Example SOAP NoteDate 010116Patient Initials XXGende
•Download as DOCX, PDF•
0 likes•11 views
Example SOAP Note Date: 01/01/16 Patient Initials: XX Gender: Female Age:3 years 5 months Chief complain: Pain to right ear HPI: XX is a 3 year and 2-month old female patient accompanied by mother that reports the patient has had mild cold-like symptoms including clear nasal secretions and a dry cough x 6 days. Mother has been using OTC remedies (Zarbee’s) and nasal saline suction with minimal improvement. Now x 2 days, patient is c/o pain to right ear, worse at night, that is causing disrupted sleep. Also reports fever x 1 yesterday of 101.7, irritability and poor appetite. No nausea, no vomiting, no diarrhea, no rash, no recent travel. Allergies: No Known Allergies Current Meds: OTC cold medications, no calcium supplements, no herbal supplements. PMH: No significant medical history. No previous hospitalizations, no previous emergency room visits, no disability, no chronic illness, no abuse/neglect. Surgical/procedural: No prior surgery. Exposure: no exposure to contagious disease, no stings, bites, or scratches. No recent travel. Environmental exposure: No second hand cigarette smoke exposure. Dietary: Current diet normal for age. Contains grains, dairy, meats, fruits and vegetables. Family Hx: Paternal grandfather with hypertension. Maternal grandmother with DM Type II. No family history of asthma, no hepatitis, no history of cancer, no thyroid disorder, no arthritis, no psychiatric disorders, no HIV, No TB, no clotting factor deficiency. Social History: Patient is cared for at home. Attends daycare 3 times/week. Review of Systems: General: Fever and irritability EENT: Right ear pain, clear nasal secretions, denies eye symptoms, denies redness or discharge from eyes, denies neck symptoms Oropharynx: Denies sore throat, denies dysphagia, denies excessive drooling, denies mouth sores Pulmonary: Dry cough, denies shortness of breathe Cardiovascular: Denies cardiovascular symptoms, denies palpitations, denies chest pain GI: Poor appetite, denies diarrhea, denies vomiting, denies abdominal pain GU/ genital: Denies dysuria, denies urinary frequency and urgency Neuro: Denies headache, denies dizziness, denies LOC Musculoskeletal: Denies muscular discomfort, denies difficulty with ambulation Integumentary: Denies skin symptoms, denies rash Vitals: Temperature: 99 F Pulse: 98 bpm Respiratory Rate: 24 per min BP: 89/59 mmHg Height: 40 inches Weight: 37 pounds BMI: 69% Pain: 4/10 (FACES scale) Physical Exam: General: Well developed, nourished and hydrated, no acute distress noted. HEENT Head: Normocephalic, no evidence of a head injury. Eyes: Bilat - EOMs intact, PERRLA, no swelling or tenderness of eyelids, no hyperemia of conjunctiva, no eye discharge. Ears: Left ear: External auditory canal intact, no erythema, no edema, no discharge noted, tympanic membrane intact, no bulging, not retracted, no fluid behind TM, visible bony landmarks Right ear: External auditory canal intact, bulgi ...
Report
Share
Report
Share
Recommended
Below is an example to follow ThanksComprehensive
Below is an example to follow :
Thanks
Comprehensive SOAP Exemplar
Purpose: To demonstrate what each section of the SOAP note should include. Remember that Nurse Practitioners treat patients in a holistic manner and your SOAP note should reflect that premise.
Patient Initials: _______ Age: _______ Gender: _______
SUBJECTIVE DATA:
Chief Complaint (CC): Coughing up phlegm and fever
History of Present Illness (HPI): Eddie Myers is a 58 year old African American male who presents today with a productive cough x 3 days, fever, muscle aches, loss of taste and smell for the last three days. He reported that the “cold feels like it is descending into his chest and he can’t eat much”. The cough is nagging and productive. He brought in a few paper towels with expectorated phlegm – yellow/green in color. He has associated symptoms of dyspnea of exertion and fatigue. His Tmax was reported to be 100.3, last night. He has been taking Tylenol 325mg about every 6 hours and the fever breaks, but returns after the medication wears off. He rated the severity of her symptom discomfort at 8/10.
Medications:
1.) Norvasc 10mg daily
2.) Combivent 2 puffs every 6 hours as needed
3.) Advair 500/50 daily
4.) Singulair 10mg daily
5.) Over the counter Tylenol 325mg as needed
6.) Over the counter Benefiber
7.) Flonase 1 spray each night as needed for allergic rhinitis symptoms
Allergies:
Sulfa drugs - rash
Cipro-headache
Past Medical History (PMH):
1.) Asthma
2.) Hypertension
3.) Osteopenia
4.) Allergic rhinitis
5.) Prostate Cancer
Past Surgical History (PSH):
1.) Cholecystectomy 1994
2.) Prostatectomy 1986
Sexual/Reproductive History:
Heterosexual
Personal/Social History:
He has never smoked
Dipped tobacco for 25 years, no longer dipping
Denied ETOH or illicit drug use.
Immunization History:
Covid Vaccine #1 3/2/2021 #2 4/2/2021 Moderna
Influenza Vaccination 10/3/2020
PNV 9/18/2018
Tdap 8/22/2017
Shingles 3/22/2016
Significant Family History:
One sister – with diabetes, dx at age 65
One brother--with prostate CA, dx at age 62. He has 2 daughters, both in 30’s, healthy, living in nearby neighborhood.
Lifestyle:
He works FT as Xray Tech; widowed x 8 years; lives in the city, moderate crime area, with good public transportation. He is a college grad, owns his home and financially stable.
He has a primary care nurse practitioner provider and goes for annual and routine care twice annually and as needed for episodic care. He has medical insurance but often asks for drug samples for cost savings. He has a healthy diet and eating pattern. There are resources and community groups in his area at the senior center but he does not attend. He enjoys golf and walking. He has a good support system composed of family and friends.
Review of Systems:
General: + fatigue since the illness started; + fever, no chills or night sweats; no recent weight gains of losses of significance.
HEENT: no changes in vision or hearing; he does wear glasses and his last ...
This week we are covering HEENT. At this time you are assigned an
This week we are covering HEENT. At this time you are assigned an episodic/focused note. You will need this assigned case study to complete the Case Study Assignment for this week. Focused assessment means you still fill out all review of systems and as needed type “Patient denies” in the sections that you are not covering or are needed. Again, you are allowed to make up the information that is needed to fill out the episodic note.
If your LAST NAME starts with letters A – J: please proceed with Option 1.
If your LAST NAME starts with letters K – Z: please proceed with Option 2.
Option 1:
CASE STUDY: Focused Throat Exam
Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus during the past 2 weeks, Lily figured she shouldn't take her 3-day sore throat lightly. Your clinic has treated a few cases similar to Lily's. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn't sound congested.
To Prepare
· By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
· Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case.
With regard to the case study you were assigned:
· Review this week's Learning Resources and consider the insights they provide.
· Consider what history would be necessary to collect from the patient.
· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. How would the results be used to make a diagnosis?
· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.
The Assignment
Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient's differential diagnosis and justify why you selected each.
This
week
we
are
covering
HEENT.
At
this
time
you
are
assigned
an
episodic
/
focuse
d
note.
You
will
need
this
assigned
case
study
to
complete
the
Case
Study
Assignment
for
this
week.
Focused
assessment
means
you
still
fill
out
all
review
of
systems
and
...
PSYC 8762PSYC 6766 Teaching of PsychologyWeek 4 Instruction Pl.docx
PSYC 8762/PSYC 6766: Teaching of Psychology
Week 4 Instruction Plan Template
Select either a lecture or discussion topic that will be the basis of your instruction plan for a 1-hour, in-person lecture or discussion and a planned activity. For the lecture plan, the activity should be one that a class of 200 students can complete during the lecture in an introduction to psychology course. If you choose to have a discussion-based class, plan your activity for 25 students. What elements do you think are important to address in terms of content and activities? What class atmosphere are you trying to develop, and how will this discussion or lecture add to that development? You also create a PowerPoint presentation that will accompany your discussion or lecture.
Your instruction plan should be in Times New Roman, 12-point font, and double spaced. It should detail the following:
· A description of the design of the class (e.g., 200-student lecture or 25-student discussion section)
· A summary of the introductory psychology topic you selected
· An explanation of how much of the one hour allotted for this instruction is being designated for lecture/presentation, discussion, activity, question and answer, and closing comments
· An explanation of the rationale based on learning theories examined in the course
· An explanation of the activity (or strategies) used to engage students in the lecture or discussion topic
Include citations as to where you retrieved the information and references.
The following is a template for your instruction plan:
Your Lecture/Discussion Title
Your Name
Walden University
Title of Lecture or Discussion
Introduction to topic (half a page):
In this section, draft opening statements to engage students at the beginning of the lecture or discussion.
Then provide three key points that you will cover in the discussion or lecture.
Point 1. Explain your topic (1–2 pages):
This section should include a plan for implementing an engagement strategy examined in the course to this point that you believe will engage students during the lecture or discussion. You should also include 1–2 discussion points or questions to be used following the lecture or discussion that will allow you to check for student understanding.
Point 2. Explain your topic (1–2 pages)
This section should include a plan for implementing an engagement strategy examined in the course to this point that you believe will engage students during the lecture or discussion. You should also include 1–2 discussion points or questions following the lecture or discussion that will allow you to check for student understanding.
Point 3. Explain your topic (1–2 pages)
This section should include a plan for implementing an engagement strategy examined in the course to this point that you believe will engage students during the lecture or discussion. You should also include 1–2 discussion points or questions following the lecture or discussion that will allow you to check f ...
EpisodicFocused SOAP Note TemplatePatient InformationIniti.docx
Episodic/Focused SOAP Note Template
Patient Information:
Initials, Age, Sex, Race
S.
CC (chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance "headache", NOT "bad headache for 3 days”.
HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale
Current Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.
Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).
PMHx: include immunization status (note date of
last tetanus for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed
Soc Hx: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here - such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.
Fam Hx: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.
ROS: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows:
General:Head:
EENT: etc. You should list these in bullet format and document the systems in order from head to toe.
Example of Complete ROS:
GENERAL: Denies weight loss, fever, chills, weakness or fatigue.
HEENT: Eyes: Denies visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat: Denies hearing loss, sneezing, congestion, runny nose or sore throat.
SKIN: Denies rash or itching.
CARDIOVASCULAR: Denies chest pain, chest pressure or chest discomfort. No palpitations or edema.
RESPIR.
Soap Note 1 Acute Conditions (15 Points) asthmaPick any .docx
Soap Note 1 Acute Conditions (15 Points)
asthma
Pick any Acute Disease from Weeks 1-5 (see syllabus)
Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)
Turn it in Score must be less than 50% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 50%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.
Late Assignment Policy
Assignments turned in late will have 1 point taken off for every day assignment is late, after 7 days assignment will get grade of 0. No exceptions
Follow the MRU Soap Note Rubric as a guide:
Grading Rubric
Student______________________________________
This sheet is to help you understand what we are looking for, and what our margin remarks might be about on your write ups of patients. Since at all of the white-ups that you hand in are uniform, this represents what MUST be included in every write-up.
1) Identifying Data (___5pts): The opening list of the note. It contains age, sex, race, marital status, etc. The patient complaint should be given in quotes. If the patient has more than one complaint, each complaint should be listed separately (1, 2, etc.) and each addressed in the subjective and under the appropriate number.
2) Subjective Data (___30pts.): This is the historical part of the note. It contains the following:
a) Symptom analysis/HPI(Location, quality , quantity or severity, timing, setting, factors that make it better or worse, and associate manifestations.(10pts).
b) Review of systems of associated systems, reporting all pertinent positives and negatives (10pts).
c) Any PMH, family hx, social hx, allergies, medications related to the complaint/problem (10pts). If more than one chief complaint, each should be written u in this manner.
3) Objective Data(__25pt.): Vital signs need to be present. Height and Weight should be included where appropriate.
a) Appropriate systems are examined, listed in the note and consistent with those identified in 2b.(10pts).
b) Pertinent positives and negatives must be documented for each relevant system.
c) Any abnormalities must be fully described. Measure and record sizes of things (likes moles, scars). Avoid using “ok”, “clear”, “within normal limits”, positive/ negative, and normal/abnormal to describe things. (5pts).
4) Assessment (___10pts.): Diagnoses should be clearly listed and worded appropriately.
5) Plan (___15pts.): Be sure to include any teaching, health maintenance and counseling along with the pharmacological and non-pharmacological measures. If you have more than one diagnosis, it is helpful to have this section divided into separate numbered sections.
6) Subjective/ Objective, Assessment and Management and Consistent (___10pts.): Does the note support the appropriate differential diagnosis process? Is there eviden.
Complete all questions with in-text citations and references.1. .docx
Complete all questions with in-text citations and references.
1. Many sociologists argue that socialization is needed to make people human- that without socialization we would never gain the pro social skills needed to build society. Discuss how social changes like technology have impacted our socialization. How does that impact our "humanness"?
2. There has been a lot of debate about the value of the Internet over the last few years-
On the positive side it has been argued that the Internet provides rapid inexpensive exchange of information. That it enables people to meet, discover information on their own, and learn in ways that are revolutionary and new.
On the other hand, many have argued that the Internet is a big waste of time- there is too much information available on the Internet, which makes it impossible to determine the truth or actual value of that information- resulting in less educated and informed individuals. Online social networking has created isolation of individuals and diminished the strength of social ties and social institutions. Access to the Internet is still limited for some minority groups resulting in inequality, and that some of the information on the Internet is harmful.
However very little commentary or analysis looks at it from the standpoint of social groups- using the information from this week’s lecture (as well as your book and course modules) develop an argument about the Internet and group processes- is the Internet good for group organization or bad? What is social control like on the Internet? What are the consequences of the social control or lack or social control on the Internet for groups? For individuals? For society?
Note: make sure you are using class concepts for these answers. Do not get caught up in the idea of the internet to the point that you forget that the purpose is to discuss class concepts of group behavior. Group behavior theories and concepts were developed using face to face interactions. I want you to apply them to online interactions. Also note social networks in sociology is not the same as the common use of social networks online.
3. We have painted society as mostly compliant and seen studies that indicate that people comply- particularly with authority
However, there is plenty of evidence that people are regularly deviant
In studies 50 to 70 percent of students say they have cheated
Many people commonly cheat- on their taxes, on their partners and spouses, at games
So, is conformity an illusion?
Under what circumstances do you see people are more likely to comply- when are they less likely?
If deviance is so common why is it still not socially acceptable?
Real world application
Step 1 this week- go to the movies (seriously) or watch a movie at home. You can choose a movie if you would like but this week we are talking about socialization, groups, social control and deviance so choose something that you think will work well for that assignment. An ensemble film will b.
Comprehensive SOAP ExemplarPurpose To demonstrate what each sec.docx
Comprehensive SOAP Exemplar
Purpose: To demonstrate what each section of the SOAP Note should include. Remember that nurse practitioners treat patients in a holistic manner, and your SOAP Note should reflect that premise.
Patient Initials: _______
Age: _______
Gender: _______
SUBJECTIVE DATA:
Chief Complaint (CC): Coughing up phlegm and fever
History of Present Illness (HPI): Sara Jones is a 65-year-old Caucasian female who presents today with a productive cough x 3 weeks and fever for the last 3 days. She reported that the “cold feels like it is descending into her chest.” The cough is nagging and productive. She brought in a few paper towels with expectorated phlegm – yellow/brown in color. She has associated symptoms of dyspnea of exertion and fever. Her Tmax was reported to be 102.4 last night. She has been taking Ibuprofen 400mg about every 6 hours and the fever breaks, but it returns after the medication wears off. She rated the severity of her symptom discomfort at 4/10.
Medications:
1.) Lisinopril 10mg daily
2.) Combivent 2 puffs every 6 hours as needed
3.) Serovent daily
4.) Salmeterol daily
5.) Over-the-counter Ibuprofen 200mg -2 PO as needed
6.) Over-the-counter Benefiber
7.) Flonase 1 spray each night as needed for allergic rhinitis symptoms
Allergies:
Sulfa drugs - rash
Past Medical History (PMH):
1.) Emphysema with recent exacerbation 1 month ago – deferred admission – RX’d with outpatient antibiotics and hand held nebulizer treatments.
2.) Hypertension – well controlled
3.) Gastroesophageal reflux (GERD) – quiet, on no medication
4.) Osteopenia
5.) Allergic rhinitis
Past Surgical History (PSH):
1.) Cholecystectomy 1994
2.) Total abdominal hysterectomy (TAH) 1998
Sexual/Reproductive History:
Heterosexual
G1P1A0
Non-menstruating – TAH 1998
Personal/Social History:
She has smoked 2 packs of cigarettes daily x 30 years; denied ETOH or illicit drug use.
Immunization History:
Her immunizations are up to date. She received the influenza vaccine last November and the Pneumococcal vaccine at the same time.
Significant Family History:
Two brothers – one with diabetes, dx at age 65, and the other with prostate CA, dx at age 62. She has one daughter in her 30s, healthy, living in nearby neighborhood.
Lifestyle:
She is retired, has been widowed x 8 years, and lives in the city in a moderate crime area with good public transportation. She is a college graduate, owns her home, and receives a pension of $50,000 annually – financially stable.
She has a primary care nurse practitioner provider and goes for annual and routine care twice annually and as needed for episodic care. She has medical insurance but often asks for drug samples for cost savings. She has a healthy diet and eating pattern. There are resources and community groups in her area at the senior center that she attends regularly. She enjoys bingo. She has a good support system composed of family and friends.
Review of Systems:
General: + fatigue .
Recommended
Below is an example to follow ThanksComprehensive
Below is an example to follow :
Thanks
Comprehensive SOAP Exemplar
Purpose: To demonstrate what each section of the SOAP note should include. Remember that Nurse Practitioners treat patients in a holistic manner and your SOAP note should reflect that premise.
Patient Initials: _______ Age: _______ Gender: _______
SUBJECTIVE DATA:
Chief Complaint (CC): Coughing up phlegm and fever
History of Present Illness (HPI): Eddie Myers is a 58 year old African American male who presents today with a productive cough x 3 days, fever, muscle aches, loss of taste and smell for the last three days. He reported that the “cold feels like it is descending into his chest and he can’t eat much”. The cough is nagging and productive. He brought in a few paper towels with expectorated phlegm – yellow/green in color. He has associated symptoms of dyspnea of exertion and fatigue. His Tmax was reported to be 100.3, last night. He has been taking Tylenol 325mg about every 6 hours and the fever breaks, but returns after the medication wears off. He rated the severity of her symptom discomfort at 8/10.
Medications:
1.) Norvasc 10mg daily
2.) Combivent 2 puffs every 6 hours as needed
3.) Advair 500/50 daily
4.) Singulair 10mg daily
5.) Over the counter Tylenol 325mg as needed
6.) Over the counter Benefiber
7.) Flonase 1 spray each night as needed for allergic rhinitis symptoms
Allergies:
Sulfa drugs - rash
Cipro-headache
Past Medical History (PMH):
1.) Asthma
2.) Hypertension
3.) Osteopenia
4.) Allergic rhinitis
5.) Prostate Cancer
Past Surgical History (PSH):
1.) Cholecystectomy 1994
2.) Prostatectomy 1986
Sexual/Reproductive History:
Heterosexual
Personal/Social History:
He has never smoked
Dipped tobacco for 25 years, no longer dipping
Denied ETOH or illicit drug use.
Immunization History:
Covid Vaccine #1 3/2/2021 #2 4/2/2021 Moderna
Influenza Vaccination 10/3/2020
PNV 9/18/2018
Tdap 8/22/2017
Shingles 3/22/2016
Significant Family History:
One sister – with diabetes, dx at age 65
One brother--with prostate CA, dx at age 62. He has 2 daughters, both in 30’s, healthy, living in nearby neighborhood.
Lifestyle:
He works FT as Xray Tech; widowed x 8 years; lives in the city, moderate crime area, with good public transportation. He is a college grad, owns his home and financially stable.
He has a primary care nurse practitioner provider and goes for annual and routine care twice annually and as needed for episodic care. He has medical insurance but often asks for drug samples for cost savings. He has a healthy diet and eating pattern. There are resources and community groups in his area at the senior center but he does not attend. He enjoys golf and walking. He has a good support system composed of family and friends.
Review of Systems:
General: + fatigue since the illness started; + fever, no chills or night sweats; no recent weight gains of losses of significance.
HEENT: no changes in vision or hearing; he does wear glasses and his last ...
This week we are covering HEENT. At this time you are assigned an
This week we are covering HEENT. At this time you are assigned an episodic/focused note. You will need this assigned case study to complete the Case Study Assignment for this week. Focused assessment means you still fill out all review of systems and as needed type “Patient denies” in the sections that you are not covering or are needed. Again, you are allowed to make up the information that is needed to fill out the episodic note.
If your LAST NAME starts with letters A – J: please proceed with Option 1.
If your LAST NAME starts with letters K – Z: please proceed with Option 2.
Option 1:
CASE STUDY: Focused Throat Exam
Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus during the past 2 weeks, Lily figured she shouldn't take her 3-day sore throat lightly. Your clinic has treated a few cases similar to Lily's. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn't sound congested.
To Prepare
· By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
· Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case.
With regard to the case study you were assigned:
· Review this week's Learning Resources and consider the insights they provide.
· Consider what history would be necessary to collect from the patient.
· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. How would the results be used to make a diagnosis?
· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.
The Assignment
Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient's differential diagnosis and justify why you selected each.
This
week
we
are
covering
HEENT.
At
this
time
you
are
assigned
an
episodic
/
focuse
d
note.
You
will
need
this
assigned
case
study
to
complete
the
Case
Study
Assignment
for
this
week.
Focused
assessment
means
you
still
fill
out
all
review
of
systems
and
...
PSYC 8762PSYC 6766 Teaching of PsychologyWeek 4 Instruction Pl.docx
PSYC 8762/PSYC 6766: Teaching of Psychology
Week 4 Instruction Plan Template
Select either a lecture or discussion topic that will be the basis of your instruction plan for a 1-hour, in-person lecture or discussion and a planned activity. For the lecture plan, the activity should be one that a class of 200 students can complete during the lecture in an introduction to psychology course. If you choose to have a discussion-based class, plan your activity for 25 students. What elements do you think are important to address in terms of content and activities? What class atmosphere are you trying to develop, and how will this discussion or lecture add to that development? You also create a PowerPoint presentation that will accompany your discussion or lecture.
Your instruction plan should be in Times New Roman, 12-point font, and double spaced. It should detail the following:
· A description of the design of the class (e.g., 200-student lecture or 25-student discussion section)
· A summary of the introductory psychology topic you selected
· An explanation of how much of the one hour allotted for this instruction is being designated for lecture/presentation, discussion, activity, question and answer, and closing comments
· An explanation of the rationale based on learning theories examined in the course
· An explanation of the activity (or strategies) used to engage students in the lecture or discussion topic
Include citations as to where you retrieved the information and references.
The following is a template for your instruction plan:
Your Lecture/Discussion Title
Your Name
Walden University
Title of Lecture or Discussion
Introduction to topic (half a page):
In this section, draft opening statements to engage students at the beginning of the lecture or discussion.
Then provide three key points that you will cover in the discussion or lecture.
Point 1. Explain your topic (1–2 pages):
This section should include a plan for implementing an engagement strategy examined in the course to this point that you believe will engage students during the lecture or discussion. You should also include 1–2 discussion points or questions to be used following the lecture or discussion that will allow you to check for student understanding.
Point 2. Explain your topic (1–2 pages)
This section should include a plan for implementing an engagement strategy examined in the course to this point that you believe will engage students during the lecture or discussion. You should also include 1–2 discussion points or questions following the lecture or discussion that will allow you to check for student understanding.
Point 3. Explain your topic (1–2 pages)
This section should include a plan for implementing an engagement strategy examined in the course to this point that you believe will engage students during the lecture or discussion. You should also include 1–2 discussion points or questions following the lecture or discussion that will allow you to check f ...
EpisodicFocused SOAP Note TemplatePatient InformationIniti.docx
Episodic/Focused SOAP Note Template
Patient Information:
Initials, Age, Sex, Race
S.
CC (chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance "headache", NOT "bad headache for 3 days”.
HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale
Current Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.
Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).
PMHx: include immunization status (note date of
last tetanus for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed
Soc Hx: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here - such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.
Fam Hx: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.
ROS: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows:
General:Head:
EENT: etc. You should list these in bullet format and document the systems in order from head to toe.
Example of Complete ROS:
GENERAL: Denies weight loss, fever, chills, weakness or fatigue.
HEENT: Eyes: Denies visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat: Denies hearing loss, sneezing, congestion, runny nose or sore throat.
SKIN: Denies rash or itching.
CARDIOVASCULAR: Denies chest pain, chest pressure or chest discomfort. No palpitations or edema.
RESPIR.
Soap Note 1 Acute Conditions (15 Points) asthmaPick any .docx
Soap Note 1 Acute Conditions (15 Points)
asthma
Pick any Acute Disease from Weeks 1-5 (see syllabus)
Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)
Turn it in Score must be less than 50% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 50%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.
Late Assignment Policy
Assignments turned in late will have 1 point taken off for every day assignment is late, after 7 days assignment will get grade of 0. No exceptions
Follow the MRU Soap Note Rubric as a guide:
Grading Rubric
Student______________________________________
This sheet is to help you understand what we are looking for, and what our margin remarks might be about on your write ups of patients. Since at all of the white-ups that you hand in are uniform, this represents what MUST be included in every write-up.
1) Identifying Data (___5pts): The opening list of the note. It contains age, sex, race, marital status, etc. The patient complaint should be given in quotes. If the patient has more than one complaint, each complaint should be listed separately (1, 2, etc.) and each addressed in the subjective and under the appropriate number.
2) Subjective Data (___30pts.): This is the historical part of the note. It contains the following:
a) Symptom analysis/HPI(Location, quality , quantity or severity, timing, setting, factors that make it better or worse, and associate manifestations.(10pts).
b) Review of systems of associated systems, reporting all pertinent positives and negatives (10pts).
c) Any PMH, family hx, social hx, allergies, medications related to the complaint/problem (10pts). If more than one chief complaint, each should be written u in this manner.
3) Objective Data(__25pt.): Vital signs need to be present. Height and Weight should be included where appropriate.
a) Appropriate systems are examined, listed in the note and consistent with those identified in 2b.(10pts).
b) Pertinent positives and negatives must be documented for each relevant system.
c) Any abnormalities must be fully described. Measure and record sizes of things (likes moles, scars). Avoid using “ok”, “clear”, “within normal limits”, positive/ negative, and normal/abnormal to describe things. (5pts).
4) Assessment (___10pts.): Diagnoses should be clearly listed and worded appropriately.
5) Plan (___15pts.): Be sure to include any teaching, health maintenance and counseling along with the pharmacological and non-pharmacological measures. If you have more than one diagnosis, it is helpful to have this section divided into separate numbered sections.
6) Subjective/ Objective, Assessment and Management and Consistent (___10pts.): Does the note support the appropriate differential diagnosis process? Is there eviden.
Complete all questions with in-text citations and references.1. .docx
Complete all questions with in-text citations and references.
1. Many sociologists argue that socialization is needed to make people human- that without socialization we would never gain the pro social skills needed to build society. Discuss how social changes like technology have impacted our socialization. How does that impact our "humanness"?
2. There has been a lot of debate about the value of the Internet over the last few years-
On the positive side it has been argued that the Internet provides rapid inexpensive exchange of information. That it enables people to meet, discover information on their own, and learn in ways that are revolutionary and new.
On the other hand, many have argued that the Internet is a big waste of time- there is too much information available on the Internet, which makes it impossible to determine the truth or actual value of that information- resulting in less educated and informed individuals. Online social networking has created isolation of individuals and diminished the strength of social ties and social institutions. Access to the Internet is still limited for some minority groups resulting in inequality, and that some of the information on the Internet is harmful.
However very little commentary or analysis looks at it from the standpoint of social groups- using the information from this week’s lecture (as well as your book and course modules) develop an argument about the Internet and group processes- is the Internet good for group organization or bad? What is social control like on the Internet? What are the consequences of the social control or lack or social control on the Internet for groups? For individuals? For society?
Note: make sure you are using class concepts for these answers. Do not get caught up in the idea of the internet to the point that you forget that the purpose is to discuss class concepts of group behavior. Group behavior theories and concepts were developed using face to face interactions. I want you to apply them to online interactions. Also note social networks in sociology is not the same as the common use of social networks online.
3. We have painted society as mostly compliant and seen studies that indicate that people comply- particularly with authority
However, there is plenty of evidence that people are regularly deviant
In studies 50 to 70 percent of students say they have cheated
Many people commonly cheat- on their taxes, on their partners and spouses, at games
So, is conformity an illusion?
Under what circumstances do you see people are more likely to comply- when are they less likely?
If deviance is so common why is it still not socially acceptable?
Real world application
Step 1 this week- go to the movies (seriously) or watch a movie at home. You can choose a movie if you would like but this week we are talking about socialization, groups, social control and deviance so choose something that you think will work well for that assignment. An ensemble film will b.
Comprehensive SOAP ExemplarPurpose To demonstrate what each sec.docx
Comprehensive SOAP Exemplar
Purpose: To demonstrate what each section of the SOAP Note should include. Remember that nurse practitioners treat patients in a holistic manner, and your SOAP Note should reflect that premise.
Patient Initials: _______
Age: _______
Gender: _______
SUBJECTIVE DATA:
Chief Complaint (CC): Coughing up phlegm and fever
History of Present Illness (HPI): Sara Jones is a 65-year-old Caucasian female who presents today with a productive cough x 3 weeks and fever for the last 3 days. She reported that the “cold feels like it is descending into her chest.” The cough is nagging and productive. She brought in a few paper towels with expectorated phlegm – yellow/brown in color. She has associated symptoms of dyspnea of exertion and fever. Her Tmax was reported to be 102.4 last night. She has been taking Ibuprofen 400mg about every 6 hours and the fever breaks, but it returns after the medication wears off. She rated the severity of her symptom discomfort at 4/10.
Medications:
1.) Lisinopril 10mg daily
2.) Combivent 2 puffs every 6 hours as needed
3.) Serovent daily
4.) Salmeterol daily
5.) Over-the-counter Ibuprofen 200mg -2 PO as needed
6.) Over-the-counter Benefiber
7.) Flonase 1 spray each night as needed for allergic rhinitis symptoms
Allergies:
Sulfa drugs - rash
Past Medical History (PMH):
1.) Emphysema with recent exacerbation 1 month ago – deferred admission – RX’d with outpatient antibiotics and hand held nebulizer treatments.
2.) Hypertension – well controlled
3.) Gastroesophageal reflux (GERD) – quiet, on no medication
4.) Osteopenia
5.) Allergic rhinitis
Past Surgical History (PSH):
1.) Cholecystectomy 1994
2.) Total abdominal hysterectomy (TAH) 1998
Sexual/Reproductive History:
Heterosexual
G1P1A0
Non-menstruating – TAH 1998
Personal/Social History:
She has smoked 2 packs of cigarettes daily x 30 years; denied ETOH or illicit drug use.
Immunization History:
Her immunizations are up to date. She received the influenza vaccine last November and the Pneumococcal vaccine at the same time.
Significant Family History:
Two brothers – one with diabetes, dx at age 65, and the other with prostate CA, dx at age 62. She has one daughter in her 30s, healthy, living in nearby neighborhood.
Lifestyle:
She is retired, has been widowed x 8 years, and lives in the city in a moderate crime area with good public transportation. She is a college graduate, owns her home, and receives a pension of $50,000 annually – financially stable.
She has a primary care nurse practitioner provider and goes for annual and routine care twice annually and as needed for episodic care. She has medical insurance but often asks for drug samples for cost savings. She has a healthy diet and eating pattern. There are resources and community groups in her area at the senior center that she attends regularly. She enjoys bingo. She has a good support system composed of family and friends.
Review of Systems:
General: + fatigue .
MHW-522 Family Development Presentation Assignment Cr
MHW-522: Family Development Presentation Assignment Criteria
Family Development Presentation
Using the life stage you selected for analysis throughout this course, imagine you are a mental health worker assigned the task of presenting information about this life stage for training purposes.
Audience: You will present to colleagues who have not worked with this life stage before.
In a PowerPoint presentation, use the revised information in your worksheets to create a presentation about your selected life stage:
1. Explain the family life cycle and various challenges affecting the family life cycle today.
2. Explain the effects of various crises on family development:
a. Family violence
b. Substance abuse
c. Chronic illness or traumatic loss of a loved one
3. Introduce and briefly explain your selected life stage.
4. Include the second order tasks of this life stage and include how this stage intersects with other family life cycles.
5. Include the impact of the following on your selected life stage:
a. Siblings
b. Gender roles
c. Culture/race/ethnicity
d. Social institutions including schools, work/career, and religious institutions
6. Present the unique challenges of this life stage and mental health issues dealt with in this life stage.
7. Finally, recommend ways for mental health workers to assist families dealing with the challenges of this life stage and various mental health issues that are associated with this life stage. Use the SAMHSA web site resources as a reference for your colleagues.
The PowerPoint presentation should consist of 15-20 slides not including the title slide and slide for APA citations. Images may be included in the presentation, but be sure to keep all image sizes low for this presentation.
Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA format is not required for the body of this assessment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
Students should use the Academic Writing Resource located in the course materials folder.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Students are not required to submit this assignment to Turnitin.
Turn in the assignment by the end of Topic 8.
© 2016. Grand Canyon University. All Rights Reserved.
© 2016. Grand Canyon University. All Rights Reserved.
FOCUSED SOAP EVALUATION 1
FOCUSED SOAP EVALUATION 2
Focused Soap Evaluation
Name
Course
Date
Subjective
‘I've come to visit you because my mother told me that you could help me.’
HPI;
He is a 7-year-old African American child who was brought to the clinic by his pediatrician and ac ...
Nursing Care Plan Including Diagnosis and Intervention.pdf
Nursing Care Plan Including Diagnosis and Intervention.pdf
Comprehensive SOAP ExemplarPurpose To demonstrate what each s
Comprehensive SOAP Exemplar
Purpose: To demonstrate what each section of the SOAP note should include. Remember that Nurse Practitioners treat patients in a holistic manner and your SOAP note should reflect that premise.
Patient Initials: _______ Age: _______ Gender: _______
SUBJECTIVE DATA:
Chief Complaint (CC): Coughing up phlegm and fever
History of Present Illness (HPI): Sara Jones is a 65 year old Caucasian female who presents today with a productive cough x 3 weeks and fever for the last three days. She reported that the “cold feels like it is descending into her chest”. The cough is nagging and productive. She brought in a few paper towels with expectorated phlegm – yellow/brown in color. She has associated symptoms of dyspnea of exertion and fever. Her Tmax was reported to be 102.4, last night. She has been taking Ibuprofen 400mg about every 6 hours and the fever breaks, but returns after the medication wears off. She rated the severity of her symptom discomfort at 4/10.
Medications:
1.) Lisinopril 10mg daily
2.) Combivent 2 puffs every 6 hours as needed
3.) Serovent daily
4.) Salmeterol daily
5.) Over the counter Ibuprofen 200mg -2 PO as needed
6.) Over the counter Benefiber
7.) Flonase 1 spray each night as needed for allergic rhinitis symptoms
Allergies:
Sulfa drugs - rash
Past Medical History (PMH):
1.) Emphysema with recent exacerbation 1 month ago – deferred admission – RX’d with outpatient antibiotics and an hand held nebulizer treatments.
2.) Hypertension – well controlled
3.) Gastroesophageal reflux (GERD) – quiet on no medication
4.) Osteopenia
5.) Allergic rhinitis
Past Surgical History (PSH):
1.) Cholecystectomy 1994
2.) Total abdominal hysterectomy (TAH) 1998
Sexual/Reproductive History:
Heterosexual
G1P1A0
Non-menstrating – TAH 1998
Personal/Social History:
She has smoked 2 packs of cigarettes daily x 30 years; denied ETOH or illicit drug use.
Immunization History:
Her immunizations are up to date. She received the influenza vaccine last November and the Pneumococcal vaccine at the same time.
Significant Family History:
Two brothers – one with diabetes, dx at age 65 and the other with prostate CA, dx at age 62. She has 1 daughter, in her 50’s, healthy, living in nearby neighborhood.
Lifestyle:
She is a retired; widowed x 8 years; lives in the city, moderate crime area, with good public transportation. She college graduate, owns her home and receives a pension of $50,000 annually – financially stable.
She has a primary care nurse practitioner provider and goes for annual and routine care twice annually and as needed for episodic care. She has medical insurance but often asks for drug samples for cost savings. She has a healthy diet and eating pattern. There are resources and community groups in her area at the senior center and she attends regularly. She enjoys bingo. She has a good support system composed of family and friends.
Review of Systems:
General: + fatigue since the illness starte ...
Comprehensive physical AssessmentHAIR NAILS, SKINSUBJECTIV.docx
Comprehensive physical Assessment
HAIR NAILS, SKIN
SUBJECTIVE: Reports improved acne due to oral contraceptives. Skin on neck has stopped darkening and facial and body hair has improved. She reports a few moles but no other hair or nail changes.
OBJECTIVE: Scattered pustules on face and facial hair on upper lip, acanthosis nigricans on posterior neck.
NEUROLOGICAL
SUBJECTIVE: Reports no dizziness, light-headedness, tingling, loss of coordination or sensation, seizures, or sense of disequilibrium.
OBJECTIVE: strength 5/5 bilateral upper and lower extremities. Normal graphesthesia, stereognosis, and rapid alternating movements bilaterally. Tests of cerebellar function normal. DTRs 2+ and equal bilaterally in upper and lower extremities. Decreased sensation to monofilament in bilateral plantar surfaces.
MUSCULO
SUBJECTIVE: Reports no muscle pain, joint pain, muscle weakness, or swelling.
OBJECTIVE: Bilateral upper and lower extremities without swelling, masses, or deformity and with full range of motion. No pain with movement.
ABDOMINAL
SUBJECTIVE: Gastrointestinal: Reports no nausea, vomiting, pain, constipation, diarrhea, or excessive flatulence. No food intolerances. Genitourinary: Reports no dysuria, nocturia, polyuria, hematuria, flank pain, vaginal discharge or itching.
OBJECTIVE: Abdomen protuberant, symmetric, no visible masses, scars, or lesions, coarse hair from pubis to umbilicus. Bowel sounds are normoactive in all four quadrants. Tympanic throughout to percussion. No tenderness or guarding to palpation. No organomegaly. No CVA tenderness.
CARDIOVASCULO
Subjective: Reports no palpitations, tachycardia, easy bruising, or edema.
OBJECTIVE: Heart rate is regular, S1, S2, without murmurs, gallops, or rubs. Bilateral carotids equal bilaterally without bruit. PMI at the midclavicular line, 5th intercostal space, no heaves or lifts. Bilateral peripheral pulses equal bilaterally, capillary refill less than 3 second
s. No peripheral edema.
RESPIRATORY.
SUBJECTIVE :Reports no shortness of breath, wheezing, chest pain, dyspnea, or cough.
OBJECTIVE: Chest is symmetric with respiration, clear to auscultation bilaterally without cough or wheeze. Resonant to percussion throughout. In office spirometry: FVC 3.91 L, FEV1/FVC ratio 80.56%.
HEENT
SUBJECTIVE: Reports no current headache and no history of head injury or acute visual changes. Reports no eye pain, itchy eyes, redness, or dry eyes. Wears corrective lenses. Last visit to optometrist 3 months ago. Reports no general ear problems, no change in hearing, ear pain, or discharge. Reports no change in sense of smell, sneezing, epistaxis, sinus pain or pressure, or rhinorrhea. Reports no general mouth problems, changes in taste, dry mouth, pain, sores, issues with gum, tongue, or jaw. No current dental concerns, last dental visit was 5 months ago. Reports no difficulty swallowing, sore throat, voice changes, or swollen nodes.
Reports no current headache and no history of head in.
SOAP Note Week TwoUnited States University.docx
SOAP Note Week Two
United States University
FNP592: Common Illnesses Across the Lifespan
Dr. Theresa Gress
October 1, 2020
SOAP Note Week Three
ID: Mickey Mouse, DOB 1/1/2000, age 20, white Hispanic male presents to the clinic unaccompanied and appears to be a reliable historian.
S:
CC: “Cough, runny nose, and sore throat x 7 days”
HPI: New Asian male patient 28 yo presents to the clinic unaccompanied, complaining of non-productive cough, runny nose and sore throat x 7 days (1/7/2020). Currently somewhat controlling symptoms with Dayquil and Nyquil. Cough mild, worsened when laying flat. Highest temp at home 99 degrees. Patient wondering if he needs antibiotics. Rates pain in throat as 4/10, described as “aching, swallowing makes it worse”, relieved by Dayquil/nyquil. Denies headache, denies sick contacts or recent travel. Denies feeling worse outdoors or seasonally. He is a reliable historian
PMH:
Allergies: No known drug allergies. Strawberries (rash), seasonal allergies
Childhood: Asthma until high school, chickenpox at age 2
Surgical: Tonsillectomy (1998), Wisdom Teeth Removal (2005)
Medications: None
Vaccinations: received childhood vaccines, Last flu shot given Oct 2019.
Denies psychiatric history.
Social History:
Denies tobacco/e-cigarette use. Admits to occasional once every 2-3 months alcohol use – last drink
2 months ago, Engaged, works in IT, Hobbies include archery.
Family History:
Mother died age 60-Diabetes II
Sister 42yo living -HTN
Maternal Grandma died age 67- Dementia
ROS:
General: No weight change, weakness, fatigue, fevers..
Eyes: no vision change, corrective lenses, pain redness, excessive tearing, double vision, blurred vision, or blindness.
EarsNose/Throat/mouth: no hearing change, tinnitus, earaches, infection, discharge. POSITIVE FOR RHINORRHEA. No sinus pain or epistaxis. POSITIVE FOR SORE THROAT, HOARSE VOICE. No bleeding gums, dentures, sore tongue, dry mouth. Last dental exam was 4 months ago.
C/V: Denies chest pain, palpitations.
Pulmonary: POSITIVE FOR NON-PRODUCTIVE COUGH, negative hemoptysis, dyspnea, wheezing, pleuritic pain
Neuro: No headache, dizziness, focal numbness/weakness, nausea, vomiting.
Lymph: Denies swollen lymph nodes in neck.
Allergy/immunology: Denies seasonal allergies or allergy to pets, pollen or other. Denies frequent illness.
O:
VS: T – 98 P – 80 R – 16 BP – 128/72 O2 sat – 99% - 4/10 pain in throat. Wt: 205 Ht: 72 in BMI: 27.8
Skin: Natural in color, warm, smooth and dry. Good skin turgor, no lesions, rashes, ecchymosis or moles. Nails without clubbing or cyanosis.
HEENT:
Ears: pinna clean, no exudate noted. TM intact and pearly gray with cone of light bilat.
Nose: nasal mucosa pink and moist. Inferior turbinates slightly reddened bilat. Nares patent bilat. No sinus pain upon palpation. Septum midline.
Throat: oral mucosa pink and moist, tongue mobile without lesions, tonsils absent. Post.
Copyright © 2015 by Mosby, an imprint of Elsevier Inc.x-3
Copyright © 2015 by Mosby, an imprint of Elsevier Inc.
x-3
Student Checklist
Ball: Seidel’s Guide to Physical Examination, 8th Edition
Chapter 05: Mental Status
Student Checklist
Adult Examination Checklist
Mark data, when appropriate, to indicate the following:
If normal, * if abnormal, O if absent.
Subjective Data
__Alertness
__Emotional status
__Orientation
__Time
__Place
__Person
__Analogies (similarities)
__Abstract reasoning (fable, proverb)
__Arithmetic calculations
__Writing ability
__Motor skills
__Memory
__Immediate
__Recent
__Remote
__Attention span (short commands)
__Judgment/decision making (hypothetical situation)
__Voice
__Quality
__Pace
__Loudness
__Articulation
__Comprehension
__Coherence (perceptions clearly conveyed)
__Mood and feelings
__Thought processes (logical)
__Perceptual distortions (hallucinations)
Objective Data
Observation
__Alertness
__Grooming
__Body language
__Emotional status
__Attention span
__Coherence
__Voice
__Quality
__Pace
__Loudness
__Articulation
__Comprehension
__Mood and feelings
__Thought processes
__Perceptual distortions
Testing
__Orientation
__Time
__Place
__Person
__Analogies
__Abstract reasoning
__Arithmetic calculations
__Writing ability
__Motor skills
__Memory
__Immediate
__Recent
__Remote
__Attention span
5-2
Student Checklist
Copyright © 2015 by Mosby, an imprint of Elsevier Inc.
Copyright © 2015 by Mosby, an imprint of Elsevier Inc.
Copyright © 2011 by Mosby, Inc., an affiliate of Elsevier Inc.
Detail those data marked as abnormal:
Episodic/Focused SOAP Note Template
Patient Information:
Initials, Age, Sex, Race
S.
CC (chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance "headache", NOT "bad headache for 3 days”.
HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale
Current Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.
Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).
PMHx: inc ...
1 Rubric for Capstone Project Clear problem ident.docx
1
Rubric for Capstone Project:
Clear problem identified in a specified
community
10%
Extensive background information provided 20%
Community resources have been accurately
researched
15%
Demonstrates clear attainable plan of action
for specified community
10%
Utilizes at least two assessment from the
reference guide
20%
PowerPoint Presentation 15%
Correct use of APA Format 10%
Power Point Final Exam Project
HLTH 3420 Health Education
Each student will be completing an individual power point presentation over your Health Education topic. The Health Education topic is something of particular interest to you in the realm of health care. The topic is submitted to your instructor for approval prior to beginning the teaching project. You may need a bit of guidance in targeting your topic. Examples of a few topics previously used:
· Understanding Hyperthyroidism
· Recognizing Stress
· What you do not Know about Peridontal Disease
· Childhood Obesity
· HIV/AIDS Among Women
You are a health care provider teaching your first class. You will teach the class using a PowerPoint presentation. You will also provide a handout for the audience. The following assignments will assist you in developing the final presentation:
>Select a topic of interest
>Develop Behavioral/Learning Objectives
>Design a Content Outline
>Completion of a Teaching Plan Outline
Your submitted presentation will be worth 20% of your grade
· Your PowerPoint presentation will consist of 20-28 slides. Each slide will contain lecture notes located in the “Speaker notes” area below the slide to supplement your power point slides. Speaker notes will consist of at least five sentences per slide. Speaker notes are what you would actually say to the audience.
· Slide 1: The name of the class you have created, your name, name of the course (Health Education), semester & year
· Slides 2-28: Contain the following information: (You may add up to 5 slides to insert additional information)
a. Slide 2-3: Introduction/Background of the topic
(may include definition, statistics, prevalence)
b. Slide 3-5: List your overall goal/learning outcome and related objectives. A minimum of 3 objectives are required.
c. Body of the presentation will take approximately 5-10 slides: Begin with the Content Outline you’ve developed and provide the teaching information that you will share with your audience. Be careful not to crowd too much information on your slides. Most of your effort will be in the “speaker notes” in the white space area below the slide as you actually teach the class. This is where you will provide detailed information for the content that is presented on the slide to the audience. In an actual presentation, the audience only sees the PPT slide, not the speaker notes. Remember, this is what you will say to the audience.
d. Conclusion/ Summary: 1-2 slides.
e. Convert your previous submitted written handout into a slide if possible. If you cannot.
Case Study 1 Headaches Neurological system and continue practicing .docx
Case Study 1 Headaches: Neurological system and continue practicing documentation of a focused/episodic SOAP note for Assignment
A 20-year-old male complains of experiencing intermittent headaches. The headaches diffuse all over the head, but the greatest intensity and pressure occurs above the eyes and spreads through the nose, cheekbones, and jaw.
Episodic/Focused SOAP Note Template
Patient Information:
Initials, Age, Sex, Race
S.
CC
(chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance, "headache", NOT "bad headache for 3 days”.
HPI
: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form, not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale
Current Medications
: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.
Allergies:
include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).
PMHx
: include immunization status (note date of
last tetanus
for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed
Soc Hx
: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here - such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.
Fam Hx
: illnesses with possible genetic predisposition, contagious or chronic illnesses. The reason for the death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.
ROS
: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows:
General:
Head
:
EENT
: etc. You should list these in bullet format and document the systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness or fatigue.
HEENT: Eyes: No visu.
Clinical Disease PresentationProject. This project involves the.docx
Clinical Disease Presentation/Project.
This project involves the creation of voice over PowerPoint presentation. The clinical case presentation is designed to provide students an opportunity to apply learned concepts in physiology to real clinical diseases that is exercise erelated. For each clinical disease, students must include the following components within the presentation:
Introduction section:
• Definition of the disease, general introduction of the disease.
• Incidence, how widespread is that disease? Is there any gender, race, regional preference of the disease?
Specifics on the Disease, relation to learned concepts:
• Etiology, Patho-physiological consequences. Relate to physiological concepts.
• Clinical manifestation, sign and symptoms, of the disease
Medical management:
• Diagnosis criteria, diagnostic means.
• Treatment principles, what are the most common treatment options.
• Prognosis, what is the outcome once affected by the disease.
The presentation must include at least 5 peer reviewed references. APA or AMA referencing is permitted.
.
CASE STUDY 2 Focused Throat Exam Lily is a 20-year-old student .docx
CASE STUDY 2: Focused Throat Exam Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus during the past 2 weeks, Lily figured she shouldn't take her 3-day sore throat lightly. Your clinic has treated a few cases similar to Lily's. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn't sound congested.
To Prepare
· By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
· Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case.
With regard to the case study you were assigned:
· Review this week's Learning Resources and consider the insights they provide.
· Consider what history would be necessary to collect from the patient.
· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. How would the results be used to make a diagnosis?
· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.
The Assignment
Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient's differential diagnosis and justify why you selected each.
Episodic/Focused SOAP Note Template
– (delete information on this template and input one related to the patient in the case study above).
Patient Information:
Initials, Age, Sex, Race
S.
CC
(chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance "headache", NOT "bad headache for 3 days”.
HPI
: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: h.
Video Key PointsYou will need to have a good understanding o.docx
Video Key Points
You will need to have a good understanding of the key concepts from the three assigned videos in order to effectively complete the assignment.
So it would be a good idea to view the videos more than once, if you feel you need to, and to take notes on key points from each video.
Don't just focus on the answers to the questions that I have given you...each video has a lot of information that is relevant to this course. They all deal with socio/cultural issues, economic issues and environmental issues.
Also try and consider which of the United Nations 17 Sustainable Development Goals would be relevant in each video.
When viewing the videos consider some of the concepts that we have covered in class:
Socio/Cultural - acculturation, commodification, standardization, etc.
Capacity - social, physical, environmental, etc.
Video One - Case Study of Golf Course Development in Hainan China
Video Two - Case Study of the Mosuo Tribe in China
Video Three - The Economics of Happines
Deforestation in China for the Golfing Industry
https://www.theguardian.com/environment/2010/apr/23/endangered-habitats-china
The Mosuo Tribe - China's Last Matriarchy
https://www.youtube.com/watch?v=eoTrARDa8BU
The Economics of Happiness
https://www.youtube.com/watch?v=pyQaUDLW6ts
· The questions pertain to the videos that you watched - The Mosuo Tribe, The Gold Course in Hainan China and The Economics of Happiness. You will also be expected to incorporate any relevant ideas and topics from the entire course, as you feel appropriate. And/or the question may pertain to the content of the Sustainable Management PowerPoint/class
· You will be asked in three of the questions to refer to those UN Sustainable Development Goals that you feel are relevant to the questions/your answers..
· The report should be no more than five pages long.
· Use the RUBRIC to guide you when answering.
· Cite all sources - as per APA standards. Do NOT just put a list of website addresses on the back page. Citing sources involves LINKING the source to the relevant text. If you are using information from our classes, PowerPoints, etc. you do not, for this assignment, need to cite the source APA style. You can simply say "as discussed in our class about Socio/Cultural Impacts".
Please put some thought into this paper. I want to hear your fact based opinions. I also want to see that you have watched and understood the videos and that you are able to connect their content to the theory that we discussed in our classes.
You will upload it into TURNITIN...as well as upload it into the Assignment Page in BlackBoard. As usual, the due date/time also applies to TurnitIN.
NOTE: PLAGIARISM includes cutting and pasting sentences and paragraphs from other sources. Even if you cite that source, using other people's work as the body of your work is not acceptable. You need to read, discuss concepts with each other and then put your OWN ideas into your paper. As usual, plagiaris ...
Assignment 4 Part D Your Marketing Plan – Video Presentation.docx
Assignment 4: Part D: Your Marketing Plan – Video Presentation
Imagine that you are pitching your hypothetical service-based company’s marketing plan to the Shark Tank Team for possible investment. Use a tablet, smartphone, laptop, desktop, or traditional video recorder to record a three to five (3-5) minute dynamic video in which you present your full marketing plan from Assignments 1, 2, and 3.
Note: If you are using a tablet or smartphone you will need to email the video file to yourself, then save it to a computer in order to upload to Blackboard. You may want to upload your video to a file sharing service, such as Dropbox, if your email will not let you send a large video file. Dropbox is accessible from all smartphones and tablets from the Dropbox app.
Once you are ready to upload your video to Blackboard, please use the following naming convention in the popup window for your video once it is finished uploading:
· Title: Your First Name, Your Last Name - Shark Tank Investment Video Pitch
· Tags: MKT500, Shark Tank
· Description: First Name, Last Name - MKT500 Assignment 4 (Date Uploaded ex. 5-23-2014)
Note: Check with your professor for any additional instructions. If you do not have access to a video camera or necessary hardware to complete this assignment, please contact your professor.
Note: If you receive an "Error while uploading" message and you are unable to upload your video file, let your instructor know right away. You can send the file in an alternate way such as sending it to your instructor's email via a file sharing service such as Google Drive, or you can upload your video file to a video sharing service such as YouTube and then send the link to your instructor to view it from.If your video is unable to upload to any of these sources either, your computer may have insufficient bandwidth to upload video, and you should copy the file to a thumb drive and send it from a different computer or mobile device.
Tips to prepare for your video:
· Create note cards
· Practice in front of a mirror and / or friends
· Review materials thoroughly
· Be persuasive
· Be professional
· Be creative
· Have fun!
Create a two to five (2-5) minute video presentation in which you:
1. Present the major points of your marketing plan.
2. Project your voice in order to clearly convey your ideas.
3. Present in a professional manner.
4. Use technology (e.g., i.e. audio quality, video quality, naming conventions) to convey ideas.
5. Use voice inflection and proper grammar.
The specific course learning outcomes associated with this assignment are:
· Analyze the marketing framework including the concepts of the 5Cs, STP, and 4Ps.
· Develop strategies to assess performance and achieve marketing goals.
· Create an effective marketing plan.
· Examine the marketing science of customer behavior and products in the marketing exchange process and create dynamic strategies for competing.
· Evaluate the basis for market segmentation and approaches to segmentatio ...
Running Head Comparison and contrast2Comparison and contras.docx
Running Head: Comparison and contrast 2
Comparison and contrast 2
Post Concussive Syndrome and Traumatic Brain Injury
Student’s Name
Instructor Affiliation
Date
Requirements:
Week 2: Case Discussion: Pulmonary Part One
Setting: A free medical clinic that provides health care for the under-insured.
Your next patient, Michelle G., age 40, is a regular of the clinic and the last patient of the day. The chart states she is here for recent episodes of shortness of breath.
You enter the room and Michelle G is dressed in work clothes, standing up looking at a health poster on the wall. You introduce yourself and ask her what brings her to the clinic today. "I think I may have a cold. I've been having a hard time breathing on and off lately."
HPI: "I notice I'm short of breath mostly at work but by the time I get home feel fine. No episodes of shortness of breath on the weekends that I can recall. But a few hours back at work and I start to feel like I cannot catch my breath again. A few months ago this happened and it was so bad I left work and went to urgent care where they gave me a breathing treatment of some kind and sent me home on an antibiotic. I would like you to give me another antibiotic. She denies sputum. No new allergy triggers noted. She denies heartburn.
PMHx: Michelle G. reports her overall health as good.
Childhood/previous illnesses: eczema as a child
Chronic illnesses: Has seasonal allergies, spring is her worst season. Was seen by an allergy specialist ten years ago, Took allergy shots for five years with great results, now only takes Zyrtec when needed.
Surgeries: Cholecystectomy
Hospitalizations: childbirth x 3.
Immunizations: up-to-date on all vaccinations.
Allergies: Strawberries-Rash; erythromycin- severe GI upset.
Blood transfusions: none
Drinks alcohol socially, smoked 1 pack per week for 3 years in her 20's. Denies illicit drug use.
Sleeps 6 to 7 hours a night. Exercises four to five days per week.
Current medications: Multivitamin, Zyrtec
Social History: Married, lives with husband and 3 children. Worked in advertising up until 18 months ago when she got laid off. In order to help with the household finances she took a job as a Baker's assistant at an Artisan Bread Bakery. She arrives at 4 a.m. every morning to begin baking breads/pastries for the day.
Family History: Children are healthy- daughter currently has a sinus infection. Parents are deceased. Mother at age 80 from congestive heart failure. Father died at age 82 from lung cancer, diagnosed when metastasized to brain. PGM: died from unknown causes, PGF: Stroke at age 82. MGM: died at 83, had HTN, atherosclerosis and many heart attacks. PGF: died at 71 from complications of COPD.
PE: Height 5'10", Weight 140 pounds
Vital signs : BP 130/70, T 98.0, P 75, R 18 Sao2 98% on RA
General: 40-year-old Caucasian female appears stated age in no apparent distress. Alert, oriented, and cooperative. Able to speak in full sentences and does ...
Scientific Writing for a Public Audience
Slides for 6-hour class/workshop I conducted at Oberlin College in May 2019 for a team developing the web site and social media strategy for a new e-health app.
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition .docx
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition
"AUTHORS BRICKLEY ZIMMERMAN & SMITH"
QUESTION 1
1.The text makes it clear that the management innovations of the 1980s and 1990s:
were almost all instant successes.
waxed and waned in use and popularity.
were instantly mostly failures.
were creations of the press and were never implemented in business.
QUESTION 2
2. If transactions costs can be reduced in a market place, then total producer and consumer surplus will:
increase.
stay the same.
decrease.
None of the above.
QUESTION 3
3. If a manager complies with all laws and regulations, then he can be confident that:
he is completely ethical.
he is fairly unethical.
he has begun to deal with ethical issues.
he will never run into ethical problems at work.
QUESTION 4
4. As a firm's market power in pricing decreases, the price elasticity of its demand:
stays the same.
decreases.
is equal to one.
increases.
QUESTION 5
5. If a management innovation is going to be successful, it needs to address:
decisioin making assignment should rest with the CEO.
incentive and reward systems.
shareholders' concerns.
the rights of the Board of Directors
QUESTION 6
6. Ethics is about making good decisions. Sometimes it is hard to see what economics has to do with ethics until you remember that economics is often defined as the:
science of choice.
key branch of theology.
disciple with high moral standards.
area that understand nothing about ethics.
QUESTION 7
7. Martha Steward seems to have made a bad decisison concerning the use of insider information in selling ImClone stock. The resulting negative publicity on the issue caused value of her corporation, Martha Steward Living, to fall by almost half. This example is suposed to show.
insider trading can pay off in certtain circunstances.
ethics and wealth creation are not linked in any way.
Stock markets are fickle stewards of wealth.
Ethics and wealth creation are closaely linked.
QUESTION 8
8. Strategy refers to the general policies that managers adopt to:
costs.
the number of customers at the same price.
the rate of technological change.
the generation of profits.
QUESTION 9
9. Competitive markets ususally promote the efficient use of resources. This is because:
resource owners bear the wealth effects of their decision.
managers always have proper incentives to make decisisons.
consumers usually provide the lists of corporate mistakes.
markets usually make equitable choices first.
QUESTION 10
10. Finding a way to create and capture value is part of:
business strategy
cost control systems.
management control, but not general management.
allowing the market to run a company's future plans.
QUESTION 11
11. One of the problems with making all the decisions at the top of a business orgnization is costliness of:
specific information.
gener.
Manage Resourcesfor Practicum Change ProjectYou are now half-w.docx
Manage Resources
for Practicum Change Project
You are now half-way through the course. Thanks for all of your hard work on your project thus far!
Now, let's begin work on week 4 of the Practicum Change Project!
This week your instructor has assigned you to evaluate resources and develop a budget to fund the Practicum Change Project. Determine if the resources are available for the project (i.e., salaries, supplies, equipment, technology, and education)and develop and present the budget in the practicum discussion area.
Support your response with references from the professional nursing literature.
.
More Related Content
Similar to Example SOAP NoteDate 010116Patient Initials XXGende
MHW-522 Family Development Presentation Assignment Cr
MHW-522: Family Development Presentation Assignment Criteria
Family Development Presentation
Using the life stage you selected for analysis throughout this course, imagine you are a mental health worker assigned the task of presenting information about this life stage for training purposes.
Audience: You will present to colleagues who have not worked with this life stage before.
In a PowerPoint presentation, use the revised information in your worksheets to create a presentation about your selected life stage:
1. Explain the family life cycle and various challenges affecting the family life cycle today.
2. Explain the effects of various crises on family development:
a. Family violence
b. Substance abuse
c. Chronic illness or traumatic loss of a loved one
3. Introduce and briefly explain your selected life stage.
4. Include the second order tasks of this life stage and include how this stage intersects with other family life cycles.
5. Include the impact of the following on your selected life stage:
a. Siblings
b. Gender roles
c. Culture/race/ethnicity
d. Social institutions including schools, work/career, and religious institutions
6. Present the unique challenges of this life stage and mental health issues dealt with in this life stage.
7. Finally, recommend ways for mental health workers to assist families dealing with the challenges of this life stage and various mental health issues that are associated with this life stage. Use the SAMHSA web site resources as a reference for your colleagues.
The PowerPoint presentation should consist of 15-20 slides not including the title slide and slide for APA citations. Images may be included in the presentation, but be sure to keep all image sizes low for this presentation.
Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA format is not required for the body of this assessment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
Students should use the Academic Writing Resource located in the course materials folder.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Students are not required to submit this assignment to Turnitin.
Turn in the assignment by the end of Topic 8.
© 2016. Grand Canyon University. All Rights Reserved.
© 2016. Grand Canyon University. All Rights Reserved.
FOCUSED SOAP EVALUATION 1
FOCUSED SOAP EVALUATION 2
Focused Soap Evaluation
Name
Course
Date
Subjective
‘I've come to visit you because my mother told me that you could help me.’
HPI;
He is a 7-year-old African American child who was brought to the clinic by his pediatrician and ac ...
Nursing Care Plan Including Diagnosis and Intervention.pdf
Nursing Care Plan Including Diagnosis and Intervention.pdf
Comprehensive SOAP ExemplarPurpose To demonstrate what each s
Comprehensive SOAP Exemplar
Purpose: To demonstrate what each section of the SOAP note should include. Remember that Nurse Practitioners treat patients in a holistic manner and your SOAP note should reflect that premise.
Patient Initials: _______ Age: _______ Gender: _______
SUBJECTIVE DATA:
Chief Complaint (CC): Coughing up phlegm and fever
History of Present Illness (HPI): Sara Jones is a 65 year old Caucasian female who presents today with a productive cough x 3 weeks and fever for the last three days. She reported that the “cold feels like it is descending into her chest”. The cough is nagging and productive. She brought in a few paper towels with expectorated phlegm – yellow/brown in color. She has associated symptoms of dyspnea of exertion and fever. Her Tmax was reported to be 102.4, last night. She has been taking Ibuprofen 400mg about every 6 hours and the fever breaks, but returns after the medication wears off. She rated the severity of her symptom discomfort at 4/10.
Medications:
1.) Lisinopril 10mg daily
2.) Combivent 2 puffs every 6 hours as needed
3.) Serovent daily
4.) Salmeterol daily
5.) Over the counter Ibuprofen 200mg -2 PO as needed
6.) Over the counter Benefiber
7.) Flonase 1 spray each night as needed for allergic rhinitis symptoms
Allergies:
Sulfa drugs - rash
Past Medical History (PMH):
1.) Emphysema with recent exacerbation 1 month ago – deferred admission – RX’d with outpatient antibiotics and an hand held nebulizer treatments.
2.) Hypertension – well controlled
3.) Gastroesophageal reflux (GERD) – quiet on no medication
4.) Osteopenia
5.) Allergic rhinitis
Past Surgical History (PSH):
1.) Cholecystectomy 1994
2.) Total abdominal hysterectomy (TAH) 1998
Sexual/Reproductive History:
Heterosexual
G1P1A0
Non-menstrating – TAH 1998
Personal/Social History:
She has smoked 2 packs of cigarettes daily x 30 years; denied ETOH or illicit drug use.
Immunization History:
Her immunizations are up to date. She received the influenza vaccine last November and the Pneumococcal vaccine at the same time.
Significant Family History:
Two brothers – one with diabetes, dx at age 65 and the other with prostate CA, dx at age 62. She has 1 daughter, in her 50’s, healthy, living in nearby neighborhood.
Lifestyle:
She is a retired; widowed x 8 years; lives in the city, moderate crime area, with good public transportation. She college graduate, owns her home and receives a pension of $50,000 annually – financially stable.
She has a primary care nurse practitioner provider and goes for annual and routine care twice annually and as needed for episodic care. She has medical insurance but often asks for drug samples for cost savings. She has a healthy diet and eating pattern. There are resources and community groups in her area at the senior center and she attends regularly. She enjoys bingo. She has a good support system composed of family and friends.
Review of Systems:
General: + fatigue since the illness starte ...
Comprehensive physical AssessmentHAIR NAILS, SKINSUBJECTIV.docx
Comprehensive physical Assessment
HAIR NAILS, SKIN
SUBJECTIVE: Reports improved acne due to oral contraceptives. Skin on neck has stopped darkening and facial and body hair has improved. She reports a few moles but no other hair or nail changes.
OBJECTIVE: Scattered pustules on face and facial hair on upper lip, acanthosis nigricans on posterior neck.
NEUROLOGICAL
SUBJECTIVE: Reports no dizziness, light-headedness, tingling, loss of coordination or sensation, seizures, or sense of disequilibrium.
OBJECTIVE: strength 5/5 bilateral upper and lower extremities. Normal graphesthesia, stereognosis, and rapid alternating movements bilaterally. Tests of cerebellar function normal. DTRs 2+ and equal bilaterally in upper and lower extremities. Decreased sensation to monofilament in bilateral plantar surfaces.
MUSCULO
SUBJECTIVE: Reports no muscle pain, joint pain, muscle weakness, or swelling.
OBJECTIVE: Bilateral upper and lower extremities without swelling, masses, or deformity and with full range of motion. No pain with movement.
ABDOMINAL
SUBJECTIVE: Gastrointestinal: Reports no nausea, vomiting, pain, constipation, diarrhea, or excessive flatulence. No food intolerances. Genitourinary: Reports no dysuria, nocturia, polyuria, hematuria, flank pain, vaginal discharge or itching.
OBJECTIVE: Abdomen protuberant, symmetric, no visible masses, scars, or lesions, coarse hair from pubis to umbilicus. Bowel sounds are normoactive in all four quadrants. Tympanic throughout to percussion. No tenderness or guarding to palpation. No organomegaly. No CVA tenderness.
CARDIOVASCULO
Subjective: Reports no palpitations, tachycardia, easy bruising, or edema.
OBJECTIVE: Heart rate is regular, S1, S2, without murmurs, gallops, or rubs. Bilateral carotids equal bilaterally without bruit. PMI at the midclavicular line, 5th intercostal space, no heaves or lifts. Bilateral peripheral pulses equal bilaterally, capillary refill less than 3 second
s. No peripheral edema.
RESPIRATORY.
SUBJECTIVE :Reports no shortness of breath, wheezing, chest pain, dyspnea, or cough.
OBJECTIVE: Chest is symmetric with respiration, clear to auscultation bilaterally without cough or wheeze. Resonant to percussion throughout. In office spirometry: FVC 3.91 L, FEV1/FVC ratio 80.56%.
HEENT
SUBJECTIVE: Reports no current headache and no history of head injury or acute visual changes. Reports no eye pain, itchy eyes, redness, or dry eyes. Wears corrective lenses. Last visit to optometrist 3 months ago. Reports no general ear problems, no change in hearing, ear pain, or discharge. Reports no change in sense of smell, sneezing, epistaxis, sinus pain or pressure, or rhinorrhea. Reports no general mouth problems, changes in taste, dry mouth, pain, sores, issues with gum, tongue, or jaw. No current dental concerns, last dental visit was 5 months ago. Reports no difficulty swallowing, sore throat, voice changes, or swollen nodes.
Reports no current headache and no history of head in.
SOAP Note Week TwoUnited States University.docx
SOAP Note Week Two
United States University
FNP592: Common Illnesses Across the Lifespan
Dr. Theresa Gress
October 1, 2020
SOAP Note Week Three
ID: Mickey Mouse, DOB 1/1/2000, age 20, white Hispanic male presents to the clinic unaccompanied and appears to be a reliable historian.
S:
CC: “Cough, runny nose, and sore throat x 7 days”
HPI: New Asian male patient 28 yo presents to the clinic unaccompanied, complaining of non-productive cough, runny nose and sore throat x 7 days (1/7/2020). Currently somewhat controlling symptoms with Dayquil and Nyquil. Cough mild, worsened when laying flat. Highest temp at home 99 degrees. Patient wondering if he needs antibiotics. Rates pain in throat as 4/10, described as “aching, swallowing makes it worse”, relieved by Dayquil/nyquil. Denies headache, denies sick contacts or recent travel. Denies feeling worse outdoors or seasonally. He is a reliable historian
PMH:
Allergies: No known drug allergies. Strawberries (rash), seasonal allergies
Childhood: Asthma until high school, chickenpox at age 2
Surgical: Tonsillectomy (1998), Wisdom Teeth Removal (2005)
Medications: None
Vaccinations: received childhood vaccines, Last flu shot given Oct 2019.
Denies psychiatric history.
Social History:
Denies tobacco/e-cigarette use. Admits to occasional once every 2-3 months alcohol use – last drink
2 months ago, Engaged, works in IT, Hobbies include archery.
Family History:
Mother died age 60-Diabetes II
Sister 42yo living -HTN
Maternal Grandma died age 67- Dementia
ROS:
General: No weight change, weakness, fatigue, fevers..
Eyes: no vision change, corrective lenses, pain redness, excessive tearing, double vision, blurred vision, or blindness.
EarsNose/Throat/mouth: no hearing change, tinnitus, earaches, infection, discharge. POSITIVE FOR RHINORRHEA. No sinus pain or epistaxis. POSITIVE FOR SORE THROAT, HOARSE VOICE. No bleeding gums, dentures, sore tongue, dry mouth. Last dental exam was 4 months ago.
C/V: Denies chest pain, palpitations.
Pulmonary: POSITIVE FOR NON-PRODUCTIVE COUGH, negative hemoptysis, dyspnea, wheezing, pleuritic pain
Neuro: No headache, dizziness, focal numbness/weakness, nausea, vomiting.
Lymph: Denies swollen lymph nodes in neck.
Allergy/immunology: Denies seasonal allergies or allergy to pets, pollen or other. Denies frequent illness.
O:
VS: T – 98 P – 80 R – 16 BP – 128/72 O2 sat – 99% - 4/10 pain in throat. Wt: 205 Ht: 72 in BMI: 27.8
Skin: Natural in color, warm, smooth and dry. Good skin turgor, no lesions, rashes, ecchymosis or moles. Nails without clubbing or cyanosis.
HEENT:
Ears: pinna clean, no exudate noted. TM intact and pearly gray with cone of light bilat.
Nose: nasal mucosa pink and moist. Inferior turbinates slightly reddened bilat. Nares patent bilat. No sinus pain upon palpation. Septum midline.
Throat: oral mucosa pink and moist, tongue mobile without lesions, tonsils absent. Post.
Copyright © 2015 by Mosby, an imprint of Elsevier Inc.x-3
Copyright © 2015 by Mosby, an imprint of Elsevier Inc.
x-3
Student Checklist
Ball: Seidel’s Guide to Physical Examination, 8th Edition
Chapter 05: Mental Status
Student Checklist
Adult Examination Checklist
Mark data, when appropriate, to indicate the following:
If normal, * if abnormal, O if absent.
Subjective Data
__Alertness
__Emotional status
__Orientation
__Time
__Place
__Person
__Analogies (similarities)
__Abstract reasoning (fable, proverb)
__Arithmetic calculations
__Writing ability
__Motor skills
__Memory
__Immediate
__Recent
__Remote
__Attention span (short commands)
__Judgment/decision making (hypothetical situation)
__Voice
__Quality
__Pace
__Loudness
__Articulation
__Comprehension
__Coherence (perceptions clearly conveyed)
__Mood and feelings
__Thought processes (logical)
__Perceptual distortions (hallucinations)
Objective Data
Observation
__Alertness
__Grooming
__Body language
__Emotional status
__Attention span
__Coherence
__Voice
__Quality
__Pace
__Loudness
__Articulation
__Comprehension
__Mood and feelings
__Thought processes
__Perceptual distortions
Testing
__Orientation
__Time
__Place
__Person
__Analogies
__Abstract reasoning
__Arithmetic calculations
__Writing ability
__Motor skills
__Memory
__Immediate
__Recent
__Remote
__Attention span
5-2
Student Checklist
Copyright © 2015 by Mosby, an imprint of Elsevier Inc.
Copyright © 2015 by Mosby, an imprint of Elsevier Inc.
Copyright © 2011 by Mosby, Inc., an affiliate of Elsevier Inc.
Detail those data marked as abnormal:
Episodic/Focused SOAP Note Template
Patient Information:
Initials, Age, Sex, Race
S.
CC (chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance "headache", NOT "bad headache for 3 days”.
HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale
Current Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.
Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).
PMHx: inc ...
1 Rubric for Capstone Project Clear problem ident.docx
1
Rubric for Capstone Project:
Clear problem identified in a specified
community
10%
Extensive background information provided 20%
Community resources have been accurately
researched
15%
Demonstrates clear attainable plan of action
for specified community
10%
Utilizes at least two assessment from the
reference guide
20%
PowerPoint Presentation 15%
Correct use of APA Format 10%
Power Point Final Exam Project
HLTH 3420 Health Education
Each student will be completing an individual power point presentation over your Health Education topic. The Health Education topic is something of particular interest to you in the realm of health care. The topic is submitted to your instructor for approval prior to beginning the teaching project. You may need a bit of guidance in targeting your topic. Examples of a few topics previously used:
· Understanding Hyperthyroidism
· Recognizing Stress
· What you do not Know about Peridontal Disease
· Childhood Obesity
· HIV/AIDS Among Women
You are a health care provider teaching your first class. You will teach the class using a PowerPoint presentation. You will also provide a handout for the audience. The following assignments will assist you in developing the final presentation:
>Select a topic of interest
>Develop Behavioral/Learning Objectives
>Design a Content Outline
>Completion of a Teaching Plan Outline
Your submitted presentation will be worth 20% of your grade
· Your PowerPoint presentation will consist of 20-28 slides. Each slide will contain lecture notes located in the “Speaker notes” area below the slide to supplement your power point slides. Speaker notes will consist of at least five sentences per slide. Speaker notes are what you would actually say to the audience.
· Slide 1: The name of the class you have created, your name, name of the course (Health Education), semester & year
· Slides 2-28: Contain the following information: (You may add up to 5 slides to insert additional information)
a. Slide 2-3: Introduction/Background of the topic
(may include definition, statistics, prevalence)
b. Slide 3-5: List your overall goal/learning outcome and related objectives. A minimum of 3 objectives are required.
c. Body of the presentation will take approximately 5-10 slides: Begin with the Content Outline you’ve developed and provide the teaching information that you will share with your audience. Be careful not to crowd too much information on your slides. Most of your effort will be in the “speaker notes” in the white space area below the slide as you actually teach the class. This is where you will provide detailed information for the content that is presented on the slide to the audience. In an actual presentation, the audience only sees the PPT slide, not the speaker notes. Remember, this is what you will say to the audience.
d. Conclusion/ Summary: 1-2 slides.
e. Convert your previous submitted written handout into a slide if possible. If you cannot.
Case Study 1 Headaches Neurological system and continue practicing .docx
Case Study 1 Headaches: Neurological system and continue practicing documentation of a focused/episodic SOAP note for Assignment
A 20-year-old male complains of experiencing intermittent headaches. The headaches diffuse all over the head, but the greatest intensity and pressure occurs above the eyes and spreads through the nose, cheekbones, and jaw.
Episodic/Focused SOAP Note Template
Patient Information:
Initials, Age, Sex, Race
S.
CC
(chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance, "headache", NOT "bad headache for 3 days”.
HPI
: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form, not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale
Current Medications
: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.
Allergies:
include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).
PMHx
: include immunization status (note date of
last tetanus
for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed
Soc Hx
: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here - such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.
Fam Hx
: illnesses with possible genetic predisposition, contagious or chronic illnesses. The reason for the death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.
ROS
: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows:
General:
Head
:
EENT
: etc. You should list these in bullet format and document the systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness or fatigue.
HEENT: Eyes: No visu.
Clinical Disease PresentationProject. This project involves the.docx
Clinical Disease Presentation/Project.
This project involves the creation of voice over PowerPoint presentation. The clinical case presentation is designed to provide students an opportunity to apply learned concepts in physiology to real clinical diseases that is exercise erelated. For each clinical disease, students must include the following components within the presentation:
Introduction section:
• Definition of the disease, general introduction of the disease.
• Incidence, how widespread is that disease? Is there any gender, race, regional preference of the disease?
Specifics on the Disease, relation to learned concepts:
• Etiology, Patho-physiological consequences. Relate to physiological concepts.
• Clinical manifestation, sign and symptoms, of the disease
Medical management:
• Diagnosis criteria, diagnostic means.
• Treatment principles, what are the most common treatment options.
• Prognosis, what is the outcome once affected by the disease.
The presentation must include at least 5 peer reviewed references. APA or AMA referencing is permitted.
.
CASE STUDY 2 Focused Throat Exam Lily is a 20-year-old student .docx
CASE STUDY 2: Focused Throat Exam Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus during the past 2 weeks, Lily figured she shouldn't take her 3-day sore throat lightly. Your clinic has treated a few cases similar to Lily's. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn't sound congested.
To Prepare
· By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
· Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case.
With regard to the case study you were assigned:
· Review this week's Learning Resources and consider the insights they provide.
· Consider what history would be necessary to collect from the patient.
· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. How would the results be used to make a diagnosis?
· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.
The Assignment
Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient's differential diagnosis and justify why you selected each.
Episodic/Focused SOAP Note Template
– (delete information on this template and input one related to the patient in the case study above).
Patient Information:
Initials, Age, Sex, Race
S.
CC
(chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance "headache", NOT "bad headache for 3 days”.
HPI
: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: h.
Video Key PointsYou will need to have a good understanding o.docx
Video Key Points
You will need to have a good understanding of the key concepts from the three assigned videos in order to effectively complete the assignment.
So it would be a good idea to view the videos more than once, if you feel you need to, and to take notes on key points from each video.
Don't just focus on the answers to the questions that I have given you...each video has a lot of information that is relevant to this course. They all deal with socio/cultural issues, economic issues and environmental issues.
Also try and consider which of the United Nations 17 Sustainable Development Goals would be relevant in each video.
When viewing the videos consider some of the concepts that we have covered in class:
Socio/Cultural - acculturation, commodification, standardization, etc.
Capacity - social, physical, environmental, etc.
Video One - Case Study of Golf Course Development in Hainan China
Video Two - Case Study of the Mosuo Tribe in China
Video Three - The Economics of Happines
Deforestation in China for the Golfing Industry
https://www.theguardian.com/environment/2010/apr/23/endangered-habitats-china
The Mosuo Tribe - China's Last Matriarchy
https://www.youtube.com/watch?v=eoTrARDa8BU
The Economics of Happiness
https://www.youtube.com/watch?v=pyQaUDLW6ts
· The questions pertain to the videos that you watched - The Mosuo Tribe, The Gold Course in Hainan China and The Economics of Happiness. You will also be expected to incorporate any relevant ideas and topics from the entire course, as you feel appropriate. And/or the question may pertain to the content of the Sustainable Management PowerPoint/class
· You will be asked in three of the questions to refer to those UN Sustainable Development Goals that you feel are relevant to the questions/your answers..
· The report should be no more than five pages long.
· Use the RUBRIC to guide you when answering.
· Cite all sources - as per APA standards. Do NOT just put a list of website addresses on the back page. Citing sources involves LINKING the source to the relevant text. If you are using information from our classes, PowerPoints, etc. you do not, for this assignment, need to cite the source APA style. You can simply say "as discussed in our class about Socio/Cultural Impacts".
Please put some thought into this paper. I want to hear your fact based opinions. I also want to see that you have watched and understood the videos and that you are able to connect their content to the theory that we discussed in our classes.
You will upload it into TURNITIN...as well as upload it into the Assignment Page in BlackBoard. As usual, the due date/time also applies to TurnitIN.
NOTE: PLAGIARISM includes cutting and pasting sentences and paragraphs from other sources. Even if you cite that source, using other people's work as the body of your work is not acceptable. You need to read, discuss concepts with each other and then put your OWN ideas into your paper. As usual, plagiaris ...
Assignment 4 Part D Your Marketing Plan – Video Presentation.docx
Assignment 4: Part D: Your Marketing Plan – Video Presentation
Imagine that you are pitching your hypothetical service-based company’s marketing plan to the Shark Tank Team for possible investment. Use a tablet, smartphone, laptop, desktop, or traditional video recorder to record a three to five (3-5) minute dynamic video in which you present your full marketing plan from Assignments 1, 2, and 3.
Note: If you are using a tablet or smartphone you will need to email the video file to yourself, then save it to a computer in order to upload to Blackboard. You may want to upload your video to a file sharing service, such as Dropbox, if your email will not let you send a large video file. Dropbox is accessible from all smartphones and tablets from the Dropbox app.
Once you are ready to upload your video to Blackboard, please use the following naming convention in the popup window for your video once it is finished uploading:
· Title: Your First Name, Your Last Name - Shark Tank Investment Video Pitch
· Tags: MKT500, Shark Tank
· Description: First Name, Last Name - MKT500 Assignment 4 (Date Uploaded ex. 5-23-2014)
Note: Check with your professor for any additional instructions. If you do not have access to a video camera or necessary hardware to complete this assignment, please contact your professor.
Note: If you receive an "Error while uploading" message and you are unable to upload your video file, let your instructor know right away. You can send the file in an alternate way such as sending it to your instructor's email via a file sharing service such as Google Drive, or you can upload your video file to a video sharing service such as YouTube and then send the link to your instructor to view it from.If your video is unable to upload to any of these sources either, your computer may have insufficient bandwidth to upload video, and you should copy the file to a thumb drive and send it from a different computer or mobile device.
Tips to prepare for your video:
· Create note cards
· Practice in front of a mirror and / or friends
· Review materials thoroughly
· Be persuasive
· Be professional
· Be creative
· Have fun!
Create a two to five (2-5) minute video presentation in which you:
1. Present the major points of your marketing plan.
2. Project your voice in order to clearly convey your ideas.
3. Present in a professional manner.
4. Use technology (e.g., i.e. audio quality, video quality, naming conventions) to convey ideas.
5. Use voice inflection and proper grammar.
The specific course learning outcomes associated with this assignment are:
· Analyze the marketing framework including the concepts of the 5Cs, STP, and 4Ps.
· Develop strategies to assess performance and achieve marketing goals.
· Create an effective marketing plan.
· Examine the marketing science of customer behavior and products in the marketing exchange process and create dynamic strategies for competing.
· Evaluate the basis for market segmentation and approaches to segmentatio ...
Running Head Comparison and contrast2Comparison and contras.docx
Running Head: Comparison and contrast 2
Comparison and contrast 2
Post Concussive Syndrome and Traumatic Brain Injury
Student’s Name
Instructor Affiliation
Date
Requirements:
Week 2: Case Discussion: Pulmonary Part One
Setting: A free medical clinic that provides health care for the under-insured.
Your next patient, Michelle G., age 40, is a regular of the clinic and the last patient of the day. The chart states she is here for recent episodes of shortness of breath.
You enter the room and Michelle G is dressed in work clothes, standing up looking at a health poster on the wall. You introduce yourself and ask her what brings her to the clinic today. "I think I may have a cold. I've been having a hard time breathing on and off lately."
HPI: "I notice I'm short of breath mostly at work but by the time I get home feel fine. No episodes of shortness of breath on the weekends that I can recall. But a few hours back at work and I start to feel like I cannot catch my breath again. A few months ago this happened and it was so bad I left work and went to urgent care where they gave me a breathing treatment of some kind and sent me home on an antibiotic. I would like you to give me another antibiotic. She denies sputum. No new allergy triggers noted. She denies heartburn.
PMHx: Michelle G. reports her overall health as good.
Childhood/previous illnesses: eczema as a child
Chronic illnesses: Has seasonal allergies, spring is her worst season. Was seen by an allergy specialist ten years ago, Took allergy shots for five years with great results, now only takes Zyrtec when needed.
Surgeries: Cholecystectomy
Hospitalizations: childbirth x 3.
Immunizations: up-to-date on all vaccinations.
Allergies: Strawberries-Rash; erythromycin- severe GI upset.
Blood transfusions: none
Drinks alcohol socially, smoked 1 pack per week for 3 years in her 20's. Denies illicit drug use.
Sleeps 6 to 7 hours a night. Exercises four to five days per week.
Current medications: Multivitamin, Zyrtec
Social History: Married, lives with husband and 3 children. Worked in advertising up until 18 months ago when she got laid off. In order to help with the household finances she took a job as a Baker's assistant at an Artisan Bread Bakery. She arrives at 4 a.m. every morning to begin baking breads/pastries for the day.
Family History: Children are healthy- daughter currently has a sinus infection. Parents are deceased. Mother at age 80 from congestive heart failure. Father died at age 82 from lung cancer, diagnosed when metastasized to brain. PGM: died from unknown causes, PGF: Stroke at age 82. MGM: died at 83, had HTN, atherosclerosis and many heart attacks. PGF: died at 71 from complications of COPD.
PE: Height 5'10", Weight 140 pounds
Vital signs : BP 130/70, T 98.0, P 75, R 18 Sao2 98% on RA
General: 40-year-old Caucasian female appears stated age in no apparent distress. Alert, oriented, and cooperative. Able to speak in full sentences and does ...
Scientific Writing for a Public Audience
Slides for 6-hour class/workshop I conducted at Oberlin College in May 2019 for a team developing the web site and social media strategy for a new e-health app.
Similar to Example SOAP NoteDate 010116Patient Initials XXGende (20)
MHW-522 Family Development Presentation Assignment Cr
MHW-522 Family Development Presentation Assignment Cr
Nursing Care Plan and Diagnosis for Chronic Pain.pdf
Nursing Care Plan and Diagnosis for Chronic Pain.pdf
Nursing Care Plan Including Diagnosis and Intervention.pdf
Nursing Care Plan Including Diagnosis and Intervention.pdf
Comprehensive SOAP ExemplarPurpose To demonstrate what each s
Comprehensive SOAP ExemplarPurpose To demonstrate what each s
Comprehensive physical AssessmentHAIR NAILS, SKINSUBJECTIV.docx
Comprehensive physical AssessmentHAIR NAILS, SKINSUBJECTIV.docx
Copyright © 2015 by Mosby, an imprint of Elsevier Inc.x-3
Copyright © 2015 by Mosby, an imprint of Elsevier Inc.x-3
1 Rubric for Capstone Project Clear problem ident.docx
1 Rubric for Capstone Project Clear problem ident.docx
Case Study 1 Headaches Neurological system and continue practicing .docx
Case Study 1 Headaches Neurological system and continue practicing .docx
Clinical Disease PresentationProject. This project involves the.docx
Clinical Disease PresentationProject. This project involves the.docx
CASE STUDY 2 Focused Throat Exam Lily is a 20-year-old student .docx
CASE STUDY 2 Focused Throat Exam Lily is a 20-year-old student .docx
Video Key PointsYou will need to have a good understanding o.docx
Video Key PointsYou will need to have a good understanding o.docx
Assignment 4 Part D Your Marketing Plan – Video Presentation.docx
Assignment 4 Part D Your Marketing Plan – Video Presentation.docx
Running Head Comparison and contrast2Comparison and contras.docx
Running Head Comparison and contrast2Comparison and contras.docx
More from BetseyCalderon89
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition .docx
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition
"AUTHORS BRICKLEY ZIMMERMAN & SMITH"
QUESTION 1
1.The text makes it clear that the management innovations of the 1980s and 1990s:
were almost all instant successes.
waxed and waned in use and popularity.
were instantly mostly failures.
were creations of the press and were never implemented in business.
QUESTION 2
2. If transactions costs can be reduced in a market place, then total producer and consumer surplus will:
increase.
stay the same.
decrease.
None of the above.
QUESTION 3
3. If a manager complies with all laws and regulations, then he can be confident that:
he is completely ethical.
he is fairly unethical.
he has begun to deal with ethical issues.
he will never run into ethical problems at work.
QUESTION 4
4. As a firm's market power in pricing decreases, the price elasticity of its demand:
stays the same.
decreases.
is equal to one.
increases.
QUESTION 5
5. If a management innovation is going to be successful, it needs to address:
decisioin making assignment should rest with the CEO.
incentive and reward systems.
shareholders' concerns.
the rights of the Board of Directors
QUESTION 6
6. Ethics is about making good decisions. Sometimes it is hard to see what economics has to do with ethics until you remember that economics is often defined as the:
science of choice.
key branch of theology.
disciple with high moral standards.
area that understand nothing about ethics.
QUESTION 7
7. Martha Steward seems to have made a bad decisison concerning the use of insider information in selling ImClone stock. The resulting negative publicity on the issue caused value of her corporation, Martha Steward Living, to fall by almost half. This example is suposed to show.
insider trading can pay off in certtain circunstances.
ethics and wealth creation are not linked in any way.
Stock markets are fickle stewards of wealth.
Ethics and wealth creation are closaely linked.
QUESTION 8
8. Strategy refers to the general policies that managers adopt to:
costs.
the number of customers at the same price.
the rate of technological change.
the generation of profits.
QUESTION 9
9. Competitive markets ususally promote the efficient use of resources. This is because:
resource owners bear the wealth effects of their decision.
managers always have proper incentives to make decisisons.
consumers usually provide the lists of corporate mistakes.
markets usually make equitable choices first.
QUESTION 10
10. Finding a way to create and capture value is part of:
business strategy
cost control systems.
management control, but not general management.
allowing the market to run a company's future plans.
QUESTION 11
11. One of the problems with making all the decisions at the top of a business orgnization is costliness of:
specific information.
gener.
Manage Resourcesfor Practicum Change ProjectYou are now half-w.docx
Manage Resources
for Practicum Change Project
You are now half-way through the course. Thanks for all of your hard work on your project thus far!
Now, let's begin work on week 4 of the Practicum Change Project!
This week your instructor has assigned you to evaluate resources and develop a budget to fund the Practicum Change Project. Determine if the resources are available for the project (i.e., salaries, supplies, equipment, technology, and education)and develop and present the budget in the practicum discussion area.
Support your response with references from the professional nursing literature.
.
Make sure you put it in your own words and references for each pleas.docx
Make sure you put it in your own words and references for each please.
Benefit of Photosynthesis
1).
§
Describe two (2) ways that YOU benefit from the process of photosynthesis.
§
What happens when plants receive too much sun? Why?
§
How does the mapping of photosynthesis by NASA in space relate to climate change?
Respond in sentence/paragraph format with a MINIMUM of 5 sentences. Provide a reference!
Fermentation
2).
·
Fermentation and cellular respiration are BOTH used for energy-production in cells. As cellular beings, humans have the ability to perform both processes. Since energy production is markedly lower during fermentation, do you think it is a good idea for human cells to perform both processes? Why/why? EXPLAIN your response.
Respond in sentence/paragraph format with a MINIMUM of 5 sentences. Provide a reference!
3).
o
AUTOTROPHS & HETEROTROPHS
Autotrophs make their own food using energy they get directly from the environment, and carbon from inorganic sources such as CO
2
. By metabolic pathways of photosynthesis, plants and other autotrophs capture the energy of light and use it to build sugars from water and carbon dioxide. Heterotrophs get energy and carbon molecules from molecules that other organisms have already assembled.
Earth's early atmosphere held very little free oxygen, and chemoautotrophs were common. When the noncyclic pathway of photosynthesis evolved, oxygen released by photoautotrophs permanently changed the atmosphere, and it was a selective force that favored evolution of aerobic respiration. Photoautotrophs remove CO
2
from the atmosphere; the metabolic activity of most organisms puts it back. Human activities disrupt this cycle by adding extra CO
2
to the atmosphere. The resulting imbalance is contributing to global warming.
Can you do some additional research and find at least one specific heterotroph?
o
4).
THE EVOLUTION OF PHOTOSYNTHESIS
Life theoretically originated on Earth 3.4 to 4 billion years ago. The atmosphere was thin: composed of methane, carbon dioxide, and water vapor. Any gaseous oxygen had been used up in the combustion (or oxidation) of materials when the Earth was very hot.
The cooling water collected in pools, assimilating nutrients from the rocks. As water evaporated, the nutrients concentrated, forming a rich soup. The first organisms would have lived well off this food source, breaking down the complex molecules into water and carbon dioxide through respiration. Eventually, as life grew, the need arose to somehow re-synthesize complex compounds, both to eat and to use for structure and function. Some organisms learned how to use the Sun's energy to synthesize large molecules from small molecules. Other organisms learned to use other sources of reductive power. These organisms that have learned how to build the building blocks of life are called autotrophs, or self-feeders. Autotrophs are found in the bacterial and plant
Can you do some ad.
Make sure you take your time and provide complete answers. Two or th.docx
Make sure you take your time and provide complete answers. Two or three sentence answers to any of these questions will not be adequate! Your logic, thought processes and quality of your responses are what will determine your grade.
1)
ABC’s capital-asset procurement policy requires the Board of CAEs (BOD) approve any single acquisition over $150,000. If the board approves a project, then the treasurer will transfer the funds to the respective plant. Within one year, the internal auditing function is charged with reviewing each acquisition to check the propriety of the purchase and disbursal of funds.
ABC’s Plant Controller prepared the first proposal for a DEK cutting machine. Other plants were told to wait until internal auditing could inspect the documentation associated with the acquisition, and evaluate the project’s operating effectiveness and efficiency. The plant’s proposal was the second largest proposal ever submitted in the company’s history and it totaled $1.3 million dollars. The cost of the new machine by itself was listed in the proposal at $1.1 million. Labor and other costs necessary to remove the old machine and install the new machine totaled $200,000.
The internal auditor assigned to the investigation was Phil Ramone. Phil had been with ABC four years performing mostly production operational audits (on existing processes) and internal control payroll audits. Phil’s considerable experience in these areas led him to believe that the procedures associated with this capital-asset audit would be as simple and routine. This was not Phil’s first visit to the plant. In fact Phil had performed an audit on the plant’s payroll system only a year ago. Phil’s recollection of the experience was not a pleasant one. He had several confrontations with the plant controller, mostly as a result of personality clashes. While all the payroll issues were easily resolved, Phil felt there was still an adversarial relationship between him and the controller and was on guard for any preemptive strikes this time around by the controller.
It was a long drive to the plant so when Phil arrived a little late the day of his audit he was greeted by the controller with a perceived air of indifference and promptly led to a secluded office. The controller calmly explained that he was extremely busy and would answer any questions at the end of the day. Phil merely nodded his head and sat down in front of several tall piles of invoices, which the controller stated was the documentation supporting the purchase, set up, and testing of the new machine. Phil was somewhat surprised, fully expecting to see only a handful of invoices, but did not ask for any explanations. As Phil began looking through the myriad of statements and canceled checks he soon found one particular invoice near the top of the first pile that indicated the actual price paid for the machine itself was only $850,000.
Phil’s first reaction was to call the CAE of auditing. When he found .
make sure is 100 original not copythis first questionDiscuss .docx
make sure is 100% original not copy
this first question
Discuss the configuration and activation of auditing for files, users or other system objects to help technical personnel recognize, diagnose, deter and/or work to prevent attempts to compromise or break into a computer network.
this second question
Complete the main portion of this assignment as outlined below.
Briefly describe how the following tools are used:
Event viewer
Authority delegation
Update services
Describe 1 scenario in which each tool would be used.
.
make two paragraphs on diffences and similiarties religous belifs .docx
make two paragraphs on diffences and similiarties : religous belifs on egypt and the mayans
Paragraph(s) should include a topic sentence, explanation of similarities, explanations of any differences, and a concluding sentence. • Give specific points to support any generalizations that you make. For example, a statement such as, “Both civilizations relied on oral tradition,” needs elaboration with supporting details. To strengthen your paragraph, give specific examples and elaborations for each culture. If you were discussing the culture of ancient Greece, you might elaborate on how Homer’s Iliad and Odyssey represents the oral traditions of ancient Greece.
100% original work
.
Make a list of your own personality traits and then address the foll.docx
Make a list of your own personality traits and then address the following questions:
How much, if at all, has your personality changed from the time you were in elementary school?
What specific people and/or events most shaped your personality over the last fifteen years of your life?
In terms of personality, which parent are you most like—your mother or your father—and in what ways?
After you consider these questions, discuss how, if at all, your answers may help to shed light on the “nature” versus “nurture”
Please also respond to my classmate's responses for 3-4 sentences. Here are my classmate's responses:
1. Since my elementary school career, I have drastically changed as a result of being exposed to more anxiety-provoking tasks. My personality has thereby been affected in a number of ways due to the aforementioned prospect. I have since become more organized and artistic due to my increasing creativity--since I have efficacy in visual arts. I have also become more mature, since I am always paying attention to my surroundings and what other people are thinking of me. However many benefits have come around, there are as many negative factors that have affected my personality. As described above, I am always affected by my social anxiety as well as always wanting to be in isolation as a result.
The people who have shaped my personality the most over the span of fifteen years are my parents. I have never acquainted myself with others during my schooling career, in which I would always join friend groups since I would be able to blend within the mix. My mother has allowed me to become more diligent over the span of a few years thereby allowing me to become more vulnerable as well as being independent. My mother also got me in the habit of practicing mindfulness and meditation--since she is a Zen psychologist. This in effect has also improved my mental health. As for my father, he would always follow up with my mother on such activities since he had also experienced loneliness in his working environment. While both myself and my father were going through such rigorous training, we were able to improve upon ourselves as well as monitoring each other during the process.
While I have many similarities to that of my father, my personality type closely resembles that of my mother. This is so since we both have similar mindsets and ideologies, her art also closely resembles that of my own. All the more, she developed in a similar form and fashion to that of my upbringing in which she also had anxiety in abundance while eventually being able to overcome such factors--a process that I have endured myself.
I believe that my anxiety is deeply rooted in the essence of who I am as a human being which has been given to me by both my mother and father. Both experienced separate levels of trepidation, one had social anxiety while the other was agoraphobic for a time. Another factor rela.
Make a list of your own personality traits and then address the .docx
Make a list of your own personality traits and then address the following questions:
How much, if at all, has your personality changed from the time you were in elementary school?
What specific people and/or events most shaped your personality over the last fifteen years of your life?
In terms of personality, which parent are you most like—your mother or your father—and in what ways?
After you consider these questions, discuss how, if at all, your answers may help to shed light on the “nature” versus “nurture”
repond. no1
Since my elementary school career, I have drastically changed as a result of being exposed to more anxiety-provoking tasks. My personality has thereby been affected in a number of ways due to the aforementioned prospect. I have since become more organized and artistic due to my increasing creativity--since I have efficacy in visual arts. I have also become more mature, since I am always paying attention to my surroundings and what other people are thinking of me. However many benefits have come around, there are as many negative factors that have affected my personality. As described above, I am always affected by my social anxiety as well as always wanting to be in isolation as a result.
The people who have shaped my personality the most over the span of fifteen years are my parents. I have never acquainted myself with others during my schooling career, in which I would always join friend groups since I would be able to blend within the mix. My mother has allowed me to become more diligent over the span of a few years thereby allowing me to become more vulnerable as well as being independent. My mother also got me in the habit of practicing mindfulness and meditation--since she is a Zen psychologist. This in effect has also improved my mental health. As for my father, he would always follow up with my mother on such activities since he had also experienced loneliness in his working environment. While both myself and my father were going through such rigorous training, we were able to improve upon ourselves as well as monitoring each other during the process.
While I have many similarities to that of my father, my personality type closely resembles that of my mother. This is so since we both have similar mindsets and ideologies, her art also closely resembles that of my own. All the more, she developed in a similar form and fashion to that of my upbringing in which she also had anxiety in abundance while eventually being able to overcome such factors--a process that I have endured myself.
I believe that my anxiety is deeply rooted in the essence of who I am as a human being which has been given to me by both my mother and father. Both experienced separate levels of trepidation, one had social anxiety while the other was agoraphobic for a time. Another factor relates to my emotional intelligence, which was inherently given to me by my mo.
Make a list of people you consider to be your close friend. For each.docx
Make a list of people you consider to be your close friend. For each, identify ways that they are culturally similar to and different from you. Then form groups of four to six students and answer the following questions. Select a recorder for your discussion so you can share your answers with the rest of the class.
- Do people generally have more friends who are culturally similar or different from themselves?
- What are some of the benefits of forming intercultural friendship?
- In what ways are intercultural friendships different or similar to friendship with people from the same cultures?
- What are some reasons people might have for not forming intercultural friendship?
.
Make sure questions and references are included! Determine how s.docx
Make sure questions and references are included!
Determine how scareware has become a serious threat and why you believe end users often fall victim to this form of hoax.
From the e-Activity, discuss the different famous malware threats, the specifics of each threat, how they worked, why they were or weren’t successful, and how they were eventually defeated. Compare and contrast the two selected malware threats and explain which you believe was the stronger threat and why.
Consider the need for education in protecting against all types of malware. Determine whether or not you believe security departments are properly educating employees on common threats.
Determine whether or not you believe bit torrent sharing networks are a breeding ground for Trojan proliferation and if so, suggest what can be done to mitigate the risks. Justify your response.
Describe the technical and security considerations that should be taken in account when migrating a Web-based e-Commerce application from development to the production environment. Explain the significance and type of testing that would be performed in this scenario.
From the e-Activity, select one of the retail payment systems laws and describe their application into Web-based security. Determine the challenges this presents to U.S. companies in an international context.
.
Major Paper #2--The Personal Narrative EssayA narrative is simpl.docx
Major Paper #2--The Personal Narrative Essay
A narrative is simply a story. A personal narrative is a true story, focusing largely on the writer’s own life.
For Essay #2, the Personal Narrative, you will be writing a short essay (at least 3-4 pages in length) about a significant event in your own life. This event need not --and probably should not--be inherently, overly dramatic. Sometimes the most influential moments in our lives are smaller moments, events that we may not recognize as influential until years after the experience. In the personal narrative essay, you will want to tell the story as accurately as you can—search your deep memory—and tell the story from your own perspective. You will also want to exercise your selectivity as a writer, choosing to summarize background information/exposition, and really dramatize important scenes for the reader.
During the course of this unit, you will want to read the examples of the Personal Narrative in Chapter 2. You will want to start brainstorming ideas for your own personal narrative, and--by the end of Unit 5--you will want to have selected a significant event that you wish to focus on in this essay.
INSTRUCTIONS:
Elements of Story: Plot, Character, Setting, Dialogue The following four terms (plot, character, setting, and dialogue) are the four major elements of story. In other words, these are all essentials for your personal narrative.
1.) PLOT: A plot is a pattern of events or actions that lead to a change in a character or situation. In the case of this assignment, the plot of your essay should be limited to a key event or series of events that actually occurred in your real life, and resulted in some sort of change in your character, your relationships with others, your worldview, or your situation. Plot also always includes some kind of tension or conflict. This conflict may be external, between two people (for instance, a fist-fight with your brother, or a disagreement with your mother). In contrast, the conflict may be purely internal (for instance, a conflict between what you desire and your sense of morality). By the end of your essay, we should have some sense that the conflict has been dealt with somehow, if not entirely resolved.
2.) CHARACTER: A character is any person depicted on the page. We often think of characters in terms of fiction, characters “made-up” or “invented” by the author to further the story or illustrate a point. Even in fiction, however, characters are often based on real-life people. In your narrative essay, you yourself will become a character—even though you must remain true to the facts of your life, personality, etc.—just because you will be reproducing yourself on the page. As a readers, we’ll want to get a sense of who you are as a character on the page in the course of your essay. By the end of the essay, we will also want to know why/how your experience was significant. How did it change you?
To take it even further, beyond the scope of .
Major earthquakes and volcano eruptions occurred long before there w.docx
Major earthquakes and volcano eruptions occurred long before there were humans on Earth. However, there have been many in recorded history that significantly impacted human civilization. Choose one significant, important earthquake or volcano and report on it. Be sure to cover how it affected the Earth, the damages and death tolls, the economic impact, and any permanent consequences.
Your paper should meet the following requirements:
Be 3-4 pages in length NOT INCLUDING REF OR TITLE PAGE
Cite 1-2 outside sources
APA FORMAT.
.
Major Paper #1-The Point of View Essay Deadline October 29, 2.docx
Major Paper #1-The Point of View Essay
Deadline: October 29, 2015 at 11:59 pm
Purpose:
This paper assignment has several purposes. As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc. However, this unit does not function as a mere review. The Point of View Essay will also introduce you to the concept of "thinking and seeing rhetorically, and analyzing writing rhetorically"--using the Writer's Toolbox described in this unit to improve your writing and critical reading skills. Finally, the Point of View Essay allows you to reflect on this process.
The Assignment:
1. Pleasant/Unpleasant Description of the Place:
Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.) Then, you will use this information to help your write descriptions of the place: one positive, one negative. Both descriptions should be factually true (same real time and real place), but you will want one description to be positive in terms of tone and the other to be negative. In addition to including the information and sensory details you've collected as the basis for these descriptions, you will also use the Writer's Toolbox to create your two contrasting impressions for this assignment. (The Writer's Toolbox is explained in the Lecture Notes section of this unit.) As you revise and refine your descriptions, please be sure you are "showing" your readers your place (really putting the readers "there" in the moment and in this scene), rather than simply "telling" them about it. You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show "action" whenever possible.
2. Rhetorical Analysis:
Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts. How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts? Discuss how you incorporated each of the tools from the Writer's Toolbox, and cite examples of this from each of your descriptions. (This analysis should be at least 400-500 words in length.)
3. Reflection:
In one to two paragraphs, cnsider at least one of the following questions.
Maintenance and TroubleshootingDescribe the maintenance procedures.docx
Maintenance and Troubleshooting
Describe the maintenance procedures planned for the proposed network, including a schedule of maintenance activities and the steps required for each activity.
Identify the network operations that will be monitored, the information that will be gathered, and the meaning of the information as it relates to potential system problems.
List at least 3 potential network problem scenarios, and identify the troubleshooting procedure that will be used if this scenario occurs.
.
Maintaining the Loyalty of StakeholdersTo maintain political, gove.docx
Maintaining the Loyalty of Stakeholders
To maintain political, governmental, staff, and patient loyalty, the healthcare organization must provide a sense of organizational stability and view of the legislative landscape. In Chapters 14 and 15 we have researched and investigated the need to align both public opinion with staff trust. The political landscape is the basis for healthcare policy, guidance, state, local, and community support (both fiscal and legal) engaging in political trade-offs to stabilize the healthcare industry (such as in the cost, pharmaceuticals, insurance premiums, and organizational ROI in the healthcare industry). Healthcare organizations must provide the necessary guidance and advocacy for stakeholders in the setting of both state and federal legislature as a voice of reason, authority, and integrity. Provide information on the following:
Research a policy associated with the Affordable Care Act in your home state or another state that may affect healthcare reform and/or the way health care is provided in the chosen state.
Describe the policy and who wrote and/or promoted the policy legislature (provide statistical data).
What are the trade-offs offered to bring balance to the healthcare stakeholders?
What role have public perception and disinterestedness played in the valuation of healthcare performance?
Describe how process innovation, risk taking, health policy analysis, and governance “sense-making” provide balance for stakeholders.
Your paper
Must be 4 double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least four scholarly sources in addition to the course text.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
.
Macro Paper Assignment - The Eurozone Crisis - DueOct 22, 2015.docx
Macro Paper Assignment - The Eurozone Crisis - Due
Oct 22, 2015 1:00 PM
Principles of Macroeconomics Section 602 Fall Semester 2015
Macro Paper Assignment - The Eurozone Crisis
Due Oct 22, 2015 1:00 PM
Starts Aug 19, 2015 12:59 PMEnds Oct 22, 2015 1:00 PM
The EURO (€), was introduced as the official currency of the European
Union (EU) on January 1, 1999 and launched as ‘legal’ tender January 1, 2002.
To date, it is the official currency of 18 member states (aka EUROZONE)
and pegged to other currencies used by over 210 million people worldwide.
Title:
●
What is the Eurozone Crisis?
●
What measures have been used/suggested to resolve the crisis?
●
What are the effects of the measures implemented?
Paper Requirements:
ü
Minimum of
Four
pages (top to bottom), double spaced, neatly typed.
ü
Attach an additional page for bibliography/work cited.
ü
Bibliography references should be
four or more
.
ü
Include introduction and conclusion;
NO Wikipedia
please!
ü
Submit via the
Dropbox
functionality on icollege.
ü
Submit a
hardcopy
in class on designated date.
.
Macromolecules are constructed as a result of covalent forced; howev.docx
Macromolecules are constructed as a result of covalent forced; however, they cannot contribute to the functions of a living cell...!!!
Macromolecules are constructed as a result of covalent forced; however, they cannot contribute to the functions of a living cell without non-covalent forces.
Using a macromolecule such as a protein as an example, explain the statement above.
.
M7A1 Resolving ConflictIf viewing this through the Assignment too.docx
M7A1: Resolving Conflict
If viewing this through the Assignment tool, click the title above to go to the Submissions area.
Resolving Conflict
The Orbe and Harris (2015) textbook identifies the Ten Commandments for Racial and Ethnic Harmony of the Baha’i faith (
p
. 265). The Martin and Nakayama (2014) textbook provides tips on building intercultural skills (
p
. 251-252). Based on the reading, Module 7 web links, or other resources, develop your own list of recommendations for preventing or resolving conflict between people of different cultures, races, ethnicities, sexual orientations,
etc
. Once you have made your recommendations, discuss how one might apply your recommendations.
Your essay is to be written using Microsoft Word or Open Office (freeware found at
Apache OpenOffice
).
Submit your paper using the assignment dropbox.
Paper requirements:
250—300 words
Double-spaced
APA
writing conventions
Your research should be documented by citing one or more credible sources such as a newspaper, a biographic article, book, or website.
.
Madison is interested in how many of the children in.docx
Mad
i
son
i
s i
nt
erested in how many of the ch
i
ldren in her schoo
l
come
from sing
l
e-parent, intact
,
and blended families. What method of
resea
r
c
h
would she use?
correlationa
l
quasi-exper
i
mental
experimenta
l
desc
r
i
ptive
.
Main content areaBased on the readings this week with special at.docx
Main content area
Based on the readings this week with special attention to Tobin’s (2013) article, define what is meant by organizational culture and how it is created, influenced, and changed based on globalization. Provide an example of an organization with which you are familiar (e.g., your gym, church, workplace, or a well-known organization) and describe how that organization has changed, or not changed, its organizational culture due to globalization.
.
More from BetseyCalderon89 (20)
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition .docx
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition .docx
Manage Resourcesfor Practicum Change ProjectYou are now half-w.docx
Manage Resourcesfor Practicum Change ProjectYou are now half-w.docx
Make sure you put it in your own words and references for each pleas.docx
Make sure you put it in your own words and references for each pleas.docx
Make sure you take your time and provide complete answers. Two or th.docx
Make sure you take your time and provide complete answers. Two or th.docx
make sure is 100 original not copythis first questionDiscuss .docx
make sure is 100 original not copythis first questionDiscuss .docx
make two paragraphs on diffences and similiarties religous belifs .docx
make two paragraphs on diffences and similiarties religous belifs .docx
Make a list of your own personality traits and then address the foll.docx
Make a list of your own personality traits and then address the foll.docx
Make a list of your own personality traits and then address the .docx
Make a list of your own personality traits and then address the .docx
Make a list of people you consider to be your close friend. For each.docx
Make a list of people you consider to be your close friend. For each.docx
Make sure questions and references are included! Determine how s.docx
Make sure questions and references are included! Determine how s.docx
Major Paper #2--The Personal Narrative EssayA narrative is simpl.docx
Major Paper #2--The Personal Narrative EssayA narrative is simpl.docx
Major earthquakes and volcano eruptions occurred long before there w.docx
Major earthquakes and volcano eruptions occurred long before there w.docx
Major Paper #1-The Point of View Essay Deadline October 29, 2.docx
Major Paper #1-The Point of View Essay Deadline October 29, 2.docx
Maintenance and TroubleshootingDescribe the maintenance procedures.docx
Maintenance and TroubleshootingDescribe the maintenance procedures.docx
Maintaining the Loyalty of StakeholdersTo maintain political, gove.docx
Maintaining the Loyalty of StakeholdersTo maintain political, gove.docx
Macro Paper Assignment - The Eurozone Crisis - DueOct 22, 2015.docx
Macro Paper Assignment - The Eurozone Crisis - DueOct 22, 2015.docx
Macromolecules are constructed as a result of covalent forced; howev.docx
Macromolecules are constructed as a result of covalent forced; howev.docx
M7A1 Resolving ConflictIf viewing this through the Assignment too.docx
M7A1 Resolving ConflictIf viewing this through the Assignment too.docx
Madison is interested in how many of the children in.docx
Madison is interested in how many of the children in.docx
Main content areaBased on the readings this week with special at.docx
Main content areaBased on the readings this week with special at.docx
Recently uploaded
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
YouTube:-
https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
The Roman Empire A Historical Colossus.pdf
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Polish students' mobility in the Czech Republic
Polish students mobility to the Czech Republic within eTwinning project "Medieval adventures with Marco Polo"
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Class 11 CBSE Business Studies Project ( AIDS TO TRADE - INSURANCE)
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
678020731-Sumas-y-Restas-Para-Colorear.pdf
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
Thesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
1.4 modern child centered education - mahatma gandhi-2.pptx
Child centred education is an educational approach that priorities the interest, needs and abilities of the child in the learning process.
Model Attribute Check Company Auto Property
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution Class 9 Study Material pdf free download
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdf
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
2024.06.01 Introducing a competency framework for languag learning materials ...
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological Screening of Herbal Drugs in detailed.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Recently uploaded (20)
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
Overview on Edible Vaccine: Pros & Cons with Mechanism
Overview on Edible Vaccine: Pros & Cons with Mechanism
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
Example SOAP NoteDate 010116Patient Initials XXGende
- 1. Example SOAP Note Date: 01/01/16 Patient Initials: XX Gender: Female Age:3 years 5 months Chief complain: Pain to right ear HPI: XX is a 3 year and 2-month old female patient accompanied by mother that reports the patient has had mild cold-like symptoms including clear nasal secretions and a dry cough x 6 days. Mother has been using OTC remedies (Zarbee’s) and nasal saline suction with minimal improvement. Now x 2 days, patient is c/o pain to right ear, worse at night, that is causing disrupted sleep. Also reports fever x 1 yesterday of 101.7, irritability and poor appetite. No nausea, no vomiting, no diarrhea, no rash, no recent travel. Allergies: No Known Allergies Current Meds: OTC cold medications, no calcium supplements, no herbal supplements. PMH: No significant medical history. No previous hospitalizations, no previous emergency room visits, no disability, no chronic illness, no abuse/neglect. Surgical/procedural: No prior surgery. Exposure: no exposure to contagious disease, no stings, bites, or scratches. No recent travel. Environmental exposure: No second hand cigarette smoke exposure.
- 2. Dietary: Current diet normal for age. Contains grains, dairy, meats, fruits and vegetables. Family Hx: Paternal grandfather with hypertension. Maternal grandmother with DM Type II. No family history of asthma, no hepatitis, no history of cancer, no thyroid disorder, no arthritis, no psychiatric disorders, no HIV, No TB, no clotting factor deficiency. Social History: Patient is cared for at home. Attends daycare 3 times/week. Review of Systems: General: Fever and irritability EENT: Right ear pain, clear nasal secretions, denies eye symptoms, denies redness or discharge from eyes, denies neck symptoms Oropharynx: Denies sore throat, denies dysphagia, denies excessive drooling, denies mouth sores Pulmonary: Dry cough, denies shortness of breathe Cardiovascular: Denies cardiovascular symptoms, denies palpitations, denies chest pain GI: Poor appetite, denies diarrhea, denies vomiting, denies abdominal pain GU/ genital: Denies dysuria, denies urinary frequency and urgency Neuro: Denies headache, denies dizziness, denies LOC Musculoskeletal: Denies muscular discomfort, denies difficulty with ambulation Integumentary: Denies skin symptoms, denies rash Vitals: Temperature: 99 F Pulse: 98 bpm Respiratory Rate: 24 per min
- 3. BP: 89/59 mmHg Height: 40 inches Weight: 37 pounds BMI: 69% Pain: 4/10 (FACES scale) Physical Exam: General: Well developed, nourished and hydrated, no acute distress noted. HEENT Head: Normocephalic, no evidence of a head injury. Eyes: Bilat - EOMs intact, PERRLA, no swelling or tenderness of eyelids, no hyperemia of conjunctiva, no eye discharge. Ears: Left ear: External auditory canal intact, no erythema, no edema, no discharge noted, tympanic membrane intact, no bulging, not retracted, no fluid behind TM, visible bony landmarks Right ear: External auditory canal intact, bulging tympanic membrane noted with serous behind TM, erythematous, decreased translucency, loss of bony landmarks Nose: clear nasal secretions noted, turbs not swollen, no sinus tenderness, no external nasal deformities. Mouth: Lips symmetric, no abnormalities of tongue, no buccal mucosal abnormalities noted Pharynx: Tonsils not enlarged, symmetric, no exudate, no erythema, uvula midline Neck: No decrease in suppleness, no cervical mass was seen. Pulmonary: Clear to auscultation bilat, equal expansion, no rales, no wheezing, no use of accessory muscles Cardiovascular: No thoracic asymmetry noted. Heart rate and rhythm regular, heart sounds normal, no murmurs were heard, pulses equal, cap refill +2 Abdomen: Bowel sounds normoactive x 4, no palpable mass, no abdominal pain on palpation, no guarding, no distension, no HSM Musculoskeletal: Active ROM in all extremities, no joint
- 4. swelling noted Neurological: Appropriate muscle tone, no abnormalities of balance and gait noted Dermatologist: Good turgor, hydrated, no lesions, no rash Psychological: No conditions noted. Differential Diagnosis: · Otitis Externa · Foreign Body in Ear · Mastoiditis Assessment: Pain, unspecified ICD 10: R52 Fever presenting with condition classified elsewhere ICD 10: R50.81 Acute serous otitis media, right ear ICD 10:H65.01 Other specified viral diseases ICD 10: B33.8 BMI pediatric,5 th percentile to less than 85 % for age ICD 10: Z68.52 Plan: · Supportive care. Continue normal saline nasal suction to removal secretions. · Start Amoxicillin 400mg/5ml susp (80 mg/kg/day divided BID). Give 10 ml PO q 12 hours x 10 days. - Return to the clinic if condition worsens or new symptoms arise. · Go to the emergency room if condition worsens · Encourage PO fluid intake. Monitor hydration status. · Give Tylenol/Motrin for fever/pain.
- 5. Counseling/Education · Ear infections Instructions for Parent. · Do the treatment with antibiotic until finish for the full 10 days and side effects of antibiotic given (diarrhea, vomiting, nausea). · Advised to give patient probiotic while taking antibiotic, s uch as Culturelle OTC · Maintain good hand hygiene. *Here you would write a 2-3 paragraph explanation to support how you ruled out the differentials, how you reached your final diagnosis and treatment plan using references in APA format* ENGL LiteratureMulti Media Project. Worth 150 points. For your final project you are required to create a multimedia project that focuses on a particular topic we have discussed so far in the semester. This is a creative, academic project that allows you to work within a variety of mediums rather than putting your ideas/arguments into a research essay. Instead, you will elaborate on a specific aspect of a literature topic through any creative genre: video, film, drawing, sculpture, PowerPoint, short story, comic strip, photography, etc. You can choose any genre to work within as long as you meet the requirements. In the past some of the really different projects have been: a stop motion animation with Legos, a painting or artwork, old clothes re-designed into newer clothes, a song with lyrics (performed), video mash ups, fan fiction, etc. In addition to the creative component you will write a 3-
- 6. paragraph description that accompanies the project. See details below. Example from previous course: https://www.youtube.com/watch?v=Q22FLJ6TZ94 And http://lonestarvoices.blogspot.com/2018/04/revisiting- multimedia-projects.html Requirements: The project needs to be focused on a particular issue or text we have discussed in class. For example, if you want to examine representations of gender across different texts we have read, you can create a PowerPoint that does so. Or, if you want to create a piece of artwork that depicts a character from a text, you may. If you have questions, please email me or post in the Q&A Discussion area. If you email questions, be sure to give plenty of time for response (don’t ask on the day before your project is due!). The project needs to be creative and it needs to be created for the purposes of this class—so no double-dipping. You cannot simply re-analyze a painting you did last semester or 10 years ago. You need to create it this semester. Again, you may draw, sculpt, design, photograph, cook, write, compose, arrange, blog, write a speech, as long as it is somehow creative. You need to be able to show it somehow on D2L for everyone else to see, so offer a jpeg, PowerPoint, Word file, or YouTube link. If you need to upload a picture and do not have a digital camera talk to me (or one of your classmates) for help. In addition to the creative part, you need to write 3 in-depth paragraphs to accompany the creative piece (50 points). After revising and editing your paragraphs, copy and paste the work in the text box of the Discussion Board in D2L. Paragraph 1: Describe your project in detail—what it means and why you chose to go with whatever medium your project is in. For example, if you wrote a collection of poetry, explain why
- 7. you went with poetry in particular. If you made a PowerPoint or a blog, explain why your project is significant in that format. Paragraph 2:Cite text, or texts, in connection to your project that is from our course readings. Spend time developing this critical connection between your project and the written text(s). Offer quotes and page numbers. Paragraph 3: Explain why this is a relevant project overall and what you’ve learned – how does it connect to the course, to your understanding of the text(s) and authors, etc. bio and text by Jefferson pp. 816-820 (These are the particular issue or text we have discussed in class) biography of Wheatley and text, pp. 420-428 Douglass’s bio and text, pp. 996-1000, pp. 1066-1069 Native American Eloquence: Negotiation and Resistance” and readings (pp. 475-486)