Tag: Model Answer

  • [Solved] BM soap week 2

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

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    soap may 12

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

    – a year ago

    **files (1)**

    – ## Soap.docx

    **## Soap.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

    | | | |
    | — | — | — |
    | S: SUBJECTIVE DATA |
    | CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
    | HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
    | PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
    | ALLERGIES | State the offending medication/food and the reactions. |
    | MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
    | SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
    | FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
    | HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
    | ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | | | |
    | — | — | — | — | — |
    | O: OBJECTIVE DATA |
    | VITALS: | HR: | RR: | BP: | Temp: |
    | | SpO2%: | Ht: | Wt: | BMI: |
    | | Age: | LMP: | PAIN: | |
    | PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
    | | Head | |
    | | Eyes | |
    | | ENT, Mouth | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary Male |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Genitourinary Female |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | |
    | — | — | — |
    | A: ASSESSMENT AND DIAGNOSIS |
    | | DIAGNOSIS | ICD-10 CODES |
    | PRIORITIZE DIAGNOSIS | 1. | |
    | | 2. | |
    | | 3. | |

    | | | | |
    | — | — | — | — |
    | VISIT CODES | | CPT BILLING CODES | |
    | DIAGNOSTICS | | POC TESTING | |
    | | | TESTS REVIEWED | |

    | | | |
    | — | — | — |
    | P: PLAN |
    | ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
    | | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

    **## Soap.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

    | | | |
    | — | — | — |
    | S: SUBJECTIVE DATA |
    | CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
    | HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
    | PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
    | ALLERGIES | State the offending medication/food and the reactions. |
    | MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
    | SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
    | FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
    | HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
    | ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | | | |
    | — | — | — | — | — |
    | O: OBJECTIVE DATA |
    | VITALS: | HR: | RR: | BP: | Temp: |
    | | SpO2%: | Ht: | Wt: | BMI: |
    | | Age: | LMP: | PAIN: | |
    | PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
    | | Head | |
    | | Eyes | |
    | | ENT, Mouth | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary Male |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Genitourinary Female |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | |
    | — | — | — |
    | A: ASSESSMENT AND DIAGNOSIS |
    | | DIAGNOSIS | ICD-10 CODES |
    | PRIORITIZE DIAGNOSIS | 1. | |
    | | 2. | |
    | | 3. | |

    | | | | |
    | — | — | — | — |
    | VISIT CODES | | CPT BILLING CODES | |
    | DIAGNOSTICS | | POC TESTING | |
    | | | TESTS REVIEWED | |

    | | | |
    | — | — | — |
    | P: PLAN |
    | ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
    | | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

  • [Solved] bbn

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    In-depth study guidance and analytical solution covering bbn.

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

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

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  • [Solved] Applied Sciences SPC3540- Weekly Assignment 1

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    Read Ch. 1-4 Make connections to text concepts and cite. Answer each question separately. 1. Use personal examples and anecdotes to defend the statement, "Very little of the good that we see in the world could be accomplished without persuasion." 2. Explain what the "debunking" function is as it a…

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    Read Ch. 1-4

    Make connections to text concepts and cite. Answer each question separately.

    1.  Use personal examples and anecdotes to defend the statement, "Very little of the good that we see in the world could be accomplished without persuasion."

    2.  Explain what the "debunking" function is as it applies to persuasion research, and provide an example of an empirical finding that illustrates this function.

    3.  Is there such a thing as "accidental" persuasion? Why or why not?

    4.  Identify a commercial or advertising campaign that seeks to create psychological consistency or inconsistency. How does it go about doing it?

    5.  What would you advise a young adult (age 18-24) to do to boost her or his credibility when trying to persuade an audience of senior citizens (ages 60+) to volunteer for, and participate in, various community service projects?

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

    – a year ago

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

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

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  • [Solved] Advanced Communication in System Leadership

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

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

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

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

    – a year ago

  • [Solved] ACC 202 Milestone One Guidelines and Rubric Overview

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) ## ACC 202 Milestone One Guidelines and Rubric ### Overview Successful entrepreneurs understand all aspects of business, especially costs and costing systems. In the course project, you will assume the role of…

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

    ## ACC 202 Milestone One Guidelines and Rubric

    ### Overview

    Successful entrepreneurs understand all aspects of business, especially costs and costing systems. In the course project, you will assume the role of the owner of a small business. Apply managerial accounting principles to evaluate and manage costs related to your products and services within a costing system. In the first milestone of the project, you will determine and classify the costs necessary for opening your business.

    ### Scenario

    You plan to open a business manufacturing collars, leashes, and harnesses for pets. To begin, you will manufacture these in a standard style and size with plans to expand your range over the year. In a few weeks, you will present your company’s financial strategy to some key investors. To begin creating your strategy, you must consider and record all the costs associated with operating your business. You have decided to use the job order costing system.

    ### Directions

    Use the given operational costs provided in the Milestone One Operational Costs Data Appendix, linked in the Supporting Materials section, to complete the first two tabs, **Cost Classification** and **Variable and Fixed Costs,** in the Project Workbook, linked in the What to Submit section below.

    Specifically, you must address the following rubric criteria:

    – **Cost Classification:** Accurately classify all your costs in the **Cost Classification** tab of your workbook.

    – Identify direct material, direct labor, overhead, and period costs. Note: Fixed and variable costs have been classified for you.
    – **Variable and Fixed Costs:** Complete the **Variable and Fixed Costs** tab of your workbook. Note: Some costs are provided for you. Fill in only the missing costs.

    – Determine your total variable cost per unit and the total fixed costs for each product. Show your work using calculations to the side of the table or using appropriate formulas in the table.

    ### What to Submit

    Submit the [Project Workbook](https://learn.snhu.edu/content/enforced/1916905-ACC-202-10567.202551-1/Course%20Documents/ACC%20202%20Project%20Workbook.xlsx?isCourseFile=true&ou=1916905) with the **Cost Classification** and **Fixed and Variable Costs** tabs completed. This file should be completed and submitted using Microsoft Excel.

    **Supporting Materials**

    The following resource supports your work on this assignment:

    **Reading:** [Milestone One Operational Costs Data Appendix](https://learn.snhu.edu/content/enforced/1916905-ACC-202-10567.202551-1/Course%20Documents/ACC%20202%20Milestone%20One%20Operational%20Costs%20Data%20Appendix.docx?isCourseFile=true&ou=1916905)

    ### Milestone One Rubric

    CriteriaExceeds Expectations (100%)Meets Expectations (85%)Partially Meets Expectations (55%)Does Not Meet Expectations (0%)Value **Costs Classification** Classifies all costs, including direct material, direct labor, overhead, and period costs, with no errorsClassifies all costs, including direct material, direct labor, overhead, and period costs, with minimal errorsClassifies all costs, including direct material, direct labor, overhead, and period costs, with significant errorsDoes not attempt criterion25 **Variable and Fixed Costs: Collars** Determines the per unit cost and the fixed costs for collars, with no errors; shows work through calculations or formulasDetermines the per unit cost and the fixed costs for collars, with minimal errorsDetermines the per unit cost and the fixed costs for collars, with significant errorsDoes not attempt criterion25 **Variable and Fixed Costs: Leashes** Determines the per unit cost and the fixed costs for leashes, with no errors; shows work through calculations or formulasDetermines the per unit cost and the fixed costs for leashes, with minimal errorsDetermines the per unit cost and the fixed costs for leashes, with significant errorsDoes not attempt criterion25 **Variable and Fixed Costs: Harnesses** Determines the per unit cost and the fixed costs for harnesses, with no errors; shows work through calculations or formulasDetermines the per unit cost and the fixed costs for harnesses, with minimal errorsDetermines the per unit cost and the fixed costs for harnesses, with significant errorsDoes not attempt criterion25 **Total:** 100%

    – [\
    \
    ACC202MilestoneOneOperationalCostsDataAppendix.docx](https://www.sweetstudy.com/files/acc202milestoneoneoperationalcostsdataappendix-docx-10289319 "ACC202MilestoneOneOperationalCostsDataAppendix.docx")
    – [\
    \
    ACC202ProjectWorkbook.xlsx](https://www.sweetstudy.com/files/acc202projectworkbook-xlsx-10289321 "ACC202ProjectWorkbook.xlsx")

    – a year ago

  • [Solved] academic, professional strategies and resources

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  • [Solved] crime analysis final

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) 4 pages apa formatting turnitin and plagiarism required – a year ago

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    4 pages

    apa formatting

    turnitin and plagiarism required

    – a year ago

  • [Solved] A- Discussion Strategic Allocation of Resources

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) **Discussion Thread: Strategic Allocation of Resources** Intuitively, the strategic allocation of resources is known in business. However, many of the nuances and calculations, as well as the importance to oth…

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

    **Discussion Thread: Strategic Allocation of Resources**

    Intuitively, the strategic allocation of resources is known in business. However, many of the nuances and calculations, as well as the importance to other functional areas, may not be known. As a result, those that are not "math" or "accounting" oriented tend to shy away from this concept.

    **Based upon your own experience and/or insights** (first person is allowed for this discussion),

    (1) provide what you think is meant when you hear the term strategic allocation of resources,

    (2) what you hope to gain from this course,

    (3) areas that you may not understand, and

    (4) the importance of this concept to the broader areas of business.

    – a year ago