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  • [Solved] BB

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    – a year ago **files (1)** – ## Soap.docx **## Soap.docx** | | | | — | — | | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comp…

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    – 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] dreams

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    Freud viewed dreams as the “royal road to the unconscious.” – Discuss a memorable dream from your childhood. Provide as much detail about the dream as possible. falling and falling and at impact I land like nothing happened post should be at least 500 words, formatted, and cited in current APA style…

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    Assignment Prompt & Instructions

    Freud viewed dreams as the “royal road to the unconscious.”

    – Discuss a memorable dream from your childhood.  Provide as much detail about the dream as possible.

    falling and falling and at impact I land like nothing happened

    post should be at least 500 words, formatted, and cited in current APA style with support from at least 2 academic sources.

    – a year ago

  • [Solved] week 2 ass

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    **Assignment Overview:** 1. Read the Instructions for the Population Health Assessment & Prevention Project first. 2. Use the Community Assessment Project Template to complete the project. Your data must be typed directly into the blank template provided, NOT into the instructions. 3. This project i…

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    Assignment Prompt & Instructions

    **Assignment Overview:**

    1. Read the Instructions for the Population Health Assessment & Prevention Project first.
    2. Use the Community Assessment Project Template to complete the project. Your data must be typed directly into the blank template provided, NOT into the instructions.
    3. This project is divided into three parts for submission throughout the course. It is recommended to start on the project in week one and work steadily on this project to ensure timely completion.
    4. The three parts of this project total 45% of the course grade.

    **Be sure to follow the directions closely in each section**.

    **Instructions for** **Population Health Assessment & Prevention Project:**

    **Part 1: Windshield Survey (Unit 2)**

    First, select a part of your community to survey. Part of this project involves collecting county data, but for Part 1, you will choose a smaller area to survey. If selecting a large city, such as San Antonio, Cincinnati, or Tampa, you may narrow your initial survey for Part 1 down to a smaller section of the city. However, you might want to survey other parts of the city as well, to get a sense of the city as a whole and fit that neighborhood or population in its context.

    Sometimes, the best survey can be a combination of walking and driving. You might survey the whole city or area in a vehicle, then use a walking survey to look closely at the area you’re most interested in. You’ll see different things and more detail on foot; you’ll cover more ground and get a broader perspective from a vehicle. Also, consider how the time of day, weekday versus weekend, and the season will affect your survey. You will want to repeat your survey more than once to capture the differences between community conditions or activities at different times.

    As you assess each area consider the impact on the health of the community and potential community needs (intervention). For example:

    – The effect of the physical environment; contamination of air or water; safe sidewalks for walking; or the quality of housing and potential impact on health outcomes.
    – Consider the implications of reduced access to health care services, food, or emergency care.
    – Consider the implications of educational and work/economic opportunities.
    – Consider the impact of social determinants on health outcomes (for example: the relationship between older homes in the community and high rates of lead exposure in children under the age of 5).
    – Think about individual behavior, health beliefs/values or perspectives, and the effect on the implementation of health promotion and disease prevention strategies.
    – Observe where and when people “hang out” and their behavior. Are kids playing in the street due to the lack of parks/recreation facilities or are the parks/recreation areas unsafe (observe who is “hanging out” in the parks/recreational facilities)?

    **Tips to Keep in Mind:**

    – Make and use a checklist to ensure that you observe and address all the areas for the survey.
    – Try to be unobtrusive. Not only do people act differently when they know they’re being observed, but they may also become suspicious or hostile.
    – Take notes as you go along. (Do not take notes while driving). You may also want to take photos or videos with a camera or cell phone, to both remember and illustrate what you’ve seen. You can add a few of those to your report if you’d like. If you wait to take notes until after the survey is done, you may not remember everything clearly, or you may ignore important details.
    – Carry identification and be mindful  of safety. Don’t stay in an area if you feel unsafe.

    – [\
    \
    PopulationHealthAssessmentTemplatePartIGUIDE-1.pdf](https://www.sweetstudy.com/files/populationhealthassessmenttemplatepartiguide-1-pdf "PopulationHealthAssessmentTemplatePartIGUIDE-1.pdf")
    – [\
    \
    PopulationHealthAssessmentTemplatePartI-11.docx](https://www.sweetstudy.com/files/populationhealthassessmenttemplateparti-11-docx "PopulationHealthAssessmentTemplatePartI-11.docx")

    – a year ago

  • [Solved] Emerging issues and Ethical considerations in practical Leadership

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    ### Summative Assessment Create a comprehensive case study analysis that examines a specific patient care scenario or practice initiative within their clinical setting. The analysis will require the identification and evaluation of risks, the exploration of relevant ethical dilemmas, the application…

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    ### Summative Assessment

    Create a comprehensive case study analysis that examines a specific patient care scenario or practice initiative within their clinical setting. The analysis will require the identification and evaluation of risks, the exploration of relevant ethical dilemmas, the application of collaborative strategies, and the analysis of cost-effectiveness in relation to health outcomes. Students will synthesize their findings into a structured document that aligns with professional standards and ethical guidelines

    – **Requirement: Risk Assessment and Collaborative Strategies**
    – Identify a specific practice initiative or clinical scenario. Conduct a thorough risk assessment, discussing potential ethical dilemmas and the impact of emerging technologies. Describe collaborative practice strategies that could mitigate identified risks.
    – **Requirement: Synthesis of Patient Care Delivery**
    – Synthesize the delivery of patient care in the context of emerging practice problems and ethical dilemmas associated with your chosen initiative. Discuss how new diagnostic and therapeutic technologies may influence care delivery and ethical considerations.
    – **Requirement: Cost-Effectiveness Analysis**
    – Analyze the cost-effectiveness of the practice initiative by estimating both the direct and indirect costs while detailing potential improvements in health outcomes. Include specific metrics for evaluation and link findings to the risk assessment and ethical considerations discussed earlier.

    ### Document Type/Template

    – Word Document at least 6 pages
    – Utilize APA guidelines, including a title page, in-text citations, and a reference list as appropriate.

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

    – a year ago

  • [Solved] Nursing Dnp Essentials

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    ### Summative Assessment You, as lead faculty, have been tasked with creating a new MSN program curriculum for a course addressing Evidence-Based Practice. Utilizing the AACN Essentials, first identify the key domains you will use to guide the course development. Then, develop a course map that supp…

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    ### Summative Assessment

    You, as lead faculty, have been tasked with creating a new MSN program curriculum for a course addressing Evidence-Based Practice. Utilizing the AACN Essentials, first identify the key domains you will use to guide the course development. Then, develop a course map that supports the course content.

    1. Include a word document) that summarizes the AACN Essentials domains, competencies, and sub-competencies. Apply the appropriate competencies and sub-competencies to the development of your course.
    2. Create a course map that includes the following elements: course name, course description, five weekly topics, a brief description (can be bullet points) of each weekly topic, the type of assessment to demonstrate competency (example ….., and the supporting domain/competencies that align with that week’s topic.
    3. You can utilize any template or visual representation to develop your course map.

    ### Document Type/Template

    – Word Document and Course Map

    – [\
    \
    C1_SummativeAssessmentRubric.pdf](https://www.sweetstudy.com/files/c1-summativeassessmentrubric-pdf-10289045 "C1_SummativeAssessmentRubric.pdf")

    – a year ago

  • [Solved] What were the major differences between the Federalists and Anti-Federalists, and who were the best-known members of each party?

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    In-depth study guidance and analytical solution covering What were the major differences between the Federalists and Anti-Federalists, and who were the best-known members of each party?.

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    Assignment Prompt & Instructions

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

  • [Solved] Week 2

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    – Read " **Case Study 1**" p. 12 – 22, located in Lovasi, G., Bader, M., Rundle, A. & Neckerman, K. (2018). Healthy and unhealthy food sources in New York City. In R. A. Hiatt (Ed.), [Population health: The translation of research to policy case studies and commentary](https://www.milbank.org/wp-con…

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    Assignment Prompt & Instructions

    – Read " **Case Study 1**" p. 12 – 22, located in Lovasi, G., Bader, M., Rundle, A. & Neckerman, K. (2018). Healthy and unhealthy food sources in New York City. In R. A. Hiatt (Ed.), [Population health: The translation of research to policy case studies and commentary](https://www.milbank.org/wp-content/uploads/2018/09/MMF-HHS-The-Case-Studies-all.pdf) [Open this document with ReadSpeaker docReader](https://docreader-na.readspeaker.com/docreader/?cid=7255&lang=en_us&url=https%3A%2F%2Fwww.milbank.org%2Fwp-content%2Fuploads%2F2018%2F09%2FMMF-HHS-The-Case-Studies-all.pdf "Open this document with ReadSpeaker docReader"). Robert Wood Johnson Foundation. Milbank Memorial Fund.

    **Respond to these Discussion prompts:**

    1. Choose two commercial blocks near your home or employer and list the food outlets (stores and restaurants) on these blocks. Include all stores that sell food, even if they are not grocery stores or restaurants. If there are food trucks or sidewalk stands that sell food regularly, include these as well. As you list, note whether these would be considered healthy or unhealthy options and why.
    2. Based on Lovasi et al (2018), what local policies would you recommend to make the micro-food environment more reflective of healthy eating?
    3. Complete an assessment of an individual. Consider and discuss the following:
    – Do they experience issues with food access or food security, or do they feel there are problems for others who may experience this?
    – How do they feel that the food options available in their area impact their health?
    – What strategies did you use (or could you use) to promote healthy food intake?

    Keys to success in the discussion: Read the article carefully. Cite the article (in-text and as a reference). Answer with direct connections to your practice (using reflection).

    – a year ago

  • [Solved] Case Study

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

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    Assignment Prompt & Instructions

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

    – a year ago

    **files (1)**

    – ## TheethnicandculturalbackgroundsCasestudyinstructions.docx

    **## TheethnicandculturalbackgroundsCasestudyinstructions.docx**

    **Nurse Practitioner Program**

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

    **Case Study**

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

    **Background**

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

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

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

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

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

    Answer the following questions for your selected case study:

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

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

    · What ethical action is required?

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

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

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

    **## TheethnicandculturalbackgroundsCasestudyinstructions.docx**

    **Nurse Practitioner Program**

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

    **Case Study**

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

    **Background**

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

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

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

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

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

    Answer the following questions for your selected case study:

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

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

    · What ethical action is required?

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

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

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

  • [Solved] Nursing Chapter 2 Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

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

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    Assignment Prompt & Instructions

    Manager vs. Leader Statements

    Chapter 2a – Assignment

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

    would say.

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

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

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

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

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

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

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

    reach.

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

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

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

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

    thing.

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

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

    next phase.

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

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

    others how you do that.

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

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

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

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

    door

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

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

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

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

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

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

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

    from this.

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

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

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

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

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

    down the road.

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

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

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

    Page 2 of 2 Leadership and Management Theory

    Instructions:

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

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

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

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

    column.

    4. It should be:

    o One (1) page

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

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

    – a year ago

  • [Solved] 582 discussion week 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

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

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    Assignment Prompt & Instructions

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

    **General Instructions**:

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

    **Include the following sections**:

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

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

    – Cite a scholarly source in the initial post.

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

    please provide AI and similarity report

    – a year ago