ANSWER EXAMPLESThe regulation that I feel is most important is.docx

ANSWER EXAMPLES
The regulation that I feel is most important is Title 49 CFR,
Part 172, and Subpart B-Section 172.101. This section lists the
hazardous materials table which provides the hazardous
materials and their proper shipping specifications. It states the
names and names that they are listed as, for shipping purposes.
The Hazard class, identification number, label code, any special
provision for shipping, packaging information, and
transportation quantity limits and what kind of shipping vessel
or aircraft they are allowed on or forbidden from. Since most of
the hazardous materials violations we read about in our previous
forum had to do with this information I feel as though this is
what makes it important. If the persons packaging as well as
those on loading onto transportation type had knowledge of
these proper handling and allowable materials and quantities,
most fines and safety concerns could be addressed well ahead of
any potentially disastrous situation from occurring. Since
packaging, labeling, and preparing for shipment is the first step
in transportation of hazardous materials this is the baseline for
understanding the enforceable standard. Appendix B also lists
marine pollutants which are important for appropriately
labeling. I do believe that this is a lot of information to
remember, and probably won’t be on hand at all times of
preparation for shipment and this could be a main reason for
negligence in shipping. Therefore, proper testing of knowledge
of anyone handling specific materials should be verified by
companies who employ these personnel to handle shipments. A
cheat sheet would be useful to keep on hand to mitigate risk.

"Title 49 Subtitle B Chapter 1 Subchapter C
§172.400a, each person who offers for transportation or
transports a hazardous material in any of the following packages
or containment devices, shall label the package or containment
device with labels specified for the material.
(1) A non-bulk package;
(2) A bulk packaging, other than a cargo tank, portable tank, or
tank car, with a volumetric capacity of less than 18 m3 (640
cubic feet), unless placarded in accordance with subpart F of
this part;
(3) A portable tank of less than 3785 L (1000 gallons) capacity,
unless placarded in accordance with subpart F of this part;

(4) A DOT Specification 106 or 110 multi-unit tank car tank,
unless placarded in accordance with subpart F of this part; and
(5) An overpack, freight container or unit load device, of less
than 18 m3 (640 cubic feet), which contains a package for
which labels are required, unless placarded or marked in
accordance with §172.512 of this part.
(b) Labeling is required for a hazardous material which meets
one or more hazard class definitions, in accordance with column
6 of the §172.101 table and the following table:" (Appendix A
to §172.101-List of Hazardous Substances and Reportable
Quantities)
With any type of hazardous material one the of the most
important things is identification of what is being shipped.
Without this, we are at risk of combining materials that should
not be combined with each other and risking a greater chance of
hazard to ourselves or a greater chance of the spill or leak
becoming a fire or explosion. Secondly there with the
identification it is important to know and recognize health
hazards of those persons or living things surrounding the areas
of the spill.
Various type of boxes, containers, and other types of packaging
are sent in the thousands every single day and without
identification there is a greater likeliness that some type of
incident will occur.
From day to day operations of packages I constantly received at
my warehouse when acting in our shipping and receiving
department I could not tell you how many times operations slow
down as well as a result of improper labeling, we have to know
what we are dealing with when handling these materials and that
goes for Material Data Safety Sheets (MSDS) as well.

Looking back at all the oil spill disasters, the casualties,
economic and environmental impacts demonstrate we have a
problem. The fact these oil spill incidents are ongoing, it
presents a unique perspective on the importance of safety when
oil is being transported. A comprehensive response plan is
critical and prompts me to elaborate on the 49 CFR, Part 130,
and Subpart B-Section 130.31-130-33. This regulation was
enacted by the Department of Transportation (DOT) and
regulated by the Pipeline and Hazardous Materials Safety
Administration (PHMSA). And it applies to the transportation
of oil by motor vehicles and rolling stock for prevention,
containment, and response planning requirements.
Hauling flammable substances by railroad over long distances
through cities, towns, and over bodies of water is a perfect
recipe for disaster. In 2010, one million barrels of oil were
being shipped out of the U.S. by train each month. By mid-
2014, that number rose to 25 million barrels. Imports from
Canada increased by 50-fold. A small town was evacuated in
North Dakota after a train carrying oil derailed and exploded. In
West Virginia, one thousand people were evacuated and many
homes were destroyed causing the governor to declare a state of
emergency. After the 2013 derailment in Canada killed 47
people, it prompted (DOT) to enact new safety regulations
(Twitter, 2015).
These are only a few incidents involving oil spills. experience
tells us it can take many years to clean up. The 3.19 million
barrels of oil spilled in the gulf from the BP disaster should
have taught us a valuable lesson (Gulf Oil Spill, 2019). Not
only did the spill take years to clean, we’re still not certain on
the effect it has on our health, marine life and wildlife.

NURSING PROCESS CAREPLAN
MEDICAL PREP INSTITUTE OF TAMPA BAY
COURSE NAME:
INSTRUCTOR:
STUDENT NAME:
ASSIGNMENT DATE:
Nursing Process Care Plan
Client Initials: Culture/Ethnicity: Support System:
Unit: Room/Bed: Religion: Occupation:
Age: Sex: Language: Current Work Status:
Weight: Height: Marital Status: Highest Grade Completed:
Primary Patient Complaint: Patient Medical History:

Diagnostic Procedures (Not to include labs):
Surgical Procedures:
Pathophysiology/Etiology (Theory): Define patient
primary problem and cause(s).
Supporting Symptomatology: What patient data supports your
selection
of Pathophysiology?
Developmental Stage (Theory): Utilize Erikson. Identify
what stage is applicable to your patient based on their age.
Developmental Stage (Actual): Identify what developmental
stage your
patient is ACTUALLY in. Describe behaviors/concerns that
support your
selection of this Developmental Stage.
Vital Signs/Frequency:

LAB RESULTS INTERPRETATION
PATIENT’S LAB RESULTS NORMAL RANGE NURSING
INTERVENTIONS AND ACTIONS
DIAGNOSTIC RESULTS INTERPRETATION
PATIENT’S DIAGNOSTIC RESULTS NORMAL RANGE
NURSING INTERVENTIONS AND ACTIONS
ASSESSMENT
Subjective/ Objective

NURSING
DIAGNOSIS
#1
(Physical)
PLANNING/
OUTCOME
(Client Centered)
1 Short Term
1 Long Term
INTERVENTIONS
(Nurse Centered)
1 Monitoring, 1 Action & 1 Teaching
per Goal
RATIONALE FOR
INTERVENTIONS
1 per Intervention
EVALUATION
(Evaluate each
Goal)

ASSESSMENT
NURSING
DIAGNOSIS
#2
(Physical)
PLANNING/
OUTCOME
(Client Centered)
1 Short Term
1 Long Term
INTERVENTIONS
(Nurse Centered)
per Goal
RATIONALE FOR
INTERVENTIONS
1 per Intervention
EVALUATION
(Evaluate each
Goal)

ASSESSMENT
NURSING
DIAGNOSIS
#3
(Psychosocial)
PLANNING/
OUTCOME
(Client Centered)
1 Short Term
1 Long Term
INTERVENTIONS
(Nurse Centered)
per Goal
RATIONALE FOR
INTERVENTIONS
1 per Intervention

EVALUATION
(Evaluate each
Goal)
STUDENT NAME:
Medication #1:
Classification of Medication:
Trade Name:
Generic Name:
Dosage:
Dosage Forms: Routes:
Why is THIS patient SPECIFICALLY receiving this

medication?
Side effects/Adverse reactions:
Lab Values:
CONTRAINDICATIONS:
Nursing Implications/Responsibilities:
STUDENT NAME:
Medication #2:
Trade Name:
Generic Name:
Dosage:

medication? (Include the action of medication)
Lab Values:
CONTRAINDICATIONS:
STUDENT NAME:
Medication #3:
Trade Name:
Generic Name:
Dosage:

medication?
Lab Values:
CONTRAINDICATIONS:
STUDENT NAME:
Medication #4:
Trade Name:
Generic Name:

Dosage:
medication? (Include the action of medication)
Lab Values:
CONTRAINDICATIONS:
STUDENT NAME:
Medication #5:

Trade Name:
Generic Name:
Dosage:
medication?
Lab Values:
CONTRAINDICATIONS:

References Page
1.
2.
3.
GRADING
RUBRIC GRADE: /9
Student Name:
_____________________________________________
Course Name:
______________________________________________

Category
Excellent
1 Point
Good
0.75 Points
Fair
0.50 Points
Poor /
Incomplete
0.25 Pts –
0 Pts
PATIENT DEMOGRAPHIC PAGE
Accurate and thorough
Patient Demographic Pg: Pt.
Primary Complaint, Medical
Hx, Dx Proc, Surgical Proc.,
Pathophys., Devel Stage, etc.
Patient Demographic Page
is included, but missing one
element.

Patient Demographic Page is
included, but missing several
elements.
Pt. demographic
is incomplete,
missing or
inappropriate to
patient.
LABS & DIAGNOSTICS
Includes labs and diagnostics appropriate to
patient & patient’s disease process
Includes complete labs and
diagnostics sheet related to
& appropriate to patient’s
disease process: specific, &
correctly labeled.
Contains adequate number
of Labs/Diagnostics related
to & appropriate to
patient’s disease process,
but labs & diagnostics may
not be specific or correctly
labeled.

Does not contain adequate
number of Labs/ Diagnostics
related to & appropriate to
patient’s disease process, and
may not be specific, labeled
or listed with rationales.
Labs &
Diagnostics
portion is
incomplete,
missing or
inappropriate to
patient.
ASSESSMENT
Includes subjective, objective and historical
data that support actual or risk for nursing
diagnosis.
Includes all pertinent data
related to nursing diagnosis
and does not include data
that is not related to
nursing diagnosis.
Includes all pertinent data
related to nursing

diagnosis, but also includes
data not related to nursing
diagnosis.
Does not include all pertinent
data related to nursing
diagnosis. May also include
data that does not relate to
nursing diagnosis.
Assessment
portion is
incomplete,
missing or
inappropriate to
patient.
DIAGNOSIS
Includes the most appropriate diagnosis for
patient and ordinal number that includes all
appropriate parts (stem, related to or R/T,
and as evidenced by AEB for actual
diagnosis) and is NANDA approved.
(2 Physical & 1 Psychosocial)
Diagnosis is appropriate for
patient and ordinal level,
and diagnosis is NANDA

approved. Diagnosis also
includes all parts and
information is listed in
correct part of diagnosis.
Diagnosis is appropriate for
patient and ordinal level,
and diagnosis is NANDA
approved, but does not
include all parts or
information is listed in
wrong part of diagnosis.
Diagnosis is not appropriate
for patient and ordinal level
(first diagnosis, second
diagnosis, etc.). May also not
be NANDA and may not
include all parts.
Diagnosis
portion is
incomplete,
missing or
inappropriate to
patient.
PLANNING (Goal Setting)

Includes a patient or family goal that is most
appropriate for the patient/family and the
nursing diagnosis. Goal should be realistic
and measurable by at least two criteria
and have a target date or time.
Goal statement is patient or
family oriented, and
contains two measurable
and realistic criteria and a
target date or time.
Goal statement is patient or
family oriented, and
contains at least one
measurable and realistic
criteria or a target
date/time.
Goal statement is not patient
or family oriented and may
not have measurable and/ or
realistic criteria or a target
date or time.
Goal portion is
incomplete,

missing or
inappropriate to
patient.
IMPLEMENTATION (Interventions)
Includes 3 interventions or nursing actions
that directly relate to the patient's goal, that
are specific in action and frequency, consist
of 1 monitoring, 1 action and 1 teaching
intervention. Interventions should be
appropriate to help patient or family meet
their goal.
Interventions portion
contains adequate number
of interventions to help
patient/family meet goal,
and interventions are
specific in action and
frequency, consist of 1
monitoring, 1 action and 1
teaching intervention and
are listed with appropriate
rationales.
Interventions portion
contains adequate number

patient/family meet goal,
but interventions may not
be specific, labeled or listed
with appropriate rationales.
Interventions portion does
not include adequate number
patient/family meet goal.
Interventions may also not
be specific, labeled or listed
with appropriate rationales.
Interventions
portion is
incomplete,
missing or
inappropriate to
patient.
EVALUATION
Includes data that is listed as criteria in goal
statement. Based on this data, goal is
determined to be met, partially met, or not
met. If goal was not met or partially met,
plan of care is revised or continued and a
new evaluation date/time is set.

Evaluation portion does
contain data that is listed as
criteria in goal statement.
Does describe goal as met,
partially met, or not met. If
goal was partially met or
not met, includes revision
and/or new evaluation
date/time.
Evaluation portion does
criteria in goal statement,
but does not describe goal
as met, partially met, or not
met. May also not include
revision or new evaluation
date/time.
Evaluation portion does not
criteria in goal statement.
May also not describe goal as
met, partially met, or not
met. May also not include
revision or new evaluation
date/time.

Evaluations
portion is
incomplete,
missing or
inappropriate to
patient.
DRUG CARDS
Includes at least 5 drug cards appropriate
to patient, complete and accurately selected.
Includes 5 or more drug
cards related to and
appropriate to patient’s
disease process.
Includes at least 4 drug
cards related to patient’s
disease process.
Includes at least 3 drug cards
related to patient’s disease
process.
Drug Cards are
incomplete or
missing.

Additional Criteria: (Total 1 point) ⃝ Paper is Typed. ⃝
Spelling Correct. ⃝ Neat. ⃝ At least 3 References in proper
APA Format.
STUDENT NAME: COURSE NAME: INSTRUCTOR:
ASSIGNMENT DATE: Client Initials: CultureEthnicity:
Support System: Unit: RoomBed: Religion: Occupation: Age:
Sex: Language: Current Work Status: Weight: Height: Marital
Status: Primary Patient Complaint: Patient Medical History:
Diagnostic Procedures Not to include labs: Surgical Procedures:
PathophysiologyEtiology Theory Define patient primary
problem and causes: Supporting Symptomatology What patient
data supports your selection of Pathophysiology: Developmental
Stage Theory Utilize Erikson Identify what stage is applicable
to your patient based on their age: Developmental Stage Actual
Identify what developmental stage your patient is ACTUALLY
in Describe behaviorsconcerns that support your selection of
this Developmental Stage: Vital SignsFrequency: PATIENTS
LAB RESULTSRow1: NORMAL RANGERow1: NURSING
INTERVENTIONS AND ACTIONSRow1: PATIENTS LAB
RESULTSRow2: NORMAL RANGERow2: NURSING
INTERVENTIONS AND ACTIONSRow5: PATIENTS
DIAGNOSTIC RESULTSRow1: NORMAL RANGERow1_2:
NURSING INTERVENTIONS AND ACTIONSRow1_2:
PATIENTS DIAGNOSTIC RESULTSRow2: NORMAL
RANGERow2_2: NURSING INTERVENTIONS AND
ACTIONSRow2_2: PATIENTS DIAGNOSTIC RESULTSRow3:
NORMAL RANGERow3_2: NURSING INTERVENTIONS AND

ACTIONSRow5_2: ASSESSMENT Subjective ObjectiveRow1:
ASSESSMENT Subjective ObjectiveRow2: NURSING
DIAGNOSIS 1 PhysicalRow1: PLANNING OUTCOME Client
Centered 1 Short Term 1 Long TermRow1: INTERVENTIONS
Nurse Centered 1 Monitoring 1 Action 1 Teaching per
GoalRow1: RATIONALE FOR INTERVENTIONS 1 per
InterventionRow1: INTERVENTIONS Nurse Centered 1
Monitoring 1 Action 1 Teaching per GoalRow2: RATIONALE
FOR INTERVENTIONS 1 per InterventionRow2:
INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1
Teaching per GoalRow3: RATIONALE FOR INTERVENTIONS
1 per InterventionRow3: EVALUATION Evaluate each
GoalRow1: PLANNING OUTCOME Client Centered 1 Short
Term 1 Long TermRow2: INTERVENTIONS Nurse Centered 1
Teaching per GoalRow5: RATIONALE FOR INTERVENTIONS
1 per InterventionRow5: INTERVENTIONS Nurse Centered 1
EVALUATION Evaluate each GoalRow2: ASSESSMENT
Subjective ObjectiveRow1_2: ASSESSMENT Subjective
ObjectiveRow2_2: NURSING DIAGNOSIS 2 PhysicalRow1:
PLANNING OUTCOME Client Centered 1 Short Term 1 Long
TermRow1_2: INTERVENTIONS Nurse Centered 1 Monitoring
1 Action 1 Teaching per GoalRow1_2: RATIONALE FOR
INTERVENTIONS 1 per InterventionRow1_2:
Teaching per GoalRow2_2: RATIONALE FOR
INTERVENTIONS 1 per InterventionRow3_2: EVALUATION

Evaluate each GoalRow1_2: PLANNING OUTCOME Client
Centered 1 Short Term 1 Long TermRow2_2:
INTERVENTIONS 1 per InterventionRow6_2: EVALUATION
Evaluate each GoalRow2_2: ASSESSMENT Subjective
ObjectiveRow1_3: ASSESSMENT Subjective
ObjectiveRow2_3: NURSING DIAGNOSIS 3
PsychosocialRow1: PLANNING OUTCOME Client Centered 1
Short Term 1 Long TermRow1_3: INTERVENTIONS Nurse
Centered 1 Monitoring 1 Action 1 Teaching per GoalRow1_3:
RATIONALE FOR INTERVENTIONS 1 per
InterventionRow1_3: INTERVENTIONS Nurse Centered 1
Monitoring 1 Action 1 Teaching per GoalRow2_3:
InterventionRow3_3: EVALUATION Evaluate each
GoalRow1_3: PLANNING OUTCOME Client Centered 1 Short
Term 1 Long TermRow2_3: INTERVENTIONS Nurse Centered
1 Monitoring 1 Action 1 Teaching per GoalRow4_3:
InterventionRow6_3: EVALUATION Evaluate each

GoalRow2_3: STUDENT NAME_2: Medication 1:
Classification of Medication: Trade Name: Generic Name:
Dosage: Dosage Forms: Routes: Why is THIS patient
SPECIFICALLY receiving this medication: Side effectsAdverse
reactions: Lab Values: CONTRAINDICATIONS: Nursing
ImplicationsResponsibilitiesRow1: STUDENT NAME_3:
Medication 2: Classification of Medication_2: Trade Name_2:
Generic Name_2: Dosage_2: Dosage Forms_2: Routes_2: Why
is THIS patient SPECIFICALLY receiving this medication
Include the action of medication: Side effectsAdverse
reactions_2: Lab Values_2: CONTRAINDICATIONS_2:
Nursing ImplicationsResponsibilities: STUDENT NAME_4:
is THIS patient SPECIFICALLY receiving this medication_2:
Side effectsAdverse reactions_3: Lab Values_3:
CONTRAINDICATIONS_3: Nursing
ImplicationsResponsibilitiesRow1_2: STUDENT NAME_5:
is THIS patient SPECIFICALLY receiving this medication
Include the action of medication_2: Side effectsAdverse
reactions_4: Lab Values_4: CONTRAINDICATIONS_4:
Nursing ImplicationsResponsibilities_2: STUDENT NAME_6:
is THIS patient SPECIFICALLY receiving this medication_3:
Side effectsAdverse reactions_5: Lab Values_5:
CONTRAINDICATIONS_5: Nursing
ImplicationsResponsibilitiesRow1_3: 1: 2: 3: Student Name:
Course Name:

ANSWER EXAMPLESThe regulation that I feel is most important is.docx

ANSWER EXAMPLESThe regulation that I feel is most important is.docx

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