The document discusses effective communication skills for dispensers at rural drug vendors. It covers several case studies where patients misunderstood or did not follow treatment instructions correctly due to poor communication. The document emphasizes using plain language, focusing on key messages, checking for understanding through teach back methods, and effectively soliciting questions from patients. It also discusses barriers to communication like the environment and patient factors. Good listening skills, questioning techniques, and strategies to improve communication between dispensers and prescribers are presented. The importance of collaboration and addressing issues rather than personalities to achieve positive outcomes is highlighted.
This document provides guidance on conducting comprehensive health histories and interviews. It outlines the standard format for a health history, including identifying data, chief complaint, history of present illness, past medical history, family history, social history and review of systems. It describes the ideal sequence of an interview, including establishing rapport, inviting the patient's story, and creating a shared understanding. The document also reviews techniques for skilled interviewing, guidelines for using interpreters, exploring the patient's perspective, and addressing sensitive topics. It provides models for assessing symptoms and screening for alcohol use. Overall, the document aims to instruct healthcare providers on best practices for obtaining full health histories through effective patient interviews.
AETCOM all competencies.pptx pathology practical59w4pymhcm
This document discusses guidelines for treating multi-drug resistant tuberculosis (MDR TB). It notes that MDR TB is resistant to both isoniazid and rifampin, with or without resistance to other first-line drugs. Treatment involves 6-9 months of a combination of second-line drugs from various groups. It has removed kanamycin and capreomycin from recommendations and advises only using clavulanic acid with carbapenems. One of the new recommended MDR regimens is also mentioned.
Therapeutic communication techniques are essential for collecting patient information and building rapport. These include using open-ended questions to gather details, active listening skills like restatement and reflection, and observing nonverbal cues. The medical assistant prepares for and assists with the physical exam by setting up supplies, positioning the patient appropriately, and ensuring comfort. The exam follows a head-to-toe sequence and incorporates inspection, auscultation, and other objective assessment methods. Maintaining patient privacy, confidentiality, and centered care are important legal and ethical duties of medical assistants.
alla about hospital pharmacy go deep study patient councelSanjiv Pandey
1. Counseling is the process of giving and receiving information in a way that is meaningful, memorable and usable, changes behavior and facilitates a successful rehabilitative outcome.
2. Studies show that only about 50% of information provided by healthcare providers is retained, and 40-80% can be forgotten immediately. Verbal information should be supplemented with written and/or visual information.
3. Effective counseling involves providing advice as concrete instructions, using easy to understand language, presenting a limited amount of information, and supplementing verbal information with written, graphical, and pictorial materials.
Top 7 Insights from Years of Observing Real-world Healthcare Communication Ogilvy Health
Over the past 15 years, the Ogilvy CommonHealth Behavioral Insights team has used sociolinguistic techniques to study and improve healthcare communication. We spearheaded this research by studying dialogues between patients and healthcare providers using our proprietary methodology. Continue reading to better understand how to incite behavior change and improve healthcare communications.
This document provides guidance on effective patient interviewing skills for physicians. It discusses the importance of professionalism, ethics, using a biopsychosocial model, and patient-centered care. The four core ethical principles are autonomy, beneficence, non-maleficence, and justice. Effective communication involves actively listening, establishing rapport, asking open-ended questions to understand the patient's perspective, and using closed-ended questions to obtain specific details. The goal is to collaborate with patients to understand their health issues and concerns in a holistic manner.
The communication process involves a sender transmitting a message through a channel to a receiver. It includes several key elements:
1. A sender encodes a message based on a thought or idea they want to convey.
2. The message is transmitted through a channel, such as verbal or written communication.
3. The receiver decodes the message to derive meaning from it.
4. Feedback from the receiver allows the sender to assess how well the message was understood and make adjustments if needed.
The communication context and the relationship between the sender and receiver can impact how the message is interpreted at each stage of the process. Successful communication requires understanding these dynamics.
The document discusses effective communication skills for dispensers at rural drug vendors. It covers several case studies where patients misunderstood or did not follow treatment instructions correctly due to poor communication. The document emphasizes using plain language, focusing on key messages, checking for understanding through teach back methods, and effectively soliciting questions from patients. It also discusses barriers to communication like the environment and patient factors. Good listening skills, questioning techniques, and strategies to improve communication between dispensers and prescribers are presented. The importance of collaboration and addressing issues rather than personalities to achieve positive outcomes is highlighted.
This document provides guidance on conducting comprehensive health histories and interviews. It outlines the standard format for a health history, including identifying data, chief complaint, history of present illness, past medical history, family history, social history and review of systems. It describes the ideal sequence of an interview, including establishing rapport, inviting the patient's story, and creating a shared understanding. The document also reviews techniques for skilled interviewing, guidelines for using interpreters, exploring the patient's perspective, and addressing sensitive topics. It provides models for assessing symptoms and screening for alcohol use. Overall, the document aims to instruct healthcare providers on best practices for obtaining full health histories through effective patient interviews.
AETCOM all competencies.pptx pathology practical59w4pymhcm
This document discusses guidelines for treating multi-drug resistant tuberculosis (MDR TB). It notes that MDR TB is resistant to both isoniazid and rifampin, with or without resistance to other first-line drugs. Treatment involves 6-9 months of a combination of second-line drugs from various groups. It has removed kanamycin and capreomycin from recommendations and advises only using clavulanic acid with carbapenems. One of the new recommended MDR regimens is also mentioned.
Therapeutic communication techniques are essential for collecting patient information and building rapport. These include using open-ended questions to gather details, active listening skills like restatement and reflection, and observing nonverbal cues. The medical assistant prepares for and assists with the physical exam by setting up supplies, positioning the patient appropriately, and ensuring comfort. The exam follows a head-to-toe sequence and incorporates inspection, auscultation, and other objective assessment methods. Maintaining patient privacy, confidentiality, and centered care are important legal and ethical duties of medical assistants.
alla about hospital pharmacy go deep study patient councelSanjiv Pandey
1. Counseling is the process of giving and receiving information in a way that is meaningful, memorable and usable, changes behavior and facilitates a successful rehabilitative outcome.
2. Studies show that only about 50% of information provided by healthcare providers is retained, and 40-80% can be forgotten immediately. Verbal information should be supplemented with written and/or visual information.
3. Effective counseling involves providing advice as concrete instructions, using easy to understand language, presenting a limited amount of information, and supplementing verbal information with written, graphical, and pictorial materials.
Top 7 Insights from Years of Observing Real-world Healthcare Communication Ogilvy Health
Over the past 15 years, the Ogilvy CommonHealth Behavioral Insights team has used sociolinguistic techniques to study and improve healthcare communication. We spearheaded this research by studying dialogues between patients and healthcare providers using our proprietary methodology. Continue reading to better understand how to incite behavior change and improve healthcare communications.
This document provides guidance on effective patient interviewing skills for physicians. It discusses the importance of professionalism, ethics, using a biopsychosocial model, and patient-centered care. The four core ethical principles are autonomy, beneficence, non-maleficence, and justice. Effective communication involves actively listening, establishing rapport, asking open-ended questions to understand the patient's perspective, and using closed-ended questions to obtain specific details. The goal is to collaborate with patients to understand their health issues and concerns in a holistic manner.
The communication process involves a sender transmitting a message through a channel to a receiver. It includes several key elements:
1. A sender encodes a message based on a thought or idea they want to convey.
2. The message is transmitted through a channel, such as verbal or written communication.
3. The receiver decodes the message to derive meaning from it.
4. Feedback from the receiver allows the sender to assess how well the message was understood and make adjustments if needed.
The communication context and the relationship between the sender and receiver can impact how the message is interpreted at each stage of the process. Successful communication requires understanding these dynamics.
This document discusses the important role of effective communication skills for physicians from a psychological perspective. It outlines 4 key points:
1. The importance of effective communication skills like eye contact, body language, and active listening for accurate diagnosis, treatment compliance, patient satisfaction, and cost effectiveness.
2. Teaching patients effective coping strategies for stress, anxiety, and worries like peer support groups, laughter therapy, and establishing worry-free zones.
3. The value of involving a multidisciplinary team for treating patients with conditions like panic attacks, OCD, depression, and substance abuse issues.
4. The need to refer psychotic patients to consultant psychiatrists for further consultation.
This document discusses key concepts for patient assessment and communication in medical imaging. It emphasizes the importance of critical thinking, problem solving, cultural awareness and establishing effective communication. The radiographer must collect subjective and objective data on the patient, analyze the data to develop a customized care plan, implement the plan and evaluate the results. Nonverbal communication, gender factors and other variables that could impact the patient experience are also addressed.
This document discusses key concepts for patient assessment and communication in medical imaging. It emphasizes the importance of critical thinking, problem solving, cultural awareness and establishing rapport when interacting with patients. Effective communication involves both verbal and nonverbal elements, with factors like gender, disabilities and grief needing consideration. The goals are to obtain necessary medical histories, explain procedures, ensure patient comfort and provide education to support patient rights and self determination.
This document discusses key concepts for patient assessment and communication in medical imaging. It emphasizes the importance of critical thinking, problem solving, cultural awareness and establishing rapport when interacting with patients. The radiographer must collect both subjective and objective data about the patient, analyze the information to develop an individualized care plan, implement the plan and evaluate the results. Nonverbal communication, gender factors and other variables that could impact the patient experience are also addressed.
This document discusses key concepts for patient assessment and communication in medical imaging. It emphasizes the importance of critical thinking, problem solving, cultural awareness and establishing rapport when interacting with patients. The radiographer must collect both subjective and objective data about the patient, analyze the information to develop an individualized care plan, implement the plan and evaluate the results. Non-verbal communication, gender factors and other variables that could impact the patient experience are also addressed.
Effective communication is an essential skill for healthcare professionals but one not all possess naturally. Communication can be improved by understanding potential barriers like assumptions, fatigue, distractions, and privacy laws. Strategies like SBAR provide frameworks for exchanging information clearly and briefly between team members. While challenges to communication exist, following standards of being complete, clear, brief and timely can help verify understanding and exchange information successfully.
Three Mountains Regional Hospital· Medical and surgical facility.docxjuliennehar
Three Mountains Regional Hospital
· Medical and surgical facility.
· Offer outpatient and inpatient surgeries.
· Committed to providing high-quality health services.
Electronic Medical Record
Defined as medical records kept on a computer.
Records are kept by doctors, health care providers, hospital or medical office staff.
Contents of EMR
The records contain general patient information, such as:
· Health condition
· Diagnostic tests
· Prescriptions and
· Treatment
· Personal details like name, contacts, and date of birth
EMRs are safe and confidential.
Records can be shared securely through a network.
HIPPA/
Confidentiality
It is a U.S legislation that safeguards medical information.
The law provides privacy and security to health data.
It requires health care information to be handled with confidentiality.
Level of Confidentiality
High-levels of confidentiality assured when transferring, receiving, sharing, or handling protected health information.
Release of Information
To maintain patient confidentiality and comply with set laws, health information will only be released upon written authorization by the patient.
The process of requesting your health records at Three Mountains Regional hospital is as follows:
· Obtain, fill and submit Authorization for Release of Health Information Form
·
· Form must be completed and signed.
· Specify information to be released.
· Health practitioner to review request and clinical appropriateness for release.
· After approval, information is released.
NB:
The following Protected health information cannot be shared without patient permission:
· Test and laboratory results
· Demographic information
· Mental health condition
· Medical histories and
· Insurance information
Privacy Pledge
At Three Mountains Regional Hospital, we pledge to keep all your information private and confidentiality in compliance with the law and through our
You did a nice job with the brochure layout, as it looks very good and you made a nice use of graphics and language. Nice work on the EMR. You need to discuss the joint committee requirement and add a citation to show that you used the material. In the HIPPA section, good job defining how HIPPA provides privacy and security protection. You need to expand and tell the patient how HIPPA is used by the facility to ensure their privacy. Your release of information good and explains the process as nice use of steps a patient needs to do besides just contacting the facility to get a form . You need to draft a more developed privacy pledge that adds a goal to comply with all federal and state laws regarding privacy to your pledge.
specific privacy policies.
Title
ABC/123 Version X
1
Grading Guide for Issues of Substance Abuse and Addiction
CPSS 420
1
University of Phoenix Material
Week 5: Substance Abuse Treatment
Content (80%)
Points Earned:
· All key elements of the assignment are covered in a substantive way. Major points are stated clearly; are supporte ...
Here are the key points to cover in a systems review:
- Briefly ask about symptoms related to major organ systems: cardiovascular, respiratory, gastrointestinal, genitourinary, neurological, musculoskeletal, skin, ears/nose/throat, eyes.
- Ask focused questions about symptoms related to the presenting complaint and related systems.
- Note any pertinent positives or negatives. No need to record if all negatives unless related to presenting complaint.
- Aim to be thorough but brief. Focus on symptoms not covered elsewhere in history.
- Document any significant findings to follow up in detail in HPI or PMH as needed.
This document discusses doctor-patient communication and interactions. It provides an overview of some of the most cited authors on this topic, including DiMatteo, Hall, Kaplan, and Roter. It describes the Roter Interaction Analysis System (RIAS), a method for coding doctor-patient interactions. The document also lists some of the most cited journals on this subject and discusses lay information mediaries, models of mediary behavior, and methods used to study doctor-patient communication such as observational scales.
Communication is the transfer of information meaningful to those involved. Interactive communication is a process that facilitates a dialogue to provide multiple opportunities to accurately interpret meaning and respond appropriately. An interactive model is similar to a discussion rather than a lecture.
For example, using an interactive model, a patient may be asked what they know about their medications. As the patient describes aspects of his or her medication therapy, the pharmacist can then respond to fill in knowledge gaps, correct misinformation and verify patient understanding, thus eliminating or minimizing misunderstandings.
Interactive communications are effective for many interpersonal situations, but are especially useful when working with patients to assure appropriate use of medications.
The Profile4-year-old biracial male living with his grandmother lourapoupheq
The patient profile is a 76-year-old black male with disabilities living in an urban setting. The discussion summarizes how the clinician would conduct an interview and assessment for this patient. Effective communication techniques are emphasized, such as speaking slowly and clearly given potential hearing loss. A full assessment of functional status, activities of daily living, fall risk, medications, mental health, and social support systems would be conducted using tools like HEEADSSS. Targeted questions focus on living situation, assistance needs, falls history, medications, expenses, and substance use. Risk factors addressed include falls, functional impairment, polypharmacy, and potential for depression or substance abuse issues.
As an advanced practice nurse, it is important to tailor communication techniques and target questions when building a health history for patients. For a 14-year-old biracial male living in public housing, the nurse would use open-ended questions, active listening and age-appropriate language to establish rapport. Targeted questions would address environmental exposures, social support systems, and substance abuse risk factors. The CRAFFT screening tool would help identify substance abuse risks. Potential health risks include infectious diseases and pollution exposure due to his living situation.
This document discusses communication skills and concepts relevant to healthcare professionals. It covers definitions of communication, principles of communication like listening, probing and observing. It discusses consultation and counseling processes, models of breaking bad news, and dealing with angry patients. It provides guidance on initiating sessions, gathering information, building relationships, explaining and planning, and closing sessions. Quizzes are also included to test understanding of communication skills.
This document discusses the importance of using teach-back, a health literacy tool that ensures patient understanding. Teach-back involves asking patients to explain healthcare information in their own words to check for understanding. It is supported by research showing patients remember less than half of what clinicians explain. The document provides guidance on how to properly use teach-back, including asking open-ended questions, using plain language, and continuing teach-back until the patient demonstrates accurate understanding.
This document discusses the importance of using teach-back, a health literacy tool that ensures patient understanding. Teach-back involves asking patients to explain healthcare information in their own words to check for understanding. It is supported by research showing patients remember less than half of what clinicians explain. The document provides guidance on how to properly use teach-back, including asking open-ended questions, using plain language, and continuing teach-back until the patient demonstrates accurate understanding.
Communication: Empathy and How To Give Bad News -Journal Article and Discussionflasco_org
Providing a course that is relevant, practical and patient-centered that will positively impact the speed in which entry-level oncology specialists integrate into the oncology practice setting.
This document discusses various aspects of health communication including communication processes, messages, channels, interpersonal communication, mass media, group discussions, barriers to communication, and counseling techniques. It emphasizes the importance of communication skills for health workers including effective speaking, listening, questioning, and counseling skills. Specific techniques are outlined for breaking bad news to patients and dealing with emotional patients. The goals of communication are described as disseminating information, education, behavior change, counseling, advocacy, and informed participation.
This document describes the development of an evidence-based health literacy toolkit for hearing loss. It discusses low health literacy rates and issues with existing patient materials and counseling in audiology. The toolkit, called the Hearing Health Literacy Toolkit, uses the 5 A's model (Assess, Advise, Agree, Assist, Arrange) as a framework. It incorporates tools and techniques grounded in health literacy principles, motivational interviewing, shared decision making, and patient-centered care to improve how audiologists educate and treat patients with hearing loss. The goal is to help patients better understand and manage their condition.
The document discusses challenges in communication between patients and healthcare providers that can act as barriers to effective patient care. It highlights several potential barriers, including patients' unmotivated behavior, substance abuse issues, mental health conditions that impact speech, and stigmatizing beliefs held by providers. These barriers can hinder information gathering, rapport building, and treatment. The document advocates for healthcare providers to employ empathetic and motivational communication strategies, continue their education, and recognize how their own biases may impact care in order to overcome these barriers and better serve patients.
Assessment of competencies by John Senior Part 1ALLEICARG DC
This document provides information on assessing patients, including:
1. It outlines the steps to take in initiating a clinical assessment, including introducing yourself, focusing on your assessment, and concluding your time with the patient.
2. A sample patient assessment form is presented that is used to assess factors like self-care ability, living situation, and medication usage.
3. Two case studies are described to demonstrate assessing specific patient populations - one involving mental health issues, and another involving a culturally diverse family.
Read Chapter 3. Answer the following questions1.Wha.docxShiraPrater50
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 15 and answer the following questions 1. De.docxShiraPrater50
Read Chapter 15 and answer the following questions
:
1. Describe several characteristics of infants that make them different from other children.
2. What is the feeding challenge in meeting the nutritional needs of an infant?
3. Define
low-birthweight (LBW) infant
.
4. List
nine (9)
problems associated with low birth weight.
5. List
five (5)
reasons a mother may choose formula feeding instead of breast feeding.
6. List
four (4)
steps to safe handling of breast milk.
7. What
two (2)
factors determine safe preparation of formula? Briefly describe each factor.
8. Define
aseptic procedure.
9. Define
distention
and tell what causes distention.
10. Define
regurgitation, electrolytes,
and
developmental or physiological readiness.
11. Why should a bottle
NEVER
be propped and a baby left unattended while feeding?
12. When might an infant need supplemental water?
13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready?
14. Define
palmar grasp
and
pincer grip.
15. List
ten (10)
common feeding concerns. Pick
ONE
and explain why that is a concern.
Read Chapter 16 and answer the following questions:
1. Describe
toddlers and preschoolers
.
2. Define
neophobic.
3. List
three (3)
things a teacher is responsible for when feeding a toddler. List
two (2)
things for which the child is responsible.
4. Why should you
NOT
try to force a toddler to eat or be overly concerned if children are suddenly eating less?
5. Explain the results of spacing meals
too far apart
and
too close together
.
6. List a
good eating pattern
for toddlers.
7. Name several healthy snack choices for toddlers and young children.
8. List several suggestions for making eating time comfortable, pleasant and safe.
9. What changes about eating habits when a toddler develops into a preschooler?
10. Define
Down syndrome
and
Prader-Willi syndrome.
11. How can parents and teachers promote good eating habits for preschoolers?
12. When and where should rewards be offered?
13. Why should children
not
be encouraged to have a
“clean plate”?
14. List
five (5)
health conditions related to dietary patterns.
15. What is the Physical Activity Pyramid and for what is it designed?
16. List
eight (8)
common feeding concerns during toddler and preschool years. Pick
one and explain
it thoroughly.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
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This document discusses the important role of effective communication skills for physicians from a psychological perspective. It outlines 4 key points:
1. The importance of effective communication skills like eye contact, body language, and active listening for accurate diagnosis, treatment compliance, patient satisfaction, and cost effectiveness.
2. Teaching patients effective coping strategies for stress, anxiety, and worries like peer support groups, laughter therapy, and establishing worry-free zones.
3. The value of involving a multidisciplinary team for treating patients with conditions like panic attacks, OCD, depression, and substance abuse issues.
4. The need to refer psychotic patients to consultant psychiatrists for further consultation.
This document discusses key concepts for patient assessment and communication in medical imaging. It emphasizes the importance of critical thinking, problem solving, cultural awareness and establishing effective communication. The radiographer must collect subjective and objective data on the patient, analyze the data to develop a customized care plan, implement the plan and evaluate the results. Nonverbal communication, gender factors and other variables that could impact the patient experience are also addressed.
This document discusses key concepts for patient assessment and communication in medical imaging. It emphasizes the importance of critical thinking, problem solving, cultural awareness and establishing rapport when interacting with patients. Effective communication involves both verbal and nonverbal elements, with factors like gender, disabilities and grief needing consideration. The goals are to obtain necessary medical histories, explain procedures, ensure patient comfort and provide education to support patient rights and self determination.
This document discusses key concepts for patient assessment and communication in medical imaging. It emphasizes the importance of critical thinking, problem solving, cultural awareness and establishing rapport when interacting with patients. The radiographer must collect both subjective and objective data about the patient, analyze the information to develop an individualized care plan, implement the plan and evaluate the results. Nonverbal communication, gender factors and other variables that could impact the patient experience are also addressed.
This document discusses key concepts for patient assessment and communication in medical imaging. It emphasizes the importance of critical thinking, problem solving, cultural awareness and establishing rapport when interacting with patients. The radiographer must collect both subjective and objective data about the patient, analyze the information to develop an individualized care plan, implement the plan and evaluate the results. Non-verbal communication, gender factors and other variables that could impact the patient experience are also addressed.
Effective communication is an essential skill for healthcare professionals but one not all possess naturally. Communication can be improved by understanding potential barriers like assumptions, fatigue, distractions, and privacy laws. Strategies like SBAR provide frameworks for exchanging information clearly and briefly between team members. While challenges to communication exist, following standards of being complete, clear, brief and timely can help verify understanding and exchange information successfully.
Three Mountains Regional Hospital· Medical and surgical facility.docxjuliennehar
Three Mountains Regional Hospital
· Medical and surgical facility.
· Offer outpatient and inpatient surgeries.
· Committed to providing high-quality health services.
Electronic Medical Record
Defined as medical records kept on a computer.
Records are kept by doctors, health care providers, hospital or medical office staff.
Contents of EMR
The records contain general patient information, such as:
· Health condition
· Diagnostic tests
· Prescriptions and
· Treatment
· Personal details like name, contacts, and date of birth
EMRs are safe and confidential.
Records can be shared securely through a network.
HIPPA/
Confidentiality
It is a U.S legislation that safeguards medical information.
The law provides privacy and security to health data.
It requires health care information to be handled with confidentiality.
Level of Confidentiality
High-levels of confidentiality assured when transferring, receiving, sharing, or handling protected health information.
Release of Information
To maintain patient confidentiality and comply with set laws, health information will only be released upon written authorization by the patient.
The process of requesting your health records at Three Mountains Regional hospital is as follows:
· Obtain, fill and submit Authorization for Release of Health Information Form
·
· Form must be completed and signed.
· Specify information to be released.
· Health practitioner to review request and clinical appropriateness for release.
· After approval, information is released.
NB:
The following Protected health information cannot be shared without patient permission:
· Test and laboratory results
· Demographic information
· Mental health condition
· Medical histories and
· Insurance information
Privacy Pledge
At Three Mountains Regional Hospital, we pledge to keep all your information private and confidentiality in compliance with the law and through our
You did a nice job with the brochure layout, as it looks very good and you made a nice use of graphics and language. Nice work on the EMR. You need to discuss the joint committee requirement and add a citation to show that you used the material. In the HIPPA section, good job defining how HIPPA provides privacy and security protection. You need to expand and tell the patient how HIPPA is used by the facility to ensure their privacy. Your release of information good and explains the process as nice use of steps a patient needs to do besides just contacting the facility to get a form . You need to draft a more developed privacy pledge that adds a goal to comply with all federal and state laws regarding privacy to your pledge.
specific privacy policies.
Title
ABC/123 Version X
1
Grading Guide for Issues of Substance Abuse and Addiction
CPSS 420
1
University of Phoenix Material
Week 5: Substance Abuse Treatment
Content (80%)
Points Earned:
· All key elements of the assignment are covered in a substantive way. Major points are stated clearly; are supporte ...
Here are the key points to cover in a systems review:
- Briefly ask about symptoms related to major organ systems: cardiovascular, respiratory, gastrointestinal, genitourinary, neurological, musculoskeletal, skin, ears/nose/throat, eyes.
- Ask focused questions about symptoms related to the presenting complaint and related systems.
- Note any pertinent positives or negatives. No need to record if all negatives unless related to presenting complaint.
- Aim to be thorough but brief. Focus on symptoms not covered elsewhere in history.
- Document any significant findings to follow up in detail in HPI or PMH as needed.
This document discusses doctor-patient communication and interactions. It provides an overview of some of the most cited authors on this topic, including DiMatteo, Hall, Kaplan, and Roter. It describes the Roter Interaction Analysis System (RIAS), a method for coding doctor-patient interactions. The document also lists some of the most cited journals on this subject and discusses lay information mediaries, models of mediary behavior, and methods used to study doctor-patient communication such as observational scales.
Communication is the transfer of information meaningful to those involved. Interactive communication is a process that facilitates a dialogue to provide multiple opportunities to accurately interpret meaning and respond appropriately. An interactive model is similar to a discussion rather than a lecture.
For example, using an interactive model, a patient may be asked what they know about their medications. As the patient describes aspects of his or her medication therapy, the pharmacist can then respond to fill in knowledge gaps, correct misinformation and verify patient understanding, thus eliminating or minimizing misunderstandings.
Interactive communications are effective for many interpersonal situations, but are especially useful when working with patients to assure appropriate use of medications.
The Profile4-year-old biracial male living with his grandmother lourapoupheq
The patient profile is a 76-year-old black male with disabilities living in an urban setting. The discussion summarizes how the clinician would conduct an interview and assessment for this patient. Effective communication techniques are emphasized, such as speaking slowly and clearly given potential hearing loss. A full assessment of functional status, activities of daily living, fall risk, medications, mental health, and social support systems would be conducted using tools like HEEADSSS. Targeted questions focus on living situation, assistance needs, falls history, medications, expenses, and substance use. Risk factors addressed include falls, functional impairment, polypharmacy, and potential for depression or substance abuse issues.
As an advanced practice nurse, it is important to tailor communication techniques and target questions when building a health history for patients. For a 14-year-old biracial male living in public housing, the nurse would use open-ended questions, active listening and age-appropriate language to establish rapport. Targeted questions would address environmental exposures, social support systems, and substance abuse risk factors. The CRAFFT screening tool would help identify substance abuse risks. Potential health risks include infectious diseases and pollution exposure due to his living situation.
This document discusses communication skills and concepts relevant to healthcare professionals. It covers definitions of communication, principles of communication like listening, probing and observing. It discusses consultation and counseling processes, models of breaking bad news, and dealing with angry patients. It provides guidance on initiating sessions, gathering information, building relationships, explaining and planning, and closing sessions. Quizzes are also included to test understanding of communication skills.
This document discusses the importance of using teach-back, a health literacy tool that ensures patient understanding. Teach-back involves asking patients to explain healthcare information in their own words to check for understanding. It is supported by research showing patients remember less than half of what clinicians explain. The document provides guidance on how to properly use teach-back, including asking open-ended questions, using plain language, and continuing teach-back until the patient demonstrates accurate understanding.
This document discusses the importance of using teach-back, a health literacy tool that ensures patient understanding. Teach-back involves asking patients to explain healthcare information in their own words to check for understanding. It is supported by research showing patients remember less than half of what clinicians explain. The document provides guidance on how to properly use teach-back, including asking open-ended questions, using plain language, and continuing teach-back until the patient demonstrates accurate understanding.
Communication: Empathy and How To Give Bad News -Journal Article and Discussionflasco_org
Providing a course that is relevant, practical and patient-centered that will positively impact the speed in which entry-level oncology specialists integrate into the oncology practice setting.
This document discusses various aspects of health communication including communication processes, messages, channels, interpersonal communication, mass media, group discussions, barriers to communication, and counseling techniques. It emphasizes the importance of communication skills for health workers including effective speaking, listening, questioning, and counseling skills. Specific techniques are outlined for breaking bad news to patients and dealing with emotional patients. The goals of communication are described as disseminating information, education, behavior change, counseling, advocacy, and informed participation.
This document describes the development of an evidence-based health literacy toolkit for hearing loss. It discusses low health literacy rates and issues with existing patient materials and counseling in audiology. The toolkit, called the Hearing Health Literacy Toolkit, uses the 5 A's model (Assess, Advise, Agree, Assist, Arrange) as a framework. It incorporates tools and techniques grounded in health literacy principles, motivational interviewing, shared decision making, and patient-centered care to improve how audiologists educate and treat patients with hearing loss. The goal is to help patients better understand and manage their condition.
The document discusses challenges in communication between patients and healthcare providers that can act as barriers to effective patient care. It highlights several potential barriers, including patients' unmotivated behavior, substance abuse issues, mental health conditions that impact speech, and stigmatizing beliefs held by providers. These barriers can hinder information gathering, rapport building, and treatment. The document advocates for healthcare providers to employ empathetic and motivational communication strategies, continue their education, and recognize how their own biases may impact care in order to overcome these barriers and better serve patients.
Assessment of competencies by John Senior Part 1ALLEICARG DC
This document provides information on assessing patients, including:
1. It outlines the steps to take in initiating a clinical assessment, including introducing yourself, focusing on your assessment, and concluding your time with the patient.
2. A sample patient assessment form is presented that is used to assess factors like self-care ability, living situation, and medication usage.
3. Two case studies are described to demonstrate assessing specific patient populations - one involving mental health issues, and another involving a culturally diverse family.
Similar to Bipolar TherapyBipolar TherapyClient of Korean DescentAncestr.docx (20)
Read Chapter 3. Answer the following questions1.Wha.docxShiraPrater50
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 15 and answer the following questions 1. De.docxShiraPrater50
Read Chapter 15 and answer the following questions
:
1. Describe several characteristics of infants that make them different from other children.
2. What is the feeding challenge in meeting the nutritional needs of an infant?
3. Define
low-birthweight (LBW) infant
.
4. List
nine (9)
problems associated with low birth weight.
5. List
five (5)
reasons a mother may choose formula feeding instead of breast feeding.
6. List
four (4)
steps to safe handling of breast milk.
7. What
two (2)
factors determine safe preparation of formula? Briefly describe each factor.
8. Define
aseptic procedure.
9. Define
distention
and tell what causes distention.
10. Define
regurgitation, electrolytes,
and
developmental or physiological readiness.
11. Why should a bottle
NEVER
be propped and a baby left unattended while feeding?
12. When might an infant need supplemental water?
13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready?
14. Define
palmar grasp
and
pincer grip.
15. List
ten (10)
common feeding concerns. Pick
ONE
and explain why that is a concern.
Read Chapter 16 and answer the following questions:
1. Describe
toddlers and preschoolers
.
2. Define
neophobic.
3. List
three (3)
things a teacher is responsible for when feeding a toddler. List
two (2)
things for which the child is responsible.
4. Why should you
NOT
try to force a toddler to eat or be overly concerned if children are suddenly eating less?
5. Explain the results of spacing meals
too far apart
and
too close together
.
6. List a
good eating pattern
for toddlers.
7. Name several healthy snack choices for toddlers and young children.
8. List several suggestions for making eating time comfortable, pleasant and safe.
9. What changes about eating habits when a toddler develops into a preschooler?
10. Define
Down syndrome
and
Prader-Willi syndrome.
11. How can parents and teachers promote good eating habits for preschoolers?
12. When and where should rewards be offered?
13. Why should children
not
be encouraged to have a
“clean plate”?
14. List
five (5)
health conditions related to dietary patterns.
15. What is the Physical Activity Pyramid and for what is it designed?
16. List
eight (8)
common feeding concerns during toddler and preschool years. Pick
one and explain
it thoroughly.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 and answer the following questions1. List .docxShiraPrater50
Read Chapter 2 and answer the following questions:
1. List
five (5)
decisions a teacher must make about the curriculum.
2. List
three (3)
ways that all children are alike.
3. List
three (3)
similar needs of young children.
4. Describe the change in thought from age 2 through age 11 or 12.
5. List
four (4)
ways teachers can determine children’s background experiences.
6. List
three (3)
ways to find out children’s interests.
7. List
four (4)
ways to determine the developmental levels and abilities of children.
8. What is P.L. 94-142 and what does it state?
9. List
four (4)
things you need to do as a teacher of special children regarding P.L. 94-142.
10. List
eight (8)
categories of special needs children.
11. List the
eleven (11)
goals of an inclusion program.
12.
List
and
explain three (3)
methods to gain knowledge about the culture and values of a community.
13. Why must teachers of young children understand geography, history, economics and other social sciences?
14. List
six (6)
ways children can assist with planning.
15. List
five (5)
elements that should be included in lessons plans.
16. List
four (4)
main sections that every lesson plan should include regardless of format.
17. Define
behavioral objective.
What
three (3)
questions do behavioral objectives answer?
18. What are
four (4)
goals which can be accomplished through the use of units, projects, and thematic learning?
19. List
three (3)
considerations for selecting themes or topics.
20. After selecting a theme or topic, list
seven (7)
elements that should be included in planning for the theme or unit.
21. List
five (5)
uses for authentic assessment
.
22.
List
and
describe
four (4)
types of assessments.
23. List
five (5)
things you should look for when interviewing children.
24. What are
rubrics
, and how can rubrics be used?
25. What are standardized tests and why might they
not
be useful to teachers of young children?
book
Social Studies for the Preschool/Primary Child
Carol Seefeldt; Sharon D. Castle; Renee Falconer
also you may used any addition
.
Read chapter 7 and write the book report The paper should be .docxShiraPrater50
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 7 and answer the following questions1. What a.docxShiraPrater50
Read Chapter 7 and answer the following questions:
1. What are preschoolers like?
2. Define
large motor, coordination, agility
and
conscience
.
3. What do preschoolers do?
4. What do preschoolers need?
5. Define
sense of initiative, socialized
and
norms
.
6. List the
seven (7)
dimensions of an environment advocated by Prescott.
7. Describe an environment that provides for initiative.
8. List
six (6)
opportunities for children provided through good storage of materials.
9. Define
pictograph
.
10. List
six (6)
environments that foster initiative
.
11. Describe an environment that helps to develop creativity.
12. List
eight (8)
factors for creativity.
13. Describe an environment for learning through play.
14. Where do you begin when deciding how to set up a room?
15. What should you know about pathways in the room?
16. How can you modify a classroom for children with special needs?
17. List
seven (7)
suggestions for welcoming children with special needs.
18. Describe an environment for outdoor play.
19. List
seven (7)
suggestions for an environment that fosters play.
20. How can you plan for safety?
21. Define
interest centers, indirect guidance, private space
and
antibiased
.
22. Describe an environment that fosters self-control.
23. Define
time blocks, child-initiated,
and
teacher-initiated
.
24. List
six (6)
features found in schedules that meet children's needs.
25. List
eight (8)
principles of developmentally appropriate transitions for preschoolers.
26. Define
kindergarten
. Describe kindergarten today.
27. Define
screening, readiness tests, transitional classes
and
retention
.
28. What is the kindergarten dilemma?
29. List
five (5)
inappropriate physical environments for preschoolers.
Read Chapter 8 and answer the following questions:
1. What are primary-age children like?
2. What do primary-age children like to do?
3. Define
peers, sense of industry, competence
and
concrete
.
4. What do primary-age children need?
5. How do primary-age children learn best?
6. What are some of the concerns about public education?
7. Describe an environment for a sense of industry.
8. What is a benefit of the learning-center approach for primary-age children?
9. What is a planning contract?
10. What is an advantage to providing a number of separate learning centers?
11. What is a planning board?
12. Define
portfolio
.
13. How do teachers of primary-age children use portfolios and work samples?
14. What are two large and important learning centers related to literacy?
15. What should a writing center contain?
16. List
four (4)
suggestions for an environment that fosters early literacy.
17. Describe an environment that fosters math understanding.
18. Describe a physical environment that fosters scientific awareness.
19. Describe an environment for relationships.
20. List
five (5)
suggestions for fostering peer- and te.
Read chapter 14, 15 and 18 of the class textbook.Saucier.docxShiraPrater50
Read chapter 14, 15 and 18 of the class textbook.
Saucier Lundy, K & Janes, S.. (2016). Community Health Nursing. Caring for the Public’s Health. (3rd
ed.)
ISBN: 978-1-4496-9149-3
Once done answer the following questions;
1. How the different topics/health issues can be addressed through both professional health promotion and personal health promotion. What is the difference in the approach? How does each approach contribute to the desired effect?
2. Should health insurance companies cover services that are purely for health promotion purposes? Why or why not? What about employers? What are the pros and cons of this type of coverage?
3. What do you think about the role integrating nursing with faith? Is this something you feel is appropriate? When is it appropriate? What types of settings do you feel this would work best in? Do you feel nurses should integrate faith in their nursing practice? Why or why not and how?
4. Have you been a part of a group in which corruption of leadership has occurred? Do you feel it is unavoidable? How did you feel in that particular group?
APA format word document Arial 12 font attached to the forum in the discussion board title "Week 4 discussion questions".
A minimum of 2 evidence based references no older than 5 years old are required besides the class textbook
A minimum of 500 words without count the first and last page are required.
.
Read Chapter 10 APA FORMAT1. In the last century, what historica.docxShiraPrater50
Read Chapter 10 APA FORMAT
1. In the last century, what historical, social, political, and economic trends and issues have influenced today’s health-care system?
2. What is the purpose and process of evaluating the three aspects of health care: structure, process, and outcome?
3. How does technology improve patient outcomes and the health-care system?
4. How can you intervene to improve quality of care and safety within the health-care system and at the bedside?
5. Select one nonprofit organization or one government agencies that influences and advocates for quality improvement in the health-care system. Explore the Web site for your selected organization/agency and answer the following questions: •
What does the organization/agency do that supports the hallmarks of quality? •
What have been the results of their efforts for patients, facilities, the health-care delivery system, or the nursing profession? •
How has the organization/agency affected facilities where you are practicing and your own professional practice?
.
Read chapter 7 and write the book report The paper should b.docxShiraPrater50
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 14 and answer the following questions1. Explain t.docxShiraPrater50
Read Chapter 14 and answer the following questions:
1. Explain the importance of proteins.
2. Define
amino acids, non-essential amino acids, essential amino acids, complete protein,
and
incomplete proteins.
3. Define
complementary proteins
and
supplementary proteins.
4. Why are
vitamins
important?
5. Define
fat soluble
and
water soluble.
6. What is
DNA
?
RNA?
7. Which vitamins play essential roles in the formation of blood cells and hemoglobin?
8. Which vitamins regulate bone growth?
9. Define
collagen.
10. Which vitamins regulate energy metabolism?
11. Define
neuromuscular
and
spina bifida.
12. What are
megadoses
?
13. Define
minerals
and tell why they are important.
14. What minerals support growth?
15. What are the major minerals found in bones and teeth?
16. Why is fluoride added to water supplies of communities? Why is fluoride important?
17. What are the major food sources of
calcium
and
phosphorus
?
18. Define
hemoglobin
. Define
iron-deficiency
anemia
.
19. What are the major food sources of iron?
20. Why is water so important to children? How is water lost and replaced in children?
21. Name
three (3)
problems caused by children drinking too much fruit juice.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 first. Then come to this assignment.The first t.docxShiraPrater50
Read Chapter 2 first. Then come to this assignment.
The first theme of next week's class (Week 2) will be Chapter 2, Concepts of Infectious Disease. I will briefly go through the chapter to make sure that you understand it, and then we will have a discussion.
Since the chapter in the textbook is so full of important concepts, it would be difficult to narrow it down to a single topic for discussion. So I have posted this introduction and 3 separate subtopics. You can choose which one you want to write about. Each student should choose one of these subtopics for your major post. You should write well thought out primary comments on at least one of the points below (150-200 words).
BE SURE TO INCLUDE YOUR NAME AND SUBTOPIC IN THE HEADER FOR YOUR PAPER.
We will discuss each of the subtopics that were chosen by the students. Each of you should take an active role in presenting your topic to the other students. Explain the concept in your own words, or develop it further using a relevant example. As other students present their perspective on the same topic, hopefully an active discussion will take hold. I will jump in only as needed. This format will allow you to develop one subtopic in an active sense, but learn about the others by being drawn into them through other people's discussions.
Choose your subtopic:
Subtopic 1: Factors that affect the spread of epidemics
Question: Explain how the interaction between these factors are relevant to the transmission of AIDS. For example, which of these factors are most critical to the transmission of HIV. Which aren't.
1. Total number of hosts
2. Host’s birth rate
3. Rate at which new susceptible hosts migrate into population
4. Number of susceptible uninfected hosts
5. Rate at which disease can be transmitted from infected to uninfected hosts
6. Death rate of infected hosts
7. The number of infected hosts who survive and become immune or resistant to further infection
Subtopic 2: Acute versus Chronic Infections
Question: Compare the definitions of Acute Infections and Chronic Infections below. Based on what you know about HIV/AIDS at this point, which description most closely matches AIDS? Explain your answer, using evidence from the book to support your position.
What is an acute infection?
1. Produces symptoms and makes a person infectious soon after infection.
2. The infected person may: transmit the disease
die from the infection
recover and develop immunity
3. the acute microorganism
STRIKES QUICKLY
infects entire group (small group)
dies out
What is a chronic infection?
Person may never show symptoms
Person continues to carry infectious agent at a low level
Does NOT mount an effective immune response
Subtopic 3: Controlling infectious disease
Question: Explain what herd immunity is and how it works. Use an example from either the bo.
Journal of Public Affairs Education 515Teaching Grammar a.docxShiraPrater50
Journal of Public Affairs Education 515
Teaching Grammar and Editing in Public
Administration: Lessons Learned from
Early Offerings of an Undergraduate
Administrative Writing Course
Claire Connolly Knox
University of Central Florida School of Public Administration
ABSTRACT
College graduates need to possess strong writing skills before entering the work-
force. Although many public administration undergraduate programs primarily
focus on policy, finance, and management, we fall short of a larger goal if students
cannot communicate results to a variety of audiences. This article discusses the
results of a national survey, which concludes that few undergraduate public affairs
programs require an administrative/technical writing course. Based on pedagogical
theories, this article describes the design of a newly implemented, undergraduate,
administrative writing course. The article concludes with lessons learned, provides
recommendations for programs considering requiring an administrative writing
course, and discusses future research.
Keywords: administrative writing, Plain Language Movement, discourse community,
undergraduate course design
“Administrators not only need to know about communications, they need to
be able to communicate” (Denhardt, 2001, p. 529). Public administration under-
graduate students learn the importance of communication within organizations
in leadership, human resources, or organizational management courses; however,
practical instruction in communication skills, such as effective, audience-centered
writing, are lacking. Scholars (e.g., Cleary, 1990, 1997; Lee, 2000; Raphael &
Nesbary, 2005; Waugh & Manns, 1991) have noted this lack of required commun-
ication and writing courses in public administration curriculum. The majority of
administrative writing literature is from the late 1980s and early 1990s when
universities began implementing Writing Across the Curriculum programs (i.e.,
JPAE 19 (3), 515–536
516 Journal of Public Affairs Education
Londow, 1993; Stanford, 1992). The limited discussions and conclusions coincide
with private and public sector trends—newly hired students’ writing skills are
lacking (Hines & Basso, 2008; National Commission, 2005).
A survey by the National Commission on Writing for America’s Families,
Schools, and Colleges (2005) reported that approximately 80% of public sector
human resource directors seriously considered writing skills when hiring professional
employees and assumed new employees obtained these skills in college. Increasingly,
public managers require employees to attend writing and communication trainings,
which cost governments approximately $221 million annually (National Commis-
sion, 2005). In fact, the public sector (66%) is more likely to send professional/
salaried employees for writing training than the private sector (40%; National
Commission, 2005). Public, private, and nonprofit sector organizations certainly
should cont ...
This document provides guidance on managing suppliers for the TLIR5014 unit. It covers assessing suppliers and building relationships, evaluating delivery against agreements, negotiating with suppliers, resolving disagreements, and reviewing performance. Key areas discussed include developing criteria to evaluate suppliers; maintaining cooperative relationships; establishing performance indicators; developing evaluation methods; managing relationships; and continuously reviewing suppliers for quality, profitability and other metrics. The role of the supply/contract manager and importance of a contract management plan are also outlined.
MBA 6941, Managing Project Teams 1 Course Learning Ou.docxShiraPrater50
The document provides an overview of key concepts and processes related to project scope management and time management. It defines scope management as the processes used to define, control, and validate the work required to successfully deliver a project. It outlines six processes for scope management including planning scope management, collecting requirements, defining scope, creating a work breakdown structure, validating scope, and controlling scope. It also defines seven processes for time management including planning schedule management, defining activities, sequencing activities, estimating activity resources and durations, developing the schedule, and controlling the schedule. The critical path is described as the longest path through a project network diagram that determines the shortest project duration.
Inventory Decisions in Dells Supply ChainAuthor(s) Ro.docxShiraPrater50
Inventory Decisions in Dell's Supply Chain
Author(s): Roman Kapuscinski, Rachel Q. Zhang, Paul Carbonneau, Robert Moore and Bill
Reeves
Source: Interfaces, Vol. 34, No. 3 (May - Jun., 2004), pp. 191-205
Published by: INFORMS
Stable URL: https://www.jstor.org/stable/25062900
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Interfaces infjIML
Vol. 34, No. 3, May-June 2004, pp. 191-205 DOI i0.1287/inte.l030.0068
ISSN 0092-21021 eissn 1526-551X1041340310191 @ 2004 INFORMS
Inventory Decisions in Dell's Supply Chain
Roman Kapuscinski
University of Michigan Business School, Ann Arbor, Michigan 48109, [email protected]
Rachel Q. Zhang
Johnson Graduate School of Management, Cornell University, Ithaca, New York 14853, [email protected]
Paul Carbonneau
McKinsey & Company, 3 Landmark Square, Stamford, Connecticut 06901, [email protected]
Robert Moore, Bill Reeves
Dell Inc., Mail Stop 6363, Austin, Texas 78682 {[email protected], [email protected]}
The Tauber Manufacturing Institute (TMI) is a partnership between the engineering and business schools at
the University of Michigan. In the summer of 1999, a TMI team spent 14 weeks at Dell Inc. in Austin, Texas,
and developed an inventory model to identify inventory drivers and quantify target levels for inventory in the
final stage of Dell's supply chain, the revolvers or supplier logistics centers (SLC). With the information and
analysis provided by this model, Dell's regional materials organizations could tactically manage revolver inven
tory while Dell's worldwide commodity management could partner with suppliers in improvement projects to
identify inventory drivers and to reduce inventory. Dell also initiated a pilot program for procurement of XDX
(a disguised name for one of the major components of personal computers (PCs)) in the United States to insti
tutionalize the model and promote partnership with suppliers. Based on the model predictions, Dell launched
e-commerce and manufacturing initiatives with its suppliers to lower supply-chain-inventory costs by reducing
revolver inventory by 40 percent. This reduction would raise the corresponding inventory turns by 67 percent.
Net Present Value (NPV) calculations for XDX alone suggest $43 million in potential savings. To ensure project
longevity, Dell formed ...
It’s Your Choice 10 – Clear Values: 2nd Chain Link- Trade-offs - Best Chance of Getting the Most of What You Want.
Narrator: In today's episode, what do I really want? Roger and Nicole discussed the importance of being clear about your values when making a decision in order to give you the best chance of making the most of what you really want. When you understand what you care most about, you can determine which outcomes you prefer as a result of the decision. And, while we frequently can't get everything we want, making tradeoffs is easier when we are clear about our values. Roger: Nicole is something wrong? Nicole: Oh no, not really. I'm just kind of distracted today. See, I finally decided to bite the bullet and buy a car, but I'm having a lot of trouble deciding what to buy. I've been saving for years and I want to make sure I do this right. The problem is that I don't even know where to start. There are so many good cars out there. Roger: I know how tough it can be to try and figure out what you really want it, but you're in luck. On today's show, we're going to be talking about why being clear on your values is so important when making a decision. Nicole: A value is something you want as a result of the decision. Roger: Like when I was trying to decide which college to go to, some of my preferences were to go to a place with a good music program and a D-three basketball team. Nicole: It's funny because when I was looking for a school, I didn't care at all about the basketball team. I was much more interested in theater groups. Roger: and that's fine because values are completely up to the person making the decision. What I want will probably be different from what you want, but I use my values for my decisions and you will use yours for yours. Nicole: I was thinking about asking my friends for their opinions too. Roger: It can be very useful to get input from other people, especially when they're knowledgeable. Just be careful they don't try and talk you into what they want instead of what you wanted. Anyway, have you thought about the things you want the most from the car of your choice? Nicole: Oh sure. There are lots of things like I really want a car I can afford, that gets good gas mileage and is cute safe, a good size and comfortable for my friends. Roger: That's a good start. How about the things you don't want?
Nicole: Well, it has to be reliable. I'll be in a mess if it breaks down. I can't afford a lot of repair bills and I don't want a car that's too big. Roger: That's good. Identifying the things you don't want is just as important as the things you do want. Okay Nicole, now that we have your list, the next step is to ask yourself how important are these things?
Nicole: Well, they're all important.
Roger: Sure, but aren't some more important than others? Nicole: Of course, but I'm not really sure which or which? Roger: A good first step is to identify why something is important to you. For example, is getting good gas ...
MBA 5101, Strategic Management and Business Policy 1 .docxShiraPrater50
MBA 5101, Strategic Management and Business Policy 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
2. Compare and contrast the integral functions of corporate governance.
2.1 Describe the roles and responsibilities of the board of directors in corporate governance.
2.2 Explain the Sarbanes-Oxley Act and its impact on corporate governance.
4. Analyze the processes for formulating corporate strategy.
4.1 Explain the benefits of strategic management.
5. Evaluate methods that impact strategy implementation, such as staffing, directing, and organizing.
5.1 Discuss the strategic audit as a method of analyzing corporate functions and activities.
Reading Assignment
In order to access the following resources, click the links below:
College of Business – CSU. (2016, January 12). MBA5101 Unit I lesson video [YouTube video].
Retrieved from
https://www.youtube.com/watch?v=p5axP8yAmFk&feature=youtu.be&list=PL08sf8iXqZn54RIuJs-
skgp4omxG-UOu5
Click here to access a transcript of the video.
Pomykalski, A. (2015). Global business networks and technology. Management, 19(1), 46-56. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=103247112&site=ehost-live&scope=site
Silverstein, E. (2015). Years later, Sarbanes-Oxley is part of how companies do business. Insidecounsel,
26(286), 38-39. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=111456112&site=ehost-live&scope=site
Wheelen, T. L., & Hunger, J. D. (1987). Using the strategic audit. SAM Advanced Management Journal,
52(1), 4. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=bth&AN=4604880&site=ehost-live&scope=site
Unit Lesson
When founders form companies, they usually focus on the product and the customers they hope to generate.
The founders are usually of the same mindset and intention about what they want their company to do and
how they would like it to grow. What many companies fail to plan for is the inevitable death of one of the
founding members and what that might mean for the vision and purpose of the company. In other words, what
would the management structure resemble if one of the founding partners had to deal with the heir of the
deceased partner?
For example, once, two middle-aged founders focused on the same mission, creating and living by their
cultural values and vision, diligently reaching out to their target market, and productively engaging their
customers. One partner unexpectedly died. After the funeral, the surviving founder finds himself now working
side-by-side with the recently deceased founder’s 17-year-old son or daughter. Very quickly, the surviving
UNIT I STUDY GUIDE
Governance and the Value
of Planning
https:// ...
MAJOR WORLD RELIGIONSJudaismJudaism (began .docxShiraPrater50
MAJOR WORLD RELIGIONS
JudaismJudaism (began circa 1,800 BC)
This was the first monotheistic religion on earth
God is all-powerful with many prophets, Jesus among them
Followers are called Jews, 80% of 14 million total adherents live in U.S. or Israel
Christianity
(began around 30AD)Most followers of any religion: 2 billionMost geographically widespread religionCenters on Jesus Christ as the savior whose sacrificial death forgives/erases Christians’ sinsHalf of global Christians are Catholics (the Americas) and one-fourth are Protestant (Europe and U.S.)
Islam
(began around 615AD)2nd largest world religion: 1.5 billion followersOver 80% are “Sunnis”, 20% are “Shiite”(Iran)Based on the Prophet Muhammad’s teachings & revelations
Green = Sunni
Maroon = Shiite
Buddhism
(began ca. 450 B.C.)Centered in East and Southeast Asia, 400 million followersBased on the example and teachings of Siddhartha Gautama (the Buddha) who lived in eastern India around 500 B.C.Life’s core suffering can be ended by releasing attachment to desires and becoming “awakened”
Taoism
(began ca. 500B.C.)
Lao-Tzu (Laozi) founding spiritualist/philosopher Action through non-action, simplicity, compassion, humility, learning from/oneness with the “Tao” (the force/energy of nature/all things)Practiced mostly in China, but expressed in Western pop culture (Star Wars, yoga, etc.)
HinduismFocused on the enlightened being Krishna who lived 5,000 BPBhagavad Gita religious text composed by one authorPracticed by hundreds of millions, principally in India
Animism/“Primal Indigenous”PolytheisticPracticed largely among tribal groupsEverything in nature, even non-living entities, have a spiritPhysical and spiritual realms are one, which is opposite of Western thinking
Religious Perspectives on the Human/Environment Relationship
Questions
How do you feel about Evolution vs. Creation?
Do you feel that people are more important than animals, plants, and nature?
Do you think about the effects of your lifestyle on the natural world? (trash, CO2, etc)
Do you believe that nature is here to supply man’s needs or that we have a responsibility to tend and care for nature as well?
Your responses…Indicate a position relative to some very old questions!These questions concern the fundamental or essential nature of the world, and as such they affect geographical worldviewsReligious/philosophical worldviews affect how we treat the planet
Man and Nature are Connected
Man and Nature are Separate
Judaism/Christianity/IslamEverything in nature was created by a single supreme being with unlimited powers.Man’s relationship to nature is either dominion or stewardship (but separate from nature either way).Salvation depends on faith and belief (Christianity) so issues like treatment of animals or conservation of resources are of minor ethical importanceEastern religions don’t separate man from nature as much as Abrahamic religions.
Nature as God’s Handiwork“But ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Bipolar TherapyBipolar TherapyClient of Korean DescentAncestr.docx
1. // Bipolar TherapyBipolar Therapy
Client of Korean Descent/Ancestry
BACKGROUND INFORMATION
The client is a 26-year-old woman of Korean descent who
presents to her first appointment following a 21-day
hospitalization for onset of acute mania. She was diagnosed
with bipolar I disorder.
Upon arrival in your office, she is quite “busy,” playing with
things on your desk and shifting from side to side in her chair.
She informs you that “they said I was bipolar, I don’t believe
that, do you? I just like to talk, and dance, and sing. Did I tell
you that I liked to cook?”
She weights 110 lbs. and is 5’ 5”
SUBJECTIVE
Patient reports “fantastic” mood. Reports that she sleeps about 5
hours/night to which she adds “I hate sleep, it’s no fun.”
You reviewed her hospital records and find that she has been
medically worked up by a physician who reported her to be in
overall good health. Lab studies were all within normal limits.
You find that the patient had genetic testing in the hospital
(specifically GeneSight testing) as none of the medications that
they were treating her with seemed to work.
Genetic testing reveals that she is positive for CYP2D6*10
allele.
Patient confesses that she stopped taking her lithium (which was
prescribed in the hospital) since she was discharged two weeks
ago.
MENTAL STATUS EXAM
The patient is alert, oriented to person, place, time, and event.
She is dressed quite oddly- wearing what appears to be an
evening gown to her appointment. Speech is rapid, pressured,
tangential. Self-reported mood is euthymic. Affect broad.
Patient denies visual or auditory hallucinations, no overt
delusional or paranoid thought processes readily apparent.
2. Judgment is grossly intact, but insight is clearly impaired. She
is currently denying suicidal or homicidal ideation.
The Young Mania Rating Scale (YMRS) score is 22
RESOURCES
§ Chen, R., Wang, H., Shi, J., Shen, K., & Hu, P. (2015).
Cytochrome P450 2D6 genotype affects the pharmacokinetics of
controlled-release paroxetine in healthy Chinese subjects:
comparison of traditional phenotype and activity score systems.
European Journal of Clinical Pharmacology, 71(7), 835-841.
doi:10.1007/s00228-015-1855-6
Decision Point OneSelect what the PMHNP should do:Begin
Lithium 300 mg orally BID
Begin Risperdal 1 mg orally BID
Begin Seroquel XR 100 mg orally at HS
36. Observe legal requirements for dispensing patient data
Use caution with fax machines, e-mail, and other electronic
devices
Provide only facts
Always be nonjudgmental
Confirm receipt of message
Back to Learning Outcomes
// Bipolar TherapyBipolar Therapy
Client of Korean Descent/Ancestry
Decision Point One
Begin Lithium 300 mg orally BID
RESULTS OF DECISION POINT ONE Client returns to clinic
37. in four weeks Client informs the PMHNP that she has been
taking her drug “off and on” only when she “feels like she
needs it” Today’s presentation is similar to the first day you
met her
Decision Point Two
Select what the PMHNP should
do next:Increase Lithium to 450 mg orally BID
RESULTS OF DECISION POINT TWO Client returns to clinic
in four weeks Client returns reports that she is still taking the
medication when she feels that she needs it She remains quite
manic and reports that her family is getting really upset because
she likes to play her new guitar at night
Decision Point Three
Select what the PMHNP should
do next:Assess for rationale for non-compliance and educate
38. client
Guidance to Student
The PMHNP should further assess for
dangerousness to self or others. The client should be assessed
for self-care, to including hygiene, eating, sleeping, etc.
Hospitalization may be indicated if the client remains non-
compliant and is a danger to self. If the client is not a danger to
self, and hospitalization is not indicated, the PMHNP needs to
assess for rationale for non-compliance. Many clients enjoy
mania as it is a nice feeling to be consistently happy. When
clients are successfully treated for mania, they often describe
themselves as feeling ‘down’ or ‘flat.’ The PMHNP needs to
assess for depression at this point as opposed to normalization
of mood. Abilify is also FDA approved as monotherapy for
mania and mixed presentations, but at a dose of 15 mg. day., so
although you may be tempted to begin Abilify- be certain to use
correct dose. Also, because it can be “activating” you need to
dose this drug in the morning. However, the client is non-
compliant and therefore, eliciting reasons for non-compliance is
essential to the care of this client.
Start OverConsider hospitalization
Guidance to Student
The PMHNP should further assess for
39. dangerousness to self or others. The client should be assessed
for self-care, to including hygiene, eating, sleeping, etc.
Hospitalization may be indicated if the client remains non-
compliant and is a danger to self. If the client is not a danger to
self, and hospitalization is not indicated, the PMHNP needs to
assess for rationale for non-compliance. Many clients enjoy
mania as it is a nice feeling to be consistently happy. When
clients are successfully treated for mania, they often describe
themselves as feeling ‘down’ or ‘flat.’ The PMHNP needs to
assess for depression at this point as opposed to normalization
of mood. Abilify is also FDA approved as monotherapy for
mania and mixed presentations, but at a dose of 15 mg. day., so
although you may be tempted to begin Abilify- be certain to use
correct dose. Also, because it can be “activating” you need to
dose this drug in the morning. However, the client is non-
compliant and therefore, eliciting reasons for non-compliance is
essential to the care of this client.
Start OverChange to abilify 10 mg orally at HS
Guidance to Student
The PMHNP should further assess for
dangerousness to self or others. The client should be assessed
for self-care, to including hygiene, eating, sleeping, etc.
Hospitalization may be indicated if the client remains non-
compliant and is a danger to self. If the client is not a danger to
self, and hospitalization is not indicated, the PMHNP needs to
assess for rationale for non-compliance. Many clients enjoy
mania as it is a nice feeling to be consistently happy. When
clients are successfully treated for mania, they often describe
themselves as feeling ‘down’ or ‘flat.’ The PMHNP needs to
40. assess for depression at this point as opposed to normalization
of mood. Abilify is also FDA approved as monotherapy for
mania and mixed presentations, but at a dose of 15 mg. day., so
although you may be tempted to begin Abilify- be certain to use
correct dose. Also, because it can be “activating” you need to
dose this drug in the morning. However, the client is non-
compliant and therefore, eliciting reasons for non-compliance is
essential to the care of this client.
Start OverAssess rationale for non-compliance to elicit reason
for non-compliance and educate client re: drug effects, and
pharmacology
RESULTS OF DECISION POINT TWO Client returns to clinic
in four weeks Client states that the drug makes her nauseated
and gives her diarrhea Client states that she stops taking it until
these symptoms abate, at which point she re-starts only to
experience the symptoms again
Decision Point Three
Select what the PMHNP should
do next:Change to Depakote ER 500 mg at HS
41. Guidance to Student
In this case, the client is having nausea
and diarrhea, classic side effects of lithium therapy. Changing
the client to an extended release formulation can often prevent
these symptoms while at the same time affording the client the
benefit of lithium’s mood stabilizing properties. Also, lithium is
a good choice for control of mania and has also been shown to
decrease risk of suicide, which adds to its overall benefits.
Depakote may be an option if changing to sustained release
lithium does not alleviate the side effects. Oxcarbazpine
(Trileptal) is an option, but is a second line therapy and is not
appropriate at this stage as the client has not had an adequate
trial of first line agents.
Start OverChange Lithium to sustained release preparation at
same dose and frequency
Guidance to Student
In this case, the client is having nausea
and diarrhea, classic side effects of lithium therapy. Changing
the client to an extended release formulation can often prevent
these symptoms while at the same time affording the client the
benefit of lithium’s mood stabilizing properties. Also, lithium is
a good choice for control of mania and has also been shown to
decrease risk of suicide, which adds to its overall benefits.
Depakote may be an option if changing to sustained release
lithium does not alleviate the side effects. Oxcarbazpine
(Trileptal) is an option, but is a second line therapy and is not
appropriate at this stage as the client has not had an adequate
42. trial of first line agents.
Start OverChange to trileptal 300 mg orally BID
Guidance to Student
In this case, the client is having nausea and
diarrhea, classic side effects of lithium therapy. Changing the
client to an extended release formulation can often prevent
these symptoms while at the same time affording the client the
benefit of lithium’s mood stabilizing properties. Also, lithium is
a good choice for control of mania and has also been shown to
decrease risk of suicide, which adds to its overall benefits.
Depakote may be an option if changing to sustained release
lithium does not alleviate the side effects. Oxcarbazpine
(Trileptal) is an option, but is a second line therapy and is not
appropriate at this stage as the client has not had an adequate
trial of first line agents.
Start OverSwitch to Depakote ER 500 mg orally at HS
RESULTS OF DECISION POINT TWO Client returns to clinic
in four weeks Client reports that she has been compliant and
you notice a marked reduction in manic symptoms. Young
Mania Rating Scale was 11 (50% reduction from first office
visit) Client reports that she has gained 6 pounds over the last 4
43. weeks and wants to stop the medication because of this
Decision Point Three
Select what the PMHNP should
do next:Educate client regarding diet/weight loss and continue
client on the same drug/dose
Guidance to Student
The PMHNP should begin by educating
the client regarding weight loss/and importance of diet/exercise
while taking Depakote which can cause weight gain. Decreasing
the dose of Depakote would not be appropriate as she still has
symptoms and decreasing dose of Depakote may result in some
weight loss, it may result in a return of manic symptoms. The
PMHNP can switch to Zyprexa but if weight gain is the issue,
then this will be compounded by Zyprexa which is associated
with significant weight gain (up to 20 kg over a 24 month
period).
Start OverDecrease Depakote ER to 250 mg orally at HS
Guidance to Student
44. The PMHNP should begin by educating the
client regarding weight loss/and importance of diet/exercise
while taking Depakote which can cause weight gain. Decreasing
the dose of Depakote would not be appropriate as she still has
symptoms and decreasing dose of Depakote may result in some
weight loss, it may result in a return of manic symptoms. The
PMHNP can switch to Zyprexa but if weight gain is the issue,
then this will be compounded by Zyprexa which is associated
with significant weight gain (up to 20 kg over a 24 month
period).
Start OverSwitch medication to Zyprexa 15 mg orally daily at
HS
Guidance to Student
The PMHNP should begin by educating
the client regarding weight loss/and importance of diet/exercise
while taking Depakote which can cause weight gain. Decreasing
the dose of Depakote would not be appropriate as she still has
symptoms and decreasing dose of Depakote may result in some
weight loss, it may result in a return of manic symptoms. The
PMHNP can switch to Zyprexa but if weight gain is the issue,
then this will be compounded by Zyprexa which is associated
with significant weight gain (up to 20 kg over a 24 month
period).
Start Over