementsassignmentinstructions-docx "DefiningtheCaseandCreatingProblemStatementsAssignmentInstructions.docx")
– [\
\
DefiningtheCaseandCreatingProblemStatementsAssignmentTemplate.docx](https://www.sweetstudy.com/files/definingthecaseandcreatingproblemstatementsassignmenttemplate-docx "DefiningtheCaseandCreatingProblemStatementsAssignmentTemplate.docx")
– [\
\
SingleCaseStudyScenario.docx](https://www.sweetstudy.com/files/singlecasestudyscenario-docx "SingleCaseStudyScenario.docx")

– a year ago

November 5, 2026
[Solved] I Just Need Points

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Executive Solution Overview

I literally only need points. sorry. – [\ \ IMG_1766.jpeg](https://www.sweetstudy.com/files/img-1766-jpeg "IMG_1766.jpeg") – a year ago

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Assignment Prompt & Instructions

I literally only need points. sorry.

– [\
\
IMG_1766.jpeg](https://www.sweetstudy.com/files/img-1766-jpeg "IMG_1766.jpeg")

– a year ago

November 5, 2026
[Solved] Roch week 4 soap

✓ Verified Academic Solution Available

Executive Solution Overview

Roch week 4 soap – a year ago **files (2)** – ## annotated-SOAP20NOTE20UNIT204.docx.pdf – SOAPNoteTemplate-Final28129.docx **## annotated-SOAP20NOTE20UNIT204.docx.pdf** SOAP Note _______ NU___:_________ Herzing University Name:_________________________ Typ…

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Assignment Prompt & Instructions

Roch week 4 soap

– a year ago

**files (2)**

– ## annotated-SOAP20NOTE20UNIT204.docx.pdf

– SOAPNoteTemplate-Final28129.docx

**## annotated-SOAP20NOTE20UNIT204.docx.pdf**

SOAP Note _______
NU___:_________
Herzing University

Name:_________________________
Typhon Encounter #: _____________________

Comprehensive:____Focused:____

S: SUBJECTIVE DATA
CC: "My lower back has been hurting for the past two weeks, especially after

long hours at my desk job. I’ve also noticed stiffness in the mornings."

HPI: • O: Gradual onset ~2 weeks ago
• L: Bilateral lower back
• D: Constant ache, worse by end of day
• C: Dull, achy pain
• A: Prolonged sitting, lifting heavy objects
• R: Heat, stretching, ibuprofen
• T: OTC meds, no PT
• S: 32F with lower back pain, likely musculoskeletal

PMH: • Hypertension (controlled, on lisinopril 10mg daily)
• Tonsillectomy at age 12
• No hospitalizations.

ALLERGIES NKDA

MEDICATIONS • Lisinopril 10mg PO daily (for HTN)
• Ibuprofen 400mg PO PRN (for pain)

SH • Occupation: Accountant (sedentary job)
• Non-smoker
• Occasional alcohol use
• Exercises 2x/week (yoga, walking)
• High work-related stress
• No drug use, low HIV risk
• Sexually active; no reported issues
• Moderate caffeine intake likely (desk job)

FH • Maternal: HTN diagnosed at 50, osteoporosis at 65
• Paternal: Type 2 diabetes diagnosed at 55

HEALTH
PROMOTION &
MAINTENANCE

• Immunizations: Flu (2023), COVID-19 booster (2023)
• Diet: Balanced, low sodium
• Exercise: Yoga and walking 2x/week
• Dental: Last exam 6 months ago
• Vision: Eye exam overdue (none in 2+ years)
• Plans for DEXA by age 40

Amanda Huber

109940000000053740

The assignment was to complete an annual wellness/new pt exam

Amanda Huber

109940000000053740

ask all age appropriate questions for screening for a 32 y/o female.

Amanda Huber

109940000000053740

Start with age and gender.

Amanda Huber

109940000000053740

Incorrect HPI for annual wellness/new pt

SOAP Note _______
NU___:_________
Herzing University

Name:_________________________
Typhon Encounter #: _____________________

Comprehensive:____Focused:____

Constitutional No fever, chills, or fatigue
Head No headaches, trauma, or dizziness
Eyes No vision changes, eye pain, or

discharge
Ears, Nose, Mouth, Throat No congestion, sore throat, or ear

symptoms
Neck No stiffness or swelling
Cardiovascular/Peripheral
Vascular

No chest pain, palpitations, or edema

Respiratory Denies coughing, SOB, or wheezing
Breast No lumps or discharge reported
Gastrointestinal No nausea, vomiting, or bowel changes
Genitourinary No dysuria, urgency, or incontinence
Musculoskeletal Reports dull lower back pain, no joint

swelling
Integumentary Denies having rashes, bruising, or

wounds
Neurological No numbness, tingling, or headaches
Psychiatric (screening tools: Ex:
PHQ-9, MMSE, GAD-7)

Feels stressed from work; no
depression or anxiety noted

Endocrine No polydipsia, polyuria, or heat/cold
intolerance

Hematologic/Lymphatic No easy bruising, bleeding, or swollen
nodes

ROS

(put N/A in sections
not completed day of
exam)

Allergic/Immunologic No known allergies or immune
disorders

Other Denies weight changes or urinary
symptoms

O: OBJECTIVE DATA
HR: 72 RR: 16 BP: 118/78 Temp: 98.4°F

SpO2%: 98% Ht: 5'6" Wt: 150 lbs BMI: 24.2

VITALS:

Age: 32 LMP: N/A PAIN:
Reports 4/10
dull lower
back pain

General Appearance Alert, well-nourished, in no acute
distress

Amanda Huber

109940000000053740

why is this NA?

SOAP Note _______
NU___:_________
Herzing University

Name:_________________________
Typhon Encounter #: _____________________

Comprehensive:____Focused:____

Head Normocephalic, atraumatic
Eyes PERRLA, no conjunctival injection
ENT, Mouth Moist mucosa, no erythema or

lesions
Neck Supple, no lymphadenopathy or

thyromegaly
Cardiovascular/Peripheral Vascular Regular rate and rhythm, no

murmurs, pulses intact
Respiratory Clear to auscultation bilaterally, no

rales/wheezes
Breast N/A
Gastrointestinal Soft, non-tender, no

hepatosplenomegaly
Genitourinary Male

• External Exam N/A
• Internal Exam N/A

Genitourinary Female
• External Exam No GU complaints
• Internal Exam Deferred

Musculoskeletal Tender lumbar paraspinals, stiff
flexion, normal ROM, no swelling

Integumentary Skin intact, no lesions or rashes
Neurological Alert, oriented, normal strength

and sensation; negative straight-leg
raise

Psychiatric Appropriate affect; good insight and
judgment

Endocrine No signs of hormonal imbalance
Hematologic/Lymphatic No lymphadenopathy, no bruising

PHYSICAL
EXAM

(Pertinent data
related to
presenting
problem or
visit type. Put
N/A in sections
not completed
day of exam)

Allergic/Immunologic No signs of allergic reaction
Other N/A

A: ASSESSMENT AND DIAGNOSIS
DIAGNOSIS ICD-10 CODES

1. Low back pain (musculoskeletal) M54.5PRIORITIZE
DIAGNOSIS

2. Hypertension, controlled I10

Amanda Huber

109940000000053740

not objective data

SOAP Note _______
NU___:_________
Herzing University

Name:_________________________
Typhon Encounter #: _____________________

Comprehensive:____Focused:____

3. Health maintenance (osteoporosis risk) Z79.899

VISIT CODES CPT BILLING CODES 99213 (Established patient, low-
moderate complexity)

POC TESTING None required. No tests today;
imaging if symptoms persist or
worsen

DIAGNOSTICS

TESTS REVIEWED N/A

P: PLAN
1. Diagnosis: Low back pain

Diagnostics Order: Consider lumbar spine X-ray if pain persists
beyond 4 weeks or worsens

Therapeutic: Naproxen 220mg PO BID PRN, continue stretching
and ergonomic adjustments at workstation

Education: Educated on posture, body mechanics, daily stretches;
avoid heavy lifting

Consultation/Collaboration: Refer to physical therapy if no
improvement in 4 weeks.

ACTIONS

2. Diagnosis: Hypertension

Diagnostics Order: Routine BP monitoring every 3–6 months;
annual CMP to monitor kidney function and electrolytes due to
lisinopril use.

Therapeutic: Continue lisinopril 10mg PO daily

Education: Reinforced adherence to low-sodium diet, encouraged
home BP monitoring

Consultation/Collaboration: No referral needed currently. May
consider referral to cardiology if BP control worsens or signs of
target organ damage arise.

SOAP Note _______
NU___:_________
Herzing University

Name:_________________________
Typhon Encounter #: _____________________

Comprehensive:____Focused:____

3. Diagnosis: Health maintenance

Diagnostics Order: Schedule DEXA scan by age 40

Therapeutic: Encourage daily calcium (1000mg) and vitamin D
(800 IU) intake through diet or supplements to reduce osteoporosis
risk.

Education: Recommend eye exam within 6 months; discussed
importance of maintaining routine health screenings and dental
exams.

Consultation/Collaboration: May consider future referral to
ophthalmology if vision changes occur or if eye exam reveals
abnormalities

PREVENTITIVE

(Used for
comprehensive exams)

• Eye exam recommended
• DEXA scan by age 40
• Re-evaluation of back pain in 4 weeks
• Annual wellness visits scheduling

FOLLOW UP Follow-up in 4 weeks to reassess back pain and evaluate if PT or
imaging is needed

**SOAPNoteTemplate-Final28129.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnotetemplate-final28129-docx-10305213)

**SOAPNoteTemplate-Final28129.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnotetemplate-final28129-docx-10305213)

**## annotated-SOAP20NOTE20UNIT204.docx.pdf**

SOAP Note _______
NU___:_________
Herzing University

Name:_________________________
Typhon Encounter #: _____________________

Comprehensive:____Focused:____

S: SUBJECTIVE DATA
CC: "My lower back has been hurting for the past two weeks, especially after

long hours at my desk job. I’ve also noticed stiffness in the mornings."

HPI: • O: Gradual onset ~2 weeks ago
• L: Bilateral lower back
• D: Constant ache, worse by end of day
• C: Dull, achy pain
• A: Prolonged sitting, lifting heavy objects
• R: Heat, stretching, ibuprofen
• T: OTC meds, no PT
• S: 32F with lower back pain, likely musculoskeletal

PMH: • Hypertension (controlled, on lisinopril 10mg daily)
• Tonsillectomy at age 12
• No hospitalizations.

ALLERGIES NKDA

MEDICATIONS • Lisinopril 10mg PO daily (for HTN)
• Ibuprofen 400mg PO PRN (for pain)

SH • Occupation: Accountant (sedentary job)
• Non-smoker
• Occasional alcohol use
• Exercises 2x/week (yoga, walking)
• High work-related stress
• No drug use, low HIV risk
• Sexually active; no reported issues
• Moderate caffeine intake likely (desk job)

FH • Maternal: HTN diagnosed at 50, osteoporosis at 65
• Paternal: Type 2 diabetes diagnosed at 55

HEALTH
PROMOTION &
MAINTENANCE

• Immunizations: Flu (2023), COVID-19 booster (2023)
• Diet: Balanced, low sodium
• Exercise: Yoga and walking 2x/week
• Dental: Last exam 6 months ago
• Vision: Eye exam overdue (none in 2+ years)
• Plans for DEXA by age 40

Amanda Huber

109940000000053740

The assignment was to complete an annual wellness/new pt exam

Amanda Huber

109940000000053740

ask all age appropriate questions for screening for a 32 y/o female.

Amanda Huber

109940000000053740

Start with age and gender.

Amanda Huber

109940000000053740

Incorrect HPI for annual wellness/new pt

SOAP Note _______
NU___:_________
Herzing University

Name:_________________________
Typhon Encounter #: _____________________

Comprehensive:____Focused:____

Constitutional No fever, chills, or fatigue
Head No headaches, trauma, or dizziness
Eyes No vision changes, eye pain, or

discharge
Ears, Nose, Mouth, Throat No congestion, sore throat, or ear

symptoms
Neck No stiffness or swelling
Cardiovascular/Peripheral
Vascular

No chest pain, palpitations, or edema

Respiratory Denies coughing, SOB, or wheezing
Breast No lumps or discharge reported
Gastrointestinal No nausea, vomiting, or bowel changes
Genitourinary No dysuria, urgency, or incontinence
Musculoskeletal Reports dull lower back pain, no joint

swelling
Integumentary Denies having rashes, bruising, or

wounds
Neurological No numbness, tingling, or headaches
Psychiatric (screening tools: Ex:
PHQ-9, MMSE, GAD-7)

Feels stressed from work; no
depression or anxiety noted

Endocrine No polydipsia, polyuria, or heat/cold
intolerance

Hematologic/Lymphatic No easy bruising, bleeding, or swollen
nodes

ROS

(put N/A in sections
not completed day of
exam)

Allergic/Immunologic No known allergies or immune
disorders

Other Denies weight changes or urinary
symptoms

O: OBJECTIVE DATA
HR: 72 RR: 16 BP: 118/78 Temp: 98.4°F

SpO2%: 98% Ht: 5'6" Wt: 150 lbs BMI: 24.2

VITALS:

Age: 32 LMP: N/A PAIN:
Reports 4/10
dull lower
back pain

General Appearance Alert, well-nourished, in no acute
distress

Amanda Huber

109940000000053740

why is this NA?

SOAP Note _______
NU___:_________
Herzing University

Name:_________________________
Typhon Encounter #: _____________________

Comprehensive:____Focused:____

Head Normocephalic, atraumatic
Eyes PERRLA, no conjunctival injection
ENT, Mouth Moist mucosa, no erythema or

lesions
Neck Supple, no lymphadenopathy or

thyromegaly
Cardiovascular/Peripheral Vascular Regular rate and rhythm, no

murmurs, pulses intact
Respiratory Clear to auscultation bilaterally, no

rales/wheezes
Breast N/A
Gastrointestinal Soft, non-tender, no

hepatosplenomegaly
Genitourinary Male

• External Exam N/A
• Internal Exam N/A

Genitourinary Female
• External Exam No GU complaints
• Internal Exam Deferred

Musculoskeletal Tender lumbar paraspinals, stiff
flexion, normal ROM, no swelling

Integumentary Skin intact, no lesions or rashes
Neurological Alert, oriented, normal strength

and sensation; negative straight-leg
raise

Psychiatric Appropriate affect; good insight and
judgment

Endocrine No signs of hormonal imbalance
Hematologic/Lymphatic No lymphadenopathy, no bruising

PHYSICAL
EXAM

(Pertinent data
related to
presenting
problem or
visit type. Put
N/A in sections
not completed
day of exam)

Allergic/Immunologic No signs of allergic reaction
Other N/A

A: ASSESSMENT AND DIAGNOSIS
DIAGNOSIS ICD-10 CODES

1. Low back pain (musculoskeletal) M54.5PRIORITIZE
DIAGNOSIS

2. Hypertension, controlled I10

Amanda Huber

109940000000053740

not objective data

SOAP Note _______
NU___:_________
Herzing University

Name:_________________________
Typhon Encounter #: _____________________

Comprehensive:____Focused:____

3. Health maintenance (osteoporosis risk) Z79.899

VISIT CODES CPT BILLING CODES 99213 (Established patient, low-
moderate complexity)

POC TESTING None required. No tests today;
imaging if symptoms persist or
worsen

DIAGNOSTICS

TESTS REVIEWED N/A

P: PLAN
1. Diagnosis: Low back pain

Diagnostics Order: Consider lumbar spine X-ray if pain persists
beyond 4 weeks or worsens

Therapeutic: Naproxen 220mg PO BID PRN, continue stretching
and ergonomic adjustments at workstation

Education: Educated on posture, body mechanics, daily stretches;
avoid heavy lifting

Consultation/Collaboration: Refer to physical therapy if no
improvement in 4 weeks.

ACTIONS

2. Diagnosis: Hypertension

Diagnostics Order: Routine BP monitoring every 3–6 months;
annual CMP to monitor kidney function and electrolytes due to
lisinopril use.

Therapeutic: Continue lisinopril 10mg PO daily

Education: Reinforced adherence to low-sodium diet, encouraged
home BP monitoring

Consultation/Collaboration: No referral needed currently. May
consider referral to cardiology if BP control worsens or signs of
target organ damage arise.

SOAP Note _______
NU___:_________
Herzing University

Name:_________________________
Typhon Encounter #: _____________________

Comprehensive:____Focused:____

3. Diagnosis: Health maintenance

Diagnostics Order: Schedule DEXA scan by age 40

Therapeutic: Encourage daily calcium (1000mg) and vitamin D
(800 IU) intake through diet or supplements to reduce osteoporosis
risk.

Education: Recommend eye exam within 6 months; discussed
importance of maintaining routine health screenings and dental
exams.

Consultation/Collaboration: May consider future referral to
ophthalmology if vision changes occur or if eye exam reveals
abnormalities

PREVENTITIVE

(Used for
comprehensive exams)

• Eye exam recommended
• DEXA scan by age 40
• Re-evaluation of back pain in 4 weeks
• Annual wellness visits scheduling

FOLLOW UP Follow-up in 4 weeks to reassess back pain and evaluate if PT or
imaging is needed

**SOAPNoteTemplate-Final28129.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnotetemplate-final28129-docx-10305213)

**## annotated-SOAP20NOTE20UNIT204.docx.pdf**

SOAP Note _______
NU___:_________
Herzing University

Name:_________________________
Typhon Encounter #: _____________________

Comprehensive:____Focused:____

S: SUBJECTIVE DATA
CC: "My lower back has been hurting for the past two weeks, especially after

long hours at my desk job. I’ve also noticed stiffness in the mornings."

HPI: • O: Gradual onset ~2 weeks ago
• L: Bilateral lower back
• D: Constant ache, worse by end of day
• C: Dull, achy pain
• A: Prolonged sitting, lifting heavy objects
• R: Heat, stretching, ibuprofen
• T: OTC meds, no PT
• S: 32F with lower back pain, likely musculoskeletal

PMH: • Hypertension (controlled, on lisinopril 10mg daily)
• Tonsillectomy at age 12
• No hospitalizations.

ALLERGIES NKDA

MEDICATIONS • Lisinopril 10mg PO daily (for HTN)
• Ibuprofen 400mg PO PRN (for pain)

SH • Occupation: Accountant (sedentary job)
• Non-smoker
• Occasional alcohol use
• Exercises 2x/week (yoga, walking)
• High work-related stress
• No drug use, low HIV risk
• Sexually active; no reported issues
• Moderate caffeine intake likely (desk job)

FH • Maternal: HTN diagnosed at 50, osteoporosis at 65
• Paternal: Type 2 diabetes diagnosed at 55

HEALTH
PROMOTION &
MAINTENANCE

• Immunizations: Flu (2023), COVID-19 booster (2023)
• Diet: Balanced, low sodium
• Exercise: Yoga and walking 2x/week
• Dental: Last exam 6 months ago
• Vision: Eye exam overdue (none in 2+ years)
• Plans for DEXA by age 40

Amanda Huber

109940000000053740

The assignment was to complete an annual wellness/new pt exam

Amanda Huber

109940000000053740

ask all age appropriate questions for screening for a 32 y/o female.

Amanda Huber

109940000000053740

Start with age and gender.

Amanda Huber

109940000000053740

Incorrect HPI for annual wellness/new pt

SOAP Note _______
NU___:_________
Herzing University

Name:_________________________
Typhon Encounter #: _____________________

Comprehensive:____Focused:____

Constitutional No fever, chills, or fatigue
Head No headaches, trauma, or dizziness
Eyes No vision changes, eye pain, or

discharge
Ears, Nose, Mouth, Throat No congestion, sore throat, or ear

symptoms
Neck No stiffness or swelling
Cardiovascular/Peripheral
Vascular

No chest pain, palpitations, or edema

Respiratory Denies coughing, SOB, or wheezing
Breast No lumps or discharge reported
Gastrointestinal No nausea, vomiting, or bowel changes
Genitourinary No dysuria, urgency, or incontinence
Musculoskeletal Reports dull lower back pain, no joint

swelling
Integumentary Denies having rashes, bruising, or

wounds
Neurological No numbness, tingling, or headaches
Psychiatric (screening tools: Ex:
PHQ-9, MMSE, GAD-7)

Feels stressed from work; no
depression or anxiety noted

Endocrine No polydipsia, polyuria, or heat/cold
intolerance

Hematologic/Lymphatic No easy bruising, bleeding, or swollen
nodes

ROS

(put N/A in sections
not completed day of
exam)

Allergic/Immunologic No known allergies or immune
disorders

Other Denies weight changes or urinary
symptoms

O: OBJECTIVE DATA
HR: 72 RR: 16 BP: 118/78 Temp: 98.4°F

SpO2%: 98% Ht: 5'6" Wt: 150 lbs BMI: 24.2

VITALS:

Age: 32 LMP: N/A PAIN:
Reports 4/10
dull lower
back pain

General Appearance Alert, well-nourished, in no acute
distress

Amanda Huber

109940000000053740

why is this NA?

SOAP Note _______
NU___:_________
Herzing University

Name:_________________________
Typhon Encounter #: _____________________

Comprehensive:____Focused:____

Head Normocephalic, atraumatic
Eyes PERRLA, no conjunctival injection
ENT, Mouth Moist mucosa, no erythema or

lesions
Neck Supple, no lymphadenopathy or

thyromegaly
Cardiovascular/Peripheral Vascular Regular rate and rhythm, no

murmurs, pulses intact
Respiratory Clear to auscultation bilaterally, no

rales/wheezes
Breast N/A
Gastrointestinal Soft, non-tender, no

hepatosplenomegaly
Genitourinary Male

• External Exam N/A
• Internal Exam N/A

Genitourinary Female
• External Exam No GU complaints
• Internal Exam Deferred

Musculoskeletal Tender lumbar paraspinals, stiff
flexion, normal ROM, no swelling

Integumentary Skin intact, no lesions or rashes
Neurological Alert, oriented, normal strength

and sensation; negative straight-leg
raise

Psychiatric Appropriate affect; good insight and
judgment

Endocrine No signs of hormonal imbalance
Hematologic/Lymphatic No lymphadenopathy, no bruising

PHYSICAL
EXAM

(Pertinent data
related to
presenting
problem or
visit type. Put
N/A in sections
not completed
day of exam)

Allergic/Immunologic No signs of allergic reaction
Other N/A

A: ASSESSMENT AND DIAGNOSIS
DIAGNOSIS ICD-10 CODES

1. Low back pain (musculoskeletal) M54.5PRIORITIZE
DIAGNOSIS

2. Hypertension, controlled I10

Amanda Huber

109940000000053740

not objective data

SOAP Note _______
NU___:_________
Herzing University

Name:_________________________
Typhon Encounter #: _____________________

Comprehensive:____Focused:____

3. Health maintenance (osteoporosis risk) Z79.899

VISIT CODES CPT BILLING CODES 99213 (Established patient, low-
moderate complexity)

POC TESTING None required. No tests today;
imaging if symptoms persist or
worsen

DIAGNOSTICS

TESTS REVIEWED N/A

P: PLAN
1. Diagnosis: Low back pain

Diagnostics Order: Consider lumbar spine X-ray if pain persists
beyond 4 weeks or worsens

Therapeutic: Naproxen 220mg PO BID PRN, continue stretching
and ergonomic adjustments at workstation

Education: Educated on posture, body mechanics, daily stretches;
avoid heavy lifting

Consultation/Collaboration: Refer to physical therapy if no
improvement in 4 weeks.

ACTIONS

2. Diagnosis: Hypertension

Diagnostics Order: Routine BP monitoring every 3–6 months;
annual CMP to monitor kidney function and electrolytes due to
lisinopril use.

Therapeutic: Continue lisinopril 10mg PO daily

Education: Reinforced adherence to low-sodium diet, encouraged
home BP monitoring

Consultation/Collaboration: No referral needed currently. May
consider referral to cardiology if BP control worsens or signs of
target organ damage arise.

SOAP Note _______
NU___:_________
Herzing University

Name:_________________________
Typhon Encounter #: _____________________

Comprehensive:____Focused:____

3. Diagnosis: Health maintenance

Diagnostics Order: Schedule DEXA scan by age 40

Therapeutic: Encourage daily calcium (1000mg) and vitamin D
(800 IU) intake through diet or supplements to reduce osteoporosis
risk.

Education: Recommend eye exam within 6 months; discussed
importance of maintaining routine health screenings and dental
exams.

Consultation/Collaboration: May consider future referral to
ophthalmology if vision changes occur or if eye exam reveals
abnormalities

PREVENTITIVE

(Used for
comprehensive exams)

• Eye exam recommended
• DEXA scan by age 40
• Re-evaluation of back pain in 4 weeks
• Annual wellness visits scheduling

FOLLOW UP Follow-up in 4 weeks to reassess back pain and evaluate if PT or
imaging is needed

**SOAPNoteTemplate-Final28129.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnotetemplate-final28129-docx-10305213)

November 5, 2026
[Solved] HCP Week 4 Reply to Peer 2

✓ Verified Academic Solution Available

Executive Solution Overview

Florida maintains a mixed regulatory framework in maternal health that combines insured coverage and state assistance programs for uninsured women. However, the state has not expanded Medicaid under the Affordable Care Act, leaving approximately 1.3 million low-income residents without regular acces…

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Assignment Prompt & Instructions

Florida maintains a mixed regulatory framework in maternal health that combines insured coverage and state assistance programs for uninsured women. However, the state has not expanded Medicaid under the Affordable Care Act, leaving approximately 1.3 million low-income residents without regular access to affordable health care. Health plans, including Medicaid, cover contraceptive methods, including long-acting reversible methods, without copayment under the provisions of the ACA (Neiman et al., 2021). Coverage of fertility treatments varies by insurance plan and is not universally guaranteed. As of May 2024, Florida prohibits abortion after six weeks gestation, with limited exceptions. State law requires informed consent, performance of an ultrasound at least 24 hours prior to the procedure and, for minors under 18, the consent of at least one parent.

Reproductive health clinics funded by the Title X program have faced significant reductions in capacity due to federal policy changes and lack of adequate funding. This has limited access to family planning and reproductive health services for low-income and uninsured women in the state. In 2022, the infant mortality rate in Florida was 6.0 per 1,000 live births, slightly above the national average (Krass et al., 2022). The maternal mortality rate was 24.1 per 100,000 live births, also above the national average. Black women in Florida face significantly higher maternal mortality rates than white women, reflecting inequities in access to and quality of health care. The lack of Medicaid expansion in Florida limits access to preventive services, which can contribute to unplanned pregnancies and undetected complications. Studies show that states that have expanded Medicaid have experienced reductions in maternal and infant mortality rates. To improve these indicators, it would be beneficial for Florida to consider expanding Medicaid and removing barriers to accessing reproductive health services (Diouf et al., 2024).

References

Diouf, F., Thompson, T., Silesky, M., & Bonnevie, E. (2024). A Call to Action: Supporting Black Maternal and Infant Health Using the Collective Impact Model. Maternal and Child Health Journal, 28(8), 1265-1271. https://doi.org/10.1007/s10995-024-03937-z

Krass, P., Tam, V., Min, J., Joslin, I., Khabie, L., Wilkinson, T. A., & Wood, S. M. (2022). Adolescent Access to Federally Funded Clinics Providing Confidential Family Planning Following Changes to Title X Funding Regulations. JAMA Network Open, 5(6), e2217488. https://doi.org/10.1001/jamanetworkopen.2022.17488

Neiman, P. U., Tsai, T. C., Bergmark, R. W., Ibrahim, A., Nathan, H., & Scott, J. W. (2021). The Affordable Care Act at 10 Years: Evaluating the Evidence and Navigating an Uncertain Future. The Journal of Surgical Research, 263, 102-109. https://doi.org/10.1016/j.jss.2020.12.056.

– a year ago

November 5, 2026
[Solved] Resp wk 1 Inform

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (1)** – ## Dis.Nurs8210HealthInformationTechnologyandNursingInformatics.docx **## Dis.Nurs8210HealthInformationTechnologyandNursingInformatics.docx** Health Information Technology and Nursing Informatics: Introduction ![A person in scrubs using a computer AI-generated content ma…

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Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## Dis.Nurs8210HealthInformationTechnologyandNursingInformatics.docx

**## Dis.Nurs8210HealthInformationTechnologyandNursingInformatics.docx**

Health Information Technology and Nursing Informatics: Introduction

![A person in scrubs using a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/resp-wk-1-inform)

In the video,
_Nursing Informatics Innovators,_  you are provided an extensive list of 34 nursing informatics innovators. Each of these individuals has been integral in advancing nursing informatics and the field of nursing practice.

Innovators in the field of nursing informatics, led the way in shifting the perception of a nurse as an art of patient care, to the practice of nursing as a science, vested in science, technology, and advancements.

Nursing informatics innovators facilitated and created major advancements in the field of nursing and ensured the field would be one of advancement, continual change, and scientific innovation. Exploring the work of these innovators is essential in understanding where nursing informatics began, where it is now, and where it continues to go.

For this Discussion, reflect on the role of individual nursing informatics innovators and consider their contributions, the impact of their contributions, and what you might specifically learn from them in your nursing practice. Reflect on your background and experiences in nursing informatics. You will also review Table 1 from the American Nurses Association (2015) Scope and Standards of Practice (2nd ed.) Explore on how you might apply the knowledge of these innovators and the information from Table 1 to your nursing practice, your education, and your future goals.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883163)

[Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-1-learning-resources?module_item_id=6883163)

· Sipes, C. (2025).
_Project management for the advanced practice nurse_ (3rd ed.). Springer Publishing.

· Chapter 1, “Basic Project Management for the Advanced Practice Nurses and Healthcare Professionals” (pp. 3–21)

· Chapter 2, “Advanced Practice Nurse Role Descriptions and Application of Project Management Concepts” (pp. 22–54)

· Chapter 3, “Design/Initiation: Project Management—Phase 1” (pp. 55–84)

· American Nurses Association. (2015).
[_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_ (2nd ed.).

· “Introduction” (p. 1)

· “The Scope of Nursing Informatics Practice” (pp. 1–6)

· “Standard 1: Assessment” (pp. 68–69)

· “Standard 2: Diagnosis, Problems, and Issues Identification” (p. 70)

· Walden University Oasis: Writing Center. (n.d.).
[_Citations: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/citations) _._  https://academicguides.waldenu.edu/writingcenter/apa/citations

· Walden University Oasis: Writing Center. (n.d.).
[_Common assignments: Discussion post_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost). https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

[Required Media](https://waldenu.instructure.com/courses/175732/pages/week-1-learning-resources?module_item_id=6883163)

· American Medical Informatics Association. (2021).
[_Nursing informatics innovators_ Links to an external site.](https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators). https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators

· Fung, B. (2018, November 3).
[_Nursing informatics: A day in the lifeLinks to an external site._](https://www.youtube.com/watch?v=WBAyqTQn28w)[Video]. YouTube. https://www.youtube.com/watch?v=WBAyqTQn28w

· Project Management. (2018, November 5).
[_Project planning for beginners: Project management trainingLinks to an external site._](https://www.youtube.com/watch?v=ZWmXi3TW1yA)[Video]. YouTube. https://www.youtube.com/watch?v=ZWmXi3TW1yA

· ProjectManager. (2018, July 2).
[_How to write a scope of work document: Project management trainingLinks to an external site._](https://www.youtube.com/watch?v=oacSSamqP6s)[Video]. YouTube. https://www.youtube.com/watch?v=oacSSamqP6s

·
**Document:** [Welcome to the DNP Program](https://waldenu.instructure.com/courses/175732/files/13727386?wrap=1) [Download Welcome to the DNP Program](https://waldenu.instructure.com/courses/175732/files/13727386/download?download_frd=1)(PPT)

·
**Document:** [Welcome to the DNP Program Narrative](https://waldenu.instructure.com/courses/175732/files/13727432?wrap=1) [Download Welcome to the DNP Program Narrative](https://waldenu.instructure.com/courses/175732/files/13727432/download?download_frd=1)(Word document)

[Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-1-learning-resources?module_item_id=6883163)

· Marr, B. (2020).
[_These 25 technology trends will define the next decade_ Links to an external site.](https://www.forbes.com/sites/bernardmarr/2020/04/20/these-25-technology-trends-will-define-the-next-decade/?sh=459cc02129e3). Forbes. https://www.forbes.com/sites/bernardmarr/2020/04/20/these-25-technology-trends-will-define-the-next-decade/?sh=459cc02129e3

[Previous](https://waldenu.instructure.com/courses/175732/modules/items/6883157)

[Next](https://waldenu.instructure.com/courses/175732/modules/items/6883168)

To Prepare

· Review the American Nurses Association. (2015).
_Nursing informatics: Scope and standards of practice_ (2nd ed.).

· “Introduction” (p. 1)

· “The Scope of Nursing Informatics Practice” (pp. 1–6) in this week's resources.

By Day 3 of Week 1

After reviewing the weekly resources, including the nursing informatics innovators stories, discuss your experience with nursing informatics and how this course could enhance your informatics skills and competencies.

By Day 6 of Week 1

**Read** a selection of your colleagues’ responses and
**respond** to
**at least two** of your colleagues on
**two different days**, continue the discussion by commenting on how your classmates experience could enhance your own practice.

RESPOND TO THIS DISCUSSION POST

Charline

**Health Information Technology and Nursing Informatics: Introduction**

Nursing informatics is a critical field that merges nursing science with information and communication technologies to support decision-making and enhance patient care. As outlined by the American Nurses Association (ANA, 2015), the scope of nursing informatics includes the management of data, information, knowledge, and wisdom to improve health outcomes. My experience with nursing informatics has primarily involved using electronic health records (EHRs), computerized provider order entry (CPOE) systems, and clinical decision support systems (CDSS). However, my use has been largely at the point-of-care level rather than in project management or systems design.

This course provides an opportunity to expand my competencies in areas that go beyond routine clinical tasks. For example, Sipes (2025) emphasizes the importance of project management skills for advanced practice nurses (APNs) who lead change and implement health technology solutions. I am particularly interested in learning how to initiate and design informatics-based projects that align with organizational goals and improve care delivery. Understanding the phases of project management, such as design/initiation and planning, will empower me to contribute more meaningfully to interdisciplinary teams (Sipes, 2025).

Additionally, the nursing informatics innovators showcased by the American Medical Informatics Association (2021) illustrate how nurses can lead technological transformation in healthcare. These stories are particularly inspiring as they show the real-world application of informatics in addressing problems such as workflow inefficiencies and patient safety concerns. Watching the video by Fung (2018) also gave me a clearer understanding of the day-to-day responsibilities of a nursing informaticist, including data analysis, system customization, and user training.

Informatics competencies are increasingly necessary in modern nursing practice. This course will help me enhance my skills in data interpretation, system evaluation, and project leadership. Moreover, it aligns with the ANA's standards of practice, which highlight the informaticist’s role in assessment and problem identification to support evidence-based decisions (ANA, 2015).

**References**

American Medical Informatics Association. (2021). Nursing informatics innovators. https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators

American Nurses Association. (2015). Nursing informatics: Scope and standards of practice (2nd ed.).

Fung, B. (2018, November 3). Nursing informatics: A day in the life [Video]. YouTube. https://www.youtube.com/watch?v=WBAyqTQn28w

Sipes, C. (2025).
_Project management for the advanced practice nurse_ (3rd ed.). Springer Publishing.

## image1.jpeg

**## Dis.Nurs8210HealthInformationTechnologyandNursingInformatics.docx**

Health Information Technology and Nursing Informatics: Introduction

![A person in scrubs using a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/resp-wk-1-inform)

In the video,
_Nursing Informatics Innovators,_  you are provided an extensive list of 34 nursing informatics innovators. Each of these individuals has been integral in advancing nursing informatics and the field of nursing practice.

Innovators in the field of nursing informatics, led the way in shifting the perception of a nurse as an art of patient care, to the practice of nursing as a science, vested in science, technology, and advancements.

Nursing informatics innovators facilitated and created major advancements in the field of nursing and ensured the field would be one of advancement, continual change, and scientific innovation. Exploring the work of these innovators is essential in understanding where nursing informatics began, where it is now, and where it continues to go.

For this Discussion, reflect on the role of individual nursing informatics innovators and consider their contributions, the impact of their contributions, and what you might specifically learn from them in your nursing practice. Reflect on your background and experiences in nursing informatics. You will also review Table 1 from the American Nurses Association (2015) Scope and Standards of Practice (2nd ed.) Explore on how you might apply the knowledge of these innovators and the information from Table 1 to your nursing practice, your education, and your future goals.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883163)

[Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-1-learning-resources?module_item_id=6883163)

· Sipes, C. (2025).
_Project management for the advanced practice nurse_ (3rd ed.). Springer Publishing.

· Chapter 1, “Basic Project Management for the Advanced Practice Nurses and Healthcare Professionals” (pp. 3–21)

· Chapter 2, “Advanced Practice Nurse Role Descriptions and Application of Project Management Concepts” (pp. 22–54)

· Chapter 3, “Design/Initiation: Project Management—Phase 1” (pp. 55–84)

· American Nurses Association. (2015).
[_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_ (2nd ed.).

· “Introduction” (p. 1)

· “The Scope of Nursing Informatics Practice” (pp. 1–6)

· “Standard 1: Assessment” (pp. 68–69)

· “Standard 2: Diagnosis, Problems, and Issues Identification” (p. 70)

· Walden University Oasis: Writing Center. (n.d.).
[_Citations: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/citations) _._  https://academicguides.waldenu.edu/writingcenter/apa/citations

· Walden University Oasis: Writing Center. (n.d.).
[_Common assignments: Discussion post_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost). https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

[Required Media](https://waldenu.instructure.com/courses/175732/pages/week-1-learning-resources?module_item_id=6883163)

· American Medical Informatics Association. (2021).
[_Nursing informatics innovators_ Links to an external site.](https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators). https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators

· Fung, B. (2018, November 3).
[_Nursing informatics: A day in the lifeLinks to an external site._](https://www.youtube.com/watch?v=WBAyqTQn28w)[Video]. YouTube. https://www.youtube.com/watch?v=WBAyqTQn28w

· Project Management. (2018, November 5).
[_Project planning for beginners: Project management trainingLinks to an external site._](https://www.youtube.com/watch?v=ZWmXi3TW1yA)[Video]. YouTube. https://www.youtube.com/watch?v=ZWmXi3TW1yA

· ProjectManager. (2018, July 2).
[_How to write a scope of work document: Project management trainingLinks to an external site._](https://www.youtube.com/watch?v=oacSSamqP6s)[Video]. YouTube. https://www.youtube.com/watch?v=oacSSamqP6s

·
**Document:** [Welcome to the DNP Program](https://waldenu.instructure.com/courses/175732/files/13727386?wrap=1) [Download Welcome to the DNP Program](https://waldenu.instructure.com/courses/175732/files/13727386/download?download_frd=1)(PPT)

·
**Document:** [Welcome to the DNP Program Narrative](https://waldenu.instructure.com/courses/175732/files/13727432?wrap=1) [Download Welcome to the DNP Program Narrative](https://waldenu.instructure.com/courses/175732/files/13727432/download?download_frd=1)(Word document)

[Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-1-learning-resources?module_item_id=6883163)

· Marr, B. (2020).
[_These 25 technology trends will define the next decade_ Links to an external site.](https://www.forbes.com/sites/bernardmarr/2020/04/20/these-25-technology-trends-will-define-the-next-decade/?sh=459cc02129e3). Forbes. https://www.forbes.com/sites/bernardmarr/2020/04/20/these-25-technology-trends-will-define-the-next-decade/?sh=459cc02129e3

[Previous](https://waldenu.instructure.com/courses/175732/modules/items/6883157)

[Next](https://waldenu.instructure.com/courses/175732/modules/items/6883168)

To Prepare

· Review the American Nurses Association. (2015).
_Nursing informatics: Scope and standards of practice_ (2nd ed.).

· “Introduction” (p. 1)

· “The Scope of Nursing Informatics Practice” (pp. 1–6) in this week's resources.

By Day 3 of Week 1

After reviewing the weekly resources, including the nursing informatics innovators stories, discuss your experience with nursing informatics and how this course could enhance your informatics skills and competencies.

By Day 6 of Week 1

**Read** a selection of your colleagues’ responses and
**respond** to
**at least two** of your colleagues on
**two different days**, continue the discussion by commenting on how your classmates experience could enhance your own practice.

RESPOND TO THIS DISCUSSION POST

Charline

**Health Information Technology and Nursing Informatics: Introduction**

Nursing informatics is a critical field that merges nursing science with information and communication technologies to support decision-making and enhance patient care. As outlined by the American Nurses Association (ANA, 2015), the scope of nursing informatics includes the management of data, information, knowledge, and wisdom to improve health outcomes. My experience with nursing informatics has primarily involved using electronic health records (EHRs), computerized provider order entry (CPOE) systems, and clinical decision support systems (CDSS). However, my use has been largely at the point-of-care level rather than in project management or systems design.

This course provides an opportunity to expand my competencies in areas that go beyond routine clinical tasks. For example, Sipes (2025) emphasizes the importance of project management skills for advanced practice nurses (APNs) who lead change and implement health technology solutions. I am particularly interested in learning how to initiate and design informatics-based projects that align with organizational goals and improve care delivery. Understanding the phases of project management, such as design/initiation and planning, will empower me to contribute more meaningfully to interdisciplinary teams (Sipes, 2025).

Additionally, the nursing informatics innovators showcased by the American Medical Informatics Association (2021) illustrate how nurses can lead technological transformation in healthcare. These stories are particularly inspiring as they show the real-world application of informatics in addressing problems such as workflow inefficiencies and patient safety concerns. Watching the video by Fung (2018) also gave me a clearer understanding of the day-to-day responsibilities of a nursing informaticist, including data analysis, system customization, and user training.

Informatics competencies are increasingly necessary in modern nursing practice. This course will help me enhance my skills in data interpretation, system evaluation, and project leadership. Moreover, it aligns with the ANA's standards of practice, which highlight the informaticist’s role in assessment and problem identification to support evidence-based decisions (ANA, 2015).

**References**

American Medical Informatics Association. (2021). Nursing informatics innovators. https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators

American Nurses Association. (2015). Nursing informatics: Scope and standards of practice (2nd ed.).

Fung, B. (2018, November 3). Nursing informatics: A day in the life [Video]. YouTube. https://www.youtube.com/watch?v=WBAyqTQn28w

Sipes, C. (2025).
_Project management for the advanced practice nurse_ (3rd ed.). Springer Publishing.

## image1.jpeg

November 5, 2026
[Solved] Research Paper on Pascal language

✓ Verified Academic Solution Available

Executive Solution Overview

The primary focus should be on the major milestones in the development of that programming paradigm, highlighting how and why it evolved, key contributors, and significant languages that embody the paradigm. Your research should cover the history and evolution of the language by addressing the follo…

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Assignment Prompt & Instructions

The primary focus should be on the major milestones in the development of that programming paradigm, highlighting how and why it evolved, key contributors, and significant languages that embody the paradigm.

Your research should cover the history and evolution of the language by addressing the following:

– Early developments: What were the early languages in the chosen paradigm? Why did they emerge?
– Milestones: What were the major changes or advancements in the paradigm?
– Notable Contributors: Who were the key figures in the development of these languages? For example, Dennis Ritchie for C.
– Theoretical Contributions: How did advancements in computer science theory influence the evolution of the paradigm (e.g., lambda calculus in functional programming).
– Modern Adaptations: How has the paradigm evolved in modern programming languages?

Your paper should be approximately 8 – 12 pages double-spaced. You should use a minimum of 5 credible sources (journals, textbooks, and reputable online publications). If you find you are having trouble meeting the page requirement, then you most likely don’t have enough sources. The paper should conform to APA v7 guidelines, including a title page, in-text citations, a reference page, and proper headings and subheadings. Here are some resources for APA v7.

– a year ago

November 5, 2026
[Solved] Reflection, Module 4

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (3)** – ## Reflectmodule4.docx – Module4-AntecedentsGuidedNotes.pdf – TheEstablishingOperationinOrganizationalBehaviorManagement.pdf **## Reflectmodule4.docx** Reflect Module 4 Describe some of the antecedents available in your current (or past) workplace. Were they effective fo…

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Assignment Prompt & Instructions

– a year ago

**files (3)**

– ## Reflectmodule4.docx

– Module4-AntecedentsGuidedNotes.pdf
– TheEstablishingOperationinOrganizationalBehaviorManagement.pdf

**## Reflectmodule4.docx**

Reflect

Module 4

Describe some of the antecedents available in your current (or past) workplace. Were they effective for supporting staff behavior? Why or why not, and (based on the materials in this module) how would you recommend changing them to make them more effective?Remember to review the Reflection Paper rubric and instructions.

Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (
[_as is required when using web-based references_\
_Links to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html)). Failing to do so will result in point deductions.

**Reflection Paper Rubric (25 points)**

Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:

| | |
| — | — |
| **Category** | **5 points** |
| **Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. |
| **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. |
| **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more<br>original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided. |
| **Addressing the Prompt** | The author’s reflection paper clearly responds to the assignment prompt, develops <br>ideas cogently, organizes them logically, and supports them through empirical writing. |
| **Application** | The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic. |

Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

**WARNING: Using Generative AI (ChatGPT or similar) is not permitted on these papers. If use of AI is suspected, the professor will meet with you to discuss your response. If you cannot discuss your response sufficiently, you will receive 0 points for your submission. If this occurs more than once, you will be reported to the dean for academic misconduct and may receive an F in the class and removal from the program.**

**Module4-AntecedentsGuidedNotes.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module4-antecedentsguidednotes-pdf)

**TheEstablishingOperationinOrganizationalBehaviorManagement.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theestablishingoperationinorganizationalbehaviormanagement-pdf-10306055)

**TheEstablishingOperationinOrganizationalBehaviorManagement.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theestablishingoperationinorganizationalbehaviormanagement-pdf-10306055)

**## Reflectmodule4.docx**

Reflect

Module 4

Describe some of the antecedents available in your current (or past) workplace. Were they effective for supporting staff behavior? Why or why not, and (based on the materials in this module) how would you recommend changing them to make them more effective?Remember to review the Reflection Paper rubric and instructions.

Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (
[_as is required when using web-based references_\
_Links to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html)). Failing to do so will result in point deductions.

**Reflection Paper Rubric (25 points)**

Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:

| | |
| — | — |
| **Category** | **5 points** |
| **Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. |
| **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. |
| **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more<br>original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided. |
| **Addressing the Prompt** | The author’s reflection paper clearly responds to the assignment prompt, develops <br>ideas cogently, organizes them logically, and supports them through empirical writing. |
| **Application** | The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic. |

Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

**WARNING: Using Generative AI (ChatGPT or similar) is not permitted on these papers. If use of AI is suspected, the professor will meet with you to discuss your response. If you cannot discuss your response sufficiently, you will receive 0 points for your submission. If this occurs more than once, you will be reported to the dean for academic misconduct and may receive an F in the class and removal from the program.**

**Module4-AntecedentsGuidedNotes.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module4-antecedentsguidednotes-pdf)

**TheEstablishingOperationinOrganizationalBehaviorManagement.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theestablishingoperationinorganizationalbehaviormanagement-pdf-10306055)

**## Reflectmodule4.docx**

Reflect

Module 4

Describe some of the antecedents available in your current (or past) workplace. Were they effective for supporting staff behavior? Why or why not, and (based on the materials in this module) how would you recommend changing them to make them more effective?Remember to review the Reflection Paper rubric and instructions.

Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (
[_as is required when using web-based references_\
_Links to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html)). Failing to do so will result in point deductions.

**Reflection Paper Rubric (25 points)**

Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:

| | |
| — | — |
| **Category** | **5 points** |
| **Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. |
| **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. |
| **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more<br>original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided. |
| **Addressing the Prompt** | The author’s reflection paper clearly responds to the assignment prompt, develops <br>ideas cogently, organizes them logically, and supports them through empirical writing. |
| **Application** | The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic. |

Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

**WARNING: Using Generative AI (ChatGPT or similar) is not permitted on these papers. If use of AI is suspected, the professor will meet with you to discuss your response. If you cannot discuss your response sufficiently, you will receive 0 points for your submission. If this occurs more than once, you will be reported to the dean for academic misconduct and may receive an F in the class and removal from the program.**

**Module4-AntecedentsGuidedNotes.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module4-antecedentsguidednotes-pdf)

**TheEstablishingOperationinOrganizationalBehaviorManagement.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theestablishingoperationinorganizationalbehaviormanagement-pdf-10306055)

November 5, 2026
[Solved] Nursing Unit2 assignment

✓ Verified Academic Solution Available

Executive Solution Overview

See attached – a year ago **files (2)** – ## DaringLeadershipAssessmentResults-DareToLeadDareToLead.PDF – Screenshot_20250529_194249_Chrome.jpg **## DaringLeadershipAssessmentResults-DareToLeadDareToLead.PDF** YOUR SCORES FOR EACH SET OF SKILLS ARE SHOWN BELOW. The Daring Leadership Assessment re…

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Assignment Prompt & Instructions

See attached

– a year ago

**files (2)**

– ## DaringLeadershipAssessmentResults-DareToLeadDareToLead.PDF

– Screenshot_20250529_194249_Chrome.jpg

**## DaringLeadershipAssessmentResults-DareToLeadDareToLead.PDF**

YOUR SCORES FOR EACH SET OF SKILLS ARE SHOWN BELOW.

The Daring Leadership Assessment reviews strengths and opportunities for growth

in the four courage-building skill sets. Possible scores for each skill set range from

0-10. The assessment report serves as a guide to areas where:

You have strengths (scores ≥ 8).

You have both strengths and opportunities for growth (scores ≥ 5 and <8).

You have solid opportunities for growth (scores < 5).

For each of the four skill areas, we’ll share some quick learnings, and direct you to

relevant sections in Dare to Lead for additional tools, skill development ideas, and

practice suggestions.

Rumbling with Vulnerability: 8.8/10

Rumbling with vulnerability is one of your strengths. You have built a solid

foundation for your courage-building skills. Stay brave, stay curious, and keep

learning!

Vulnerability is the emotion that we experience during times of uncertainty, risk, and

emotional exposure. It’s having the courage to show up, fully engage, and be seen

when you can’t control the outcome.

The willingness and ability to rumble with vulnerability is the foundational skill of

courage-building. Without this core skill, the other three skill sets are impossible to

put into practice. Consider this carefully: Our ability to be daring leaders will never

be greater than our capacity for vulnerability.

Most of us didn’t grow up believing vulnerability was courageous, so our first

challenge is overcoming the myths we’ve learned over the years. Myths like thinking

we can opt out of vulnerability, or that we can engineer the uncertainty and

discomfort out of vulnerability, or simply that vulnerability is weakness. Exercise #2

from our free downloadable workbook will walk you through this.

The second step is developing the skills and grounded confidence to stay in

vulnerability when it feels overwhelming. Many of us either avoid vulnerable

situations, armor up for them, or completely tap out when it gets too uncomfortable

or awkward. Building grounded confidence means developing all of the skills and

practices explored in Part One, Sections One through Five in Dare to Lead. It’s half

the book because it’s that important. It’s also half of the exercises in the

downloadable workbook.

Living Into Your Values: 10.0/10

Living into your values is one of your strengths. You’re practicing your values,

not just professing them. That’s the core of integrity. Stay strong and keep

practicing–this is constant work.

A value is a way of being or believing that we hold most important. Living into your

values requires a clear understanding of your core values, having a strong sense of

the behaviors that are in alignment with those values, recognizing when your

behavior is out of alignment, and course-correcting as needed.

When we’re vulnerable, we will face self-doubt, hurtful comments, and fear. Our

clarity of values is the essential support during these difficult times. If we don’t have

our values to remind us why we’re being courageous, the cynics and the critics can

bring us to our knees.

Living into our values means that we do more than profess our values, we practice

them. We walk our talk—we are clear about what we believe and hold important,

and we take care that our intentions, words, thoughts, and behaviors align with

those beliefs.

More information about the importance of living into our values and aligning with

organizational values as well as teaching on how to build this skill set can be found

in Dare to Lead, Part Two.

Braving Trust: 8.4/10

Braving trust is one of your strengths. This means that you’re hitting high scores

on all seven of the trust elements (BRAVING). This can change with different

demands and relationships, so keep practicing!

Trust is built in small gestures and over time. It is an iterative process between two

people or within a team that is based on behaviors in seven specific areas. These

areas are captured by the acronym BRAVING (Boundaries, Reliability, Accountability,

Vault, Integrity, Nonjudgment, and Generosity).

Because talking about trust is tough, and because these conversations have the

potential to go sideways fast, we often avoid the rumble. And that’s even more

dangerous. First, when we’re struggling with trust and don’t have the tools or skills

to talk about it directly with the person involved, it leads us to talk about people

instead of to them. Second, trust is the glue that holds teams and organizations

together. We ignore trust issues at the expense of our own performance, and also

at the expense of our team’s and organization’s success.

The BRAVING Inventory download is a great place to start working on building trust.

It includes more definitions of the seven trust elements. Specific skills practice for

braving trust can be found in Dare to Lead, Part Three.

Learning to Rise: 9.6/10

Learning to rise is one of your strengths. Keep challenging the narratives that

get in the way of learning from setbacks. And, share your rising skills with

colleagues and team members. It’s a contagious skill.

The Learning to Rise process is about getting up from our falls, overcoming our

mistakes, and facing setbacks in a way that brings more learning and strength. As

tough as it is, the payoff is huge: When we have the courage to walk into our hard

experiences of failure and disappointment, and own those stories, we get to write

the ending. And when we don’t own our stories of failure, setbacks, and hurt—they

own us.

Our research shows that leaders who are trained in rising skills as part of a

courage-building program are more likely to engage in courageous behaviors

[https://brenebrown.com/resources/the-braving-inventory/](https://brenebrown.com/resources/the-braving-inventory/)

because they know how to get back up after taking risks and being brave.

The Learning to Rise process involves learning from setbacks and disappointments

and applying key learnings to future situations. Finding the key learnings depends

on recognizing and getting curious about emotion and comparing the story in our

heads with the facts.

Mistakes, failures, and setbacks provide key learnings for the future, we just have to

be brave enough to own the story.

Specific skills practice for learning to rise can be found in Dare to Lead, Part Four.

**Screenshot_20250529_194249_Chrome.jpg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250529-194249-chrome-jpg)

**Screenshot_20250529_194249_Chrome.jpg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250529-194249-chrome-jpg)

**## DaringLeadershipAssessmentResults-DareToLeadDareToLead.PDF**

YOUR SCORES FOR EACH SET OF SKILLS ARE SHOWN BELOW.

The Daring Leadership Assessment reviews strengths and opportunities for growth

in the four courage-building skill sets. Possible scores for each skill set range from

0-10. The assessment report serves as a guide to areas where:

You have strengths (scores ≥ 8).

You have both strengths and opportunities for growth (scores ≥ 5 and <8).

You have solid opportunities for growth (scores < 5).

For each of the four skill areas, we’ll share some quick learnings, and direct you to

relevant sections in Dare to Lead for additional tools, skill development ideas, and

practice suggestions.

Rumbling with Vulnerability: 8.8/10

Rumbling with vulnerability is one of your strengths. You have built a solid

foundation for your courage-building skills. Stay brave, stay curious, and keep

learning!

Vulnerability is the emotion that we experience during times of uncertainty, risk, and

emotional exposure. It’s having the courage to show up, fully engage, and be seen

when you can’t control the outcome.

The willingness and ability to rumble with vulnerability is the foundational skill of

courage-building. Without this core skill, the other three skill sets are impossible to

put into practice. Consider this carefully: Our ability to be daring leaders will never

be greater than our capacity for vulnerability.

Most of us didn’t grow up believing vulnerability was courageous, so our first

challenge is overcoming the myths we’ve learned over the years. Myths like thinking

we can opt out of vulnerability, or that we can engineer the uncertainty and

discomfort out of vulnerability, or simply that vulnerability is weakness. Exercise #2

from our free downloadable workbook will walk you through this.

The second step is developing the skills and grounded confidence to stay in

vulnerability when it feels overwhelming. Many of us either avoid vulnerable

situations, armor up for them, or completely tap out when it gets too uncomfortable

or awkward. Building grounded confidence means developing all of the skills and

practices explored in Part One, Sections One through Five in Dare to Lead. It’s half

the book because it’s that important. It’s also half of the exercises in the

downloadable workbook.

Living Into Your Values: 10.0/10

Living into your values is one of your strengths. You’re practicing your values,

not just professing them. That’s the core of integrity. Stay strong and keep

practicing–this is constant work.

A value is a way of being or believing that we hold most important. Living into your

values requires a clear understanding of your core values, having a strong sense of

the behaviors that are in alignment with those values, recognizing when your

behavior is out of alignment, and course-correcting as needed.

When we’re vulnerable, we will face self-doubt, hurtful comments, and fear. Our

clarity of values is the essential support during these difficult times. If we don’t have

our values to remind us why we’re being courageous, the cynics and the critics can

bring us to our knees.

Living into our values means that we do more than profess our values, we practice

them. We walk our talk—we are clear about what we believe and hold important,

and we take care that our intentions, words, thoughts, and behaviors align with

those beliefs.

More information about the importance of living into our values and aligning with

organizational values as well as teaching on how to build this skill set can be found

in Dare to Lead, Part Two.

Braving Trust: 8.4/10

Braving trust is one of your strengths. This means that you’re hitting high scores

on all seven of the trust elements (BRAVING). This can change with different

demands and relationships, so keep practicing!

Trust is built in small gestures and over time. It is an iterative process between two

people or within a team that is based on behaviors in seven specific areas. These

areas are captured by the acronym BRAVING (Boundaries, Reliability, Accountability,

Vault, Integrity, Nonjudgment, and Generosity).

Because talking about trust is tough, and because these conversations have the

potential to go sideways fast, we often avoid the rumble. And that’s even more

dangerous. First, when we’re struggling with trust and don’t have the tools or skills

to talk about it directly with the person involved, it leads us to talk about people

instead of to them. Second, trust is the glue that holds teams and organizations

together. We ignore trust issues at the expense of our own performance, and also

at the expense of our team’s and organization’s success.

The BRAVING Inventory download is a great place to start working on building trust.

It includes more definitions of the seven trust elements. Specific skills practice for

braving trust can be found in Dare to Lead, Part Three.

Learning to Rise: 9.6/10

Learning to rise is one of your strengths. Keep challenging the narratives that

get in the way of learning from setbacks. And, share your rising skills with

colleagues and team members. It’s a contagious skill.

The Learning to Rise process is about getting up from our falls, overcoming our

mistakes, and facing setbacks in a way that brings more learning and strength. As

tough as it is, the payoff is huge: When we have the courage to walk into our hard

experiences of failure and disappointment, and own those stories, we get to write

the ending. And when we don’t own our stories of failure, setbacks, and hurt—they

own us.

Our research shows that leaders who are trained in rising skills as part of a

courage-building program are more likely to engage in courageous behaviors

[https://brenebrown.com/resources/the-braving-inventory/](https://brenebrown.com/resources/the-braving-inventory/)

because they know how to get back up after taking risks and being brave.

The Learning to Rise process involves learning from setbacks and disappointments

and applying key learnings to future situations. Finding the key learnings depends

on recognizing and getting curious about emotion and comparing the story in our

heads with the facts.

Mistakes, failures, and setbacks provide key learnings for the future, we just have to

be brave enough to own the story.

Specific skills practice for learning to rise can be found in Dare to Lead, Part Four.

**Screenshot_20250529_194249_Chrome.jpg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250529-194249-chrome-jpg)

**## DaringLeadershipAssessmentResults-DareToLeadDareToLead.PDF**

YOUR SCORES FOR EACH SET OF SKILLS ARE SHOWN BELOW.

The Daring Leadership Assessment reviews strengths and opportunities for growth

in the four courage-building skill sets. Possible scores for each skill set range from

0-10. The assessment report serves as a guide to areas where:

You have strengths (scores ≥ 8).

You have both strengths and opportunities for growth (scores ≥ 5 and <8).

You have solid opportunities for growth (scores < 5).

For each of the four skill areas, we’ll share some quick learnings, and direct you to

relevant sections in Dare to Lead for additional tools, skill development ideas, and

practice suggestions.

Rumbling with Vulnerability: 8.8/10

Rumbling with vulnerability is one of your strengths. You have built a solid

foundation for your courage-building skills. Stay brave, stay curious, and keep

learning!

Vulnerability is the emotion that we experience during times of uncertainty, risk, and

emotional exposure. It’s having the courage to show up, fully engage, and be seen

when you can’t control the outcome.

The willingness and ability to rumble with vulnerability is the foundational skill of

courage-building. Without this core skill, the other three skill sets are impossible to

put into practice. Consider this carefully: Our ability to be daring leaders will never

be greater than our capacity for vulnerability.

Most of us didn’t grow up believing vulnerability was courageous, so our first

challenge is overcoming the myths we’ve learned over the years. Myths like thinking

we can opt out of vulnerability, or that we can engineer the uncertainty and

discomfort out of vulnerability, or simply that vulnerability is weakness. Exercise #2

from our free downloadable workbook will walk you through this.

The second step is developing the skills and grounded confidence to stay in

vulnerability when it feels overwhelming. Many of us either avoid vulnerable

situations, armor up for them, or completely tap out when it gets too uncomfortable

or awkward. Building grounded confidence means developing all of the skills and

practices explored in Part One, Sections One through Five in Dare to Lead. It’s half

the book because it’s that important. It’s also half of the exercises in the

downloadable workbook.

Living Into Your Values: 10.0/10

Living into your values is one of your strengths. You’re practicing your values,

not just professing them. That’s the core of integrity. Stay strong and keep

practicing–this is constant work.

A value is a way of being or believing that we hold most important. Living into your

values requires a clear understanding of your core values, having a strong sense of

the behaviors that are in alignment with those values, recognizing when your

behavior is out of alignment, and course-correcting as needed.

When we’re vulnerable, we will face self-doubt, hurtful comments, and fear. Our

clarity of values is the essential support during these difficult times. If we don’t have

our values to remind us why we’re being courageous, the cynics and the critics can

bring us to our knees.

Living into our values means that we do more than profess our values, we practice

them. We walk our talk—we are clear about what we believe and hold important,

and we take care that our intentions, words, thoughts, and behaviors align with

those beliefs.

More information about the importance of living into our values and aligning with

organizational values as well as teaching on how to build this skill set can be found

in Dare to Lead, Part Two.

Braving Trust: 8.4/10

Braving trust is one of your strengths. This means that you’re hitting high scores

on all seven of the trust elements (BRAVING). This can change with different

demands and relationships, so keep practicing!

Trust is built in small gestures and over time. It is an iterative process between two

people or within a team that is based on behaviors in seven specific areas. These

areas are captured by the acronym BRAVING (Boundaries, Reliability, Accountability,

Vault, Integrity, Nonjudgment, and Generosity).

Because talking about trust is tough, and because these conversations have the

potential to go sideways fast, we often avoid the rumble. And that’s even more

dangerous. First, when we’re struggling with trust and don’t have the tools or skills

to talk about it directly with the person involved, it leads us to talk about people

instead of to them. Second, trust is the glue that holds teams and organizations

together. We ignore trust issues at the expense of our own performance, and also

at the expense of our team’s and organization’s success.

The BRAVING Inventory download is a great place to start working on building trust.

It includes more definitions of the seven trust elements. Specific skills practice for

braving trust can be found in Dare to Lead, Part Three.

Learning to Rise: 9.6/10

Learning to rise is one of your strengths. Keep challenging the narratives that

get in the way of learning from setbacks. And, share your rising skills with

colleagues and team members. It’s a contagious skill.

The Learning to Rise process is about getting up from our falls, overcoming our

mistakes, and facing setbacks in a way that brings more learning and strength. As

tough as it is, the payoff is huge: When we have the courage to walk into our hard

experiences of failure and disappointment, and own those stories, we get to write

the ending. And when we don’t own our stories of failure, setbacks, and hurt—they

own us.

Our research shows that leaders who are trained in rising skills as part of a

courage-building program are more likely to engage in courageous behaviors

[https://brenebrown.com/resources/the-braving-inventory/](https://brenebrown.com/resources/the-braving-inventory/)

because they know how to get back up after taking risks and being brave.

The Learning to Rise process involves learning from setbacks and disappointments

and applying key learnings to future situations. Finding the key learnings depends

on recognizing and getting curious about emotion and comparing the story in our

heads with the facts.

Mistakes, failures, and setbacks provide key learnings for the future, we just have to

be brave enough to own the story.

Specific skills practice for learning to rise can be found in Dare to Lead, Part Four.

**Screenshot_20250529_194249_Chrome.jpg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250529-194249-chrome-jpg)

November 5, 2026