This document provides guidance on using assessment forms to gather client information and make outcome-based coaching decisions. It recommends beginning with an initial assessment form to understand client goals, health, lifestyle and limiting factors. Based on the initial assessment, targeted forms can then be used to collect additional data on specific areas like eating habits, stress, social support or athletic performance. The forms help coaches learn more about each unique client situation and prioritize "first things first" to set the right coaching strategy and priorities. Keeping assessments simple and focused on one topic at a time helps make progress gradually through evidence-based decision making.
Assessment 3 Instructions Professional Product Develop a .docxgalerussel59292
Assessment 3 Instructions: Professional Product
Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product.
Important:
You must complete all of the assessments in order for this course.
For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group (who can be friends and family) that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options.
The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience.
A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product.
Reminder:
For this assessment, you are required to log in
CORE ELMS
the hours that you spend in remote contact with a patient (who could be a friend or family member).
Three hours of remote contact is the minimum
total amount of time required in this course. Planning time is not included and need not be logged.
As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan.
Competency 2: Make clinical and operational decisions based upon the best available evidence.
Justify decisions related to developing a professional product with relevant research, evidence, and best practices.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Demonstrate process improvements in the quality, safety, or cost of care as a result of a direct clinical intervention and a d.
This document discusses how to develop a PICO question to help determine the most relevant information for deciding on an evidence-based intervention for a client. It provides examples of factors to consider for the patient/client population (P), intervention/treatment (I), comparison intervention (C), and outcomes (O). It also introduces some key resources for finding evidence-based guidelines and systematic reviews, such as those from SAMHSA and Cochrane, to help answer PICO questions and identify best practices. Stakeholder involvement is emphasized when implementing a new evidence-based practice.
Develop a professional product to improve care or the patient exmackulaytoni
Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product.
Important:
You must complete all of the assessments in order for this course.
For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group (who can be friends and family) that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options.
The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience.
A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product.
Reminder:
For this assessment, you are required to log in
CORE ELMS
the hours that you spend in remote contact with a patient (who could be a friend or family member).
Three hours of remote contact is the minimum
total amount of time required in this course. Planning time is not included and need not be logged.
As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan.
Competency 2: Make clinical and operational decisions based upon the best available evidence.
Justify decisions related to developing a professional product with relevant research, evidence, and best practices.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Demonstrate process improvements in the quality, safety, or cost of care as a result of a direct clinical intervention and a developed professional product.
Competency 7: Implement patient-centered c ...
This document provides instructions for Assessment 3 of a course which requires students to develop a professional product to address a health problem and improve patient care or experience. Students must create a 2-4 page paper summarizing their clinical intervention, evidence supporting their professional product, and how it meets best practices. They also develop the professional product, such as an educational handout or process improvement guide. The product and paper are assessed based on how they demonstrate leadership, evidence-based decision making, quality improvement, patient-centered care, and professional communication.
Click or tap here to enter text.1 2Study Plan ThroughoutWilheminaRossi174
The document is a study plan for a psychiatric mental health nurse practitioner (PMHNP) certification exam. It outlines the student's strengths, weaknesses, and proposed study plan. Their strengths include reflecting on practicum experiences and focusing on previous exam experiences. Analyzing class lessons and practice test results also helps identify weaknesses. The proposed study plan includes getting adequate rest, creating a study schedule, focusing on difficult topics, and using various study resources like books, forums, and audio recordings. The goal is to pass the certification exam on the first attempt by rigorously preparing for the exam content.
Article critique assignment course drugs and health (hlth 3honey690131
This document outlines an assignment for critiquing a research article on alcohol use among college students and their non-college peers. Students are asked to write a critique following a provided sample format, which includes summarizing the research problem, methods, conclusions, and overall critique. The assignment aims to help students evaluate research in health psychology. It will be graded based on several criteria such as application of course concepts, organization, and original analysis.
The 4 Pillars: Essentials for Workplace Mental Health and Benefits StrategiesAggregage
https://www.compandbenefitstoday.com/frs/23381670/the-4-pillars--essentials-for-workplace-mental-health-and-benefits-strategies/email
Promoting and sustaining a psychologically safe work environment becomes less of a task when employee benefits are included in the discussion. For any organization looking to move things forward, the key is to go beyond just EAP and training sessions to create a sustainable, healthier culture by integrating your broader HR, DEI, and benefits programs.
Join Sean Raible, total rewards expert and workplace mental health strategist, for the 4 essential pillars to any workplace mental health strategy.
Learning objectives:
• Breakdown of the 4 pillars
• Where to start and how to get your senior leadership team to buy in
• Critical programs and processes that need to be part of your review and impact employees' mental health
• Where your benefits programs can be enhanced/reviewed to support employees' mental health
• Future trends in workplace wellness and mental health
This document provides guidance on using assessment forms to gather client information and make outcome-based coaching decisions. It recommends beginning with an initial assessment form to understand client goals, health, lifestyle and limiting factors. Based on the initial assessment, targeted forms can then be used to collect additional data on specific areas like eating habits, stress, social support or athletic performance. The forms help coaches learn more about each unique client situation and prioritize "first things first" to set the right coaching strategy and priorities. Keeping assessments simple and focused on one topic at a time helps make progress gradually through evidence-based decision making.
Assessment 3 Instructions Professional Product Develop a .docxgalerussel59292
Assessment 3 Instructions: Professional Product
Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product.
Important:
You must complete all of the assessments in order for this course.
For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group (who can be friends and family) that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options.
The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience.
A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product.
Reminder:
For this assessment, you are required to log in
CORE ELMS
the hours that you spend in remote contact with a patient (who could be a friend or family member).
Three hours of remote contact is the minimum
total amount of time required in this course. Planning time is not included and need not be logged.
As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan.
Competency 2: Make clinical and operational decisions based upon the best available evidence.
Justify decisions related to developing a professional product with relevant research, evidence, and best practices.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Demonstrate process improvements in the quality, safety, or cost of care as a result of a direct clinical intervention and a d.
This document discusses how to develop a PICO question to help determine the most relevant information for deciding on an evidence-based intervention for a client. It provides examples of factors to consider for the patient/client population (P), intervention/treatment (I), comparison intervention (C), and outcomes (O). It also introduces some key resources for finding evidence-based guidelines and systematic reviews, such as those from SAMHSA and Cochrane, to help answer PICO questions and identify best practices. Stakeholder involvement is emphasized when implementing a new evidence-based practice.
Develop a professional product to improve care or the patient exmackulaytoni
Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product.
Important:
You must complete all of the assessments in order for this course.
For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group (who can be friends and family) that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options.
The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience.
A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product.
Reminder:
For this assessment, you are required to log in
CORE ELMS
the hours that you spend in remote contact with a patient (who could be a friend or family member).
Three hours of remote contact is the minimum
total amount of time required in this course. Planning time is not included and need not be logged.
As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan.
Competency 2: Make clinical and operational decisions based upon the best available evidence.
Justify decisions related to developing a professional product with relevant research, evidence, and best practices.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Demonstrate process improvements in the quality, safety, or cost of care as a result of a direct clinical intervention and a developed professional product.
Competency 7: Implement patient-centered c ...
This document provides instructions for Assessment 3 of a course which requires students to develop a professional product to address a health problem and improve patient care or experience. Students must create a 2-4 page paper summarizing their clinical intervention, evidence supporting their professional product, and how it meets best practices. They also develop the professional product, such as an educational handout or process improvement guide. The product and paper are assessed based on how they demonstrate leadership, evidence-based decision making, quality improvement, patient-centered care, and professional communication.
Click or tap here to enter text.1 2Study Plan ThroughoutWilheminaRossi174
The document is a study plan for a psychiatric mental health nurse practitioner (PMHNP) certification exam. It outlines the student's strengths, weaknesses, and proposed study plan. Their strengths include reflecting on practicum experiences and focusing on previous exam experiences. Analyzing class lessons and practice test results also helps identify weaknesses. The proposed study plan includes getting adequate rest, creating a study schedule, focusing on difficult topics, and using various study resources like books, forums, and audio recordings. The goal is to pass the certification exam on the first attempt by rigorously preparing for the exam content.
Article critique assignment course drugs and health (hlth 3honey690131
This document outlines an assignment for critiquing a research article on alcohol use among college students and their non-college peers. Students are asked to write a critique following a provided sample format, which includes summarizing the research problem, methods, conclusions, and overall critique. The assignment aims to help students evaluate research in health psychology. It will be graded based on several criteria such as application of course concepts, organization, and original analysis.
The 4 Pillars: Essentials for Workplace Mental Health and Benefits StrategiesAggregage
https://www.compandbenefitstoday.com/frs/23381670/the-4-pillars--essentials-for-workplace-mental-health-and-benefits-strategies/email
Promoting and sustaining a psychologically safe work environment becomes less of a task when employee benefits are included in the discussion. For any organization looking to move things forward, the key is to go beyond just EAP and training sessions to create a sustainable, healthier culture by integrating your broader HR, DEI, and benefits programs.
Join Sean Raible, total rewards expert and workplace mental health strategist, for the 4 essential pillars to any workplace mental health strategy.
Learning objectives:
• Breakdown of the 4 pillars
• Where to start and how to get your senior leadership team to buy in
• Critical programs and processes that need to be part of your review and impact employees' mental health
• Where your benefits programs can be enhanced/reviewed to support employees' mental health
• Future trends in workplace wellness and mental health
One of the best ways to lead your employees to better health is by building a team. Visit kp.org/workforcehealth to find out how Kaiser Permanente’s high-quality care can strengthen your workforce.
EXECUTIVE SUMMARYClient’s requirement Panion Project seeks to aBetseyCalderon89
EXECUTIVE SUMMARY
Client’s requirement: Panion Project seeks to address the optimal performance of care workers in Canada and the USA by ensuring better access to quality care. ………………………………
Introduction
Healthcare happens to be the concern of every facet of humanity and for this reason, the Panion project is of great interest and relevance to every community where it exists. At some point in our lives, we have found ourselves, or a family member, or a colleague, or friends needing medical attention, and we all desire that this health/medical situation be treated with the utmost care, skill, professionalism, and acceptable standard.
It would therefore be interesting to render our professional knowledge towards providing valuable information, analyzing potential challenges and opportunities, improving the system and methods to optimize the desired outcome of the Panion project.
A lot of factors that undermine the performance of care workers as identified by the client are but are not limited to;
· The mismatch between job specification and care worker’s attributes.
· The huge commission charged by health care agencies.
· Poor compensation and benefits packages,
· Long distances are often required to deliver service to health-seeker,
· Absence of incentives for skill enhancement and career development.
Scope: Having identified the problems that increased employee turnover in health care services, the Panion project seeks to address these problems and also increase employee retention by using employees retention strategies and tools like training, employee engagement, and development, benefits, and other employee capacity building skills.
Speak up…
• If you don’t understand something or if something doesn’t seem right.
• If you speak or read another language and would like an interpreter or translated materials.
• If you need medical forms explained.
• If you think you’re being confused with another patient.
• If you don’t recognize a medicine or think you’re about to get the wrong medicine.
• If you are not getting your medicine or treatment when you should.
• About your allergies and reactions you’ve had to medicines.
Pay attention…
• Check identification (ID) badges worn by doctors, nurses and other staff.
• Check the ID badge of anyone who asks to take your newborn baby.
• Don’t be afraid to remind doctors and nurses to wash their hands.
Educate yourself…
• So you can make well-informed decisions about your care.
• Ask doctors and nurses about their training and experience treating your condition.
• Ask for written information about your condition.
• Find out how long treatment should last, and how you should feel during treatment.
• Ask for instruction on how to use your medical equipment.
Advocates (family members and friends) can help…
• Give advice and support — but they should respect your decisions about the care you want.
• Ask questions, and write down important information and instructi ...
This document provides instructions for students to submit their semester and specialization to receive fully solved assignments on the topic of Quality Management in Health Care. It includes 5 questions related to medical audits, hospital accreditation, quality assurance programs, quality components in healthcare, and developing a service strategy. Students are asked to answer any 5 questions, with each question worth 10 marks.
Jeanine Davis discusses the importance of personalizing care plans. While care plans are often standardized, personalizing them by including a member's individual needs, goals, and circumstances leads to better outcomes. Davis provides an example of how to take a standardized asthma care plan and modify it slightly to make it more meaningful for a specific member. The key is focusing goals and interventions on what really matters to the member by learning their values, priorities, and barriers through discussion. This engagement helps the member feel invested in the care plan and more likely to achieve their health goals.
Deliver a 5–7-page analysis of an existing quality improveme.docxvickeryr87
Deliver a 5–7-page analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to specific disease, condition, or public health issue of personal or professional interest to you.
Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—each group talking among themselves about results and enhancements. Because nurses are critical to the delivery of high-quality, efficient health care, it is essential that they develop the proficiency to review, evaluate performance reports, and be able to effectively communicate outcome measures related to quality initiatives. The nursing staff's perspective and the need to collaborate on quality care initiatives are fundamental to patient safety and positive institutional health care outcomes.
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Context
The purpose of the report is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics. Nurses and other health professionals with specializations and/or interest in the condition, disease, or the selected issue are your target audience.
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Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
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Resources
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
Nursing Masters (MSN) Research Guide
can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Capella Resources
Capella provides a thorough selection of online resources to help you understand APA style and use it effectively.
APA Module
.
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Assessment Instructions
Preparation
You have been asked to prepare and deliver an analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to a specific disease, condition, or public health issue of personal or professional interest to you. The purpose of the report is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics.
Your target audience consists of .
Brandi Bennett completed a 360 hour internship at IU Health Physicians in Indianapolis. She worked in the Provider Enrollment and Credentialing Department as well as the Quality Department. Both departments aim to enhance the organization by credentialing qualified physicians and improving patient experience. Bennett gained valuable experience in communication, networking, and using Excel. She created a resource guide and spreadsheets that benefited the departments. Overall, Bennett found the internship extremely beneficial for developing professional skills.
The document outlines 6 key steps for implementing a successful workplace wellness program:
1. Assess employee health risks through a health screening and questionnaire.
2. Provide individual health reports to identify risks and goals.
3. Offer educational programs and resources to help employees improve health.
4. Use incentives and tracking to motivate participation.
5. Develop a company culture that promotes health.
6. Evaluate outcomes annually through repeated screenings and surveys.
Implementing these steps can lower healthcare costs, increase productivity, and improve employee well-being.
http://www.wellsource.com/home.html | By actively providing wellness activities and developing a culture of health at your organization, you are investing in the greatest asset in your company – the health and well-being of your staff. It will pay rich dividends in goodwill, increased productivity, and ultimately lower healthcare costs.
This document discusses using workshops to develop a customer-focused culture by translating high-level service standards into specific employee behaviors. It recommends that workshops:
1) Provide context on current customer experiences, standards, and challenges through research findings.
2) Use activities to build employee empathy for customers and motivate them to consistently meet standards.
3) Empower employees to brainstorm solutions to issues through breakout groups and develop personal action plans to enhance the customer experience.
Setting clear expectations and follow up helps employees apply what they learn from the workshops. A case study shows how these workshops helped a healthcare provider reinforce their customer service philosophy and improve specific touchpoint experiences.
Develop a professional product to improve care or the patient experi.docxjakeomoore75037
Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product.
Important:
You must complete all of the assessments in order for this course.
For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered face-to-face to the individual or group that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options.
The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience that can be used in your own practice, with your family or community.
A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product.
Reminder:
For this assessment you are required to log in
CORE ELMS
the hours that you spend in direct contact with a patient.
Three hours of direct contact is the minimum
total amount of time required in this course. Planning time is not included and need not be logged.
As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1:
Lead people and processes to improve patient, systems, and population outcomes.
Explain the ways in which leadership of people and processes was utilized while designing an intervention and its implementation.
Competency 2:
Make clinical and operational decisions based upon the best available evidence.
Justify decisions related to developing a professional product with relevant research, evidence, and best practices.
Competency 3:
Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Demonstrate process improvements in the quality, safety, or cost of care resulting from an intervention and related professional product.
Competency 7:
Implement patient-centered care to improve quality of care and the patient experience.
This document provides strategies for employers to invest in a healthy workforce. It recommends establishing an employee advisory board to assess the current work environment, develop policies and programs, and promote initiatives. Effective programs should address tobacco, nutrition, activity and stress individually. Conducting an evaluation of current offerings, creating incentives, and clearly communicating changes can help implement new policies and initiatives to improve employee health and lower costs.
Practical hints and tips for assessing readiness to change - Dr Bronwen BonfieldMS Trust
Aims:
To have increased awareness of the factors that affect an individuals readiness to change.
To explore the theoretical models that underpin change behaviour
To develop awareness of skills and strategies to support individuals and their families.
Hints and tips part one- Preparing for an Inspection Josie Winter
This newsletter provides information and tips to help organizations prepare for inspections by the Care Quality Commission (CQC). It discusses the key questions the CQC will ask about whether services are safe, effective, caring, responsive, and well-led. Tips are provided like involving the whole team, conducting mock inspections, ensuring policies and training are up to date. Outstanding services are said to have strong leadership, sufficient resources, and shared values. Feedback is solicited from readers on how inspections could be improved.
Develop a page preliminary care coordination plan for a.docxsdfghj21
The document provides instructions for developing a 3-4 page preliminary care coordination plan for a selected health care problem. It outlines that the plan should include physical, psychosocial, and cultural considerations for the health problem and identify available community resources. It provides examples of possible health concerns to focus on, such as stroke, heart disease, pulmonary disease, orthopedic concerns, cognitive impairment, pain management, and mental health. The instructions note the plan should be in APA format and include at least two credible sources to support the preliminary plan. It also lists the grading requirements and competencies the plan will be assessed on, including analyzing the health concern and best practices, describing goals to address the problem, and identifying community resources.
Develop a page preliminary care coordination plan for a.docx4934bk
The document provides instructions for developing a 3-4 page preliminary care coordination plan for a selected health care problem. It outlines that the plan should include physical, psychosocial, and cultural considerations for the problem and identify available community resources. It provides examples of possible health concerns to focus on, such as stroke, heart disease, pulmonary disease, orthopedic concerns, cognitive impairment, pain management, and mental health. The instructions note the plan should be in APA format and include at least two credible sources to support the preliminary plan. Competencies related to adapting care based on patient-centered factors, collaborating with patients to achieve goals, creating a satisfying patient experience, and applying professional communication strategies will be assessed.
This document provides the background and instructions for a student health, nutrition, and fitness challenge webquest. It introduces four fictional clients that students will create personalized fitness and nutrition plans for. The webquest guides students through various health websites to research topics like each client's body measurements, nutritional needs, fitness activity recommendations, and how to motivate lifestyle changes. Students are evaluated based on completing all required client information sections and using supporting details from the provided websites.
Develop a 3-4-page preliminary care coordination plan for an individ.docxkhenry4
Develop a 3-4-page preliminary care coordination plan for an individual in your community with whom you choose to work. Identify and list available community resources for a safe and effective continuum of care.
NOTE: You are required to complete this assessment before Assessment 4.
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient's unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care.
As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Analyze a health concern and the associated best practices for health improvement.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient.
Competency 3: Create a satisfying patient experience.
Identify available community resources for a safe and effective continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Write clearly and concisely in a logically coherent and appropriate form and style.
Preparation
Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.
As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular in.
Develop a health promotion plan, 2-3 pages in length, addressing a s.docxkhenry4
Develop a health promotion plan, 2-3 pages in length, addressing a specific health concern within your community. Then, enlist the participation of a selected individual or group in an educational session about that health concern and associated health improvement strategies.
For this assessment, you will plan for and enlist the participation of an individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting members of your community.
Professional Context
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of
who
,
what
,
when
,
where
, and
why
that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Analyze a community health concern that is the focus of a health promotion plan.
Competency 2: Propose health promotion strategies to improve the health of populations.
Explain why a health concern is important for health promotion within a specific population.
Establish agreed-upon health goals in collaboration with participants.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Write clearly and concisely in a logically coherent and appropriate form and style.
Note:
Assessment 1 must be completed first before you are able to submit Assessment 4.
Preparation
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment
MUST
be satisfactorily completed to complete Assessment 4 (live face-to-face presentation of the plan). These assessments (Assessment 1 and 4) meet the three-hour clinical learning experience required in this course.
To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that c.
This document provides guidance on using outcome forms to aid clinical practice in child and adolescent mental health services (CAMHS). It discusses why forms are useful for giving service users a voice, improving therapy, and protecting services. Key points include:
- Forms can help ensure practitioners understand what issues are most important to young people and their families and identify when someone may disengage from therapy.
- Gathering feedback through forms supports collaborative practice and shared decision-making. It also contributes to better relationships between clients and clinicians.
- Completing outcome forms is necessary for CAMHS to demonstrate good outcomes to commissioners and justify continued funding. Poor quality data risks inaccurate decisions about services.
- Forms should
Assignment 2 FederalismThe system of federalism was instituted wi.docxbobbywlane695641
Assignment 2: Federalism
The system of federalism was instituted with the writing and authorization of the Constitution in 1787. In dividing power between states and the national government, federalism has undergone challenges to the placement of power. Should power reside primarily in national or in state government? The Civil War was the most dramatic challenge to the placement of power. Southern states argued, under the leadership of John C. Calhoun, that states’ power superseded national power, while northern states, under the leadership of President Abraham Lincoln, stressed the need for union under the leadership and direction of the national government.
In the more than two hundred years since the Constitution’s adoption, there have been many changes to the meaning of federalism, with power shifting between state and national governments. In the twentieth century, the shifts of power became largely associated with the national government’s ability to provide increased funding sources. With more funding available, the national government has expanded its impact on all areas of state governments. This increased power has had many advocates and many detractors, each with strong justifications.
Research federalism using your textbook, the online library resources, and the Internet. Write a paper on federalism. Structure your paper as follows:
Define federalism.
Explain three advantages of federalism.
Explain three disadvantages of federalism.
Identify and describe at least two ways in which American federalism has changed since the ratification of the Constitution.
Discuss one advantage or disadvantage of federalism most relevant to you.
Describe the relationship between contemporary politics and trends in the size and power of the federal government.
Write a 2–3-page paper in Word format. Apply APA standards for writing style to your work.
.
Assignment 2 FederalismThe system of federalism was instituted .docxbobbywlane695641
Assignment 2: Federalism
The system of federalism was instituted with the writing and authorization of the Constitution in 1787. In dividing power between states and the national government, federalism has undergone challenges to the placement of power. Should power reside primarily in national or in state government? The Civil War was the most dramatic challenge to the placement of power. Southern states argued, under the leadership of John C. Calhoun, that states’ power superseded national power, while northern states, under the leadership of President Abraham Lincoln, stressed the need for union under the leadership and direction of the national government.
In the more than two hundred years since the Constitution’s adoption, there have been many changes to the meaning of federalism, with power shifting between state and national governments. In the twentieth century, the shifts of power became largely associated with the national government’s ability to provide increased funding sources. With more funding available, the national government has expanded its impact on all areas of state governments. This increased power has had many advocates and many detractors, each with strong justifications.
Research federalism using your textbook, the Argosy University online library resources, and the Internet. Write a paper on federalism. Structure your paper as follows:
Define federalism.
Explain three advantages of federalism.
Explain three disadvantages of federalism.
Identify and describe at least two ways in which American federalism has changed since the ratification of the Constitution.
Discuss one advantage or disadvantage of federalism most relevant to you.
Describe the relationship between contemporary politics and trends in the size and power of the federal government.
Write a 2–3-page paper in Word format. Apply APA standards for writing style to your work. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By
Wednesday, July 30, 2014
, deliver your assignment to the
M2: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Significant advantages and disadvantages of federalism are identified and explained.
20
Significant changes in American federalism are identified and explained.
16
Impact of federalism to your life is identified and discussed objectively.
12
Impact of size and power of the federal government of contemporary politics is accurately identified and explained.
20
Statements are supported by reasons and research information.
12
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
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Similar to ContentsHow to UseForms IndexGuide to FormsCoach and C.docx
One of the best ways to lead your employees to better health is by building a team. Visit kp.org/workforcehealth to find out how Kaiser Permanente’s high-quality care can strengthen your workforce.
EXECUTIVE SUMMARYClient’s requirement Panion Project seeks to aBetseyCalderon89
EXECUTIVE SUMMARY
Client’s requirement: Panion Project seeks to address the optimal performance of care workers in Canada and the USA by ensuring better access to quality care. ………………………………
Introduction
Healthcare happens to be the concern of every facet of humanity and for this reason, the Panion project is of great interest and relevance to every community where it exists. At some point in our lives, we have found ourselves, or a family member, or a colleague, or friends needing medical attention, and we all desire that this health/medical situation be treated with the utmost care, skill, professionalism, and acceptable standard.
It would therefore be interesting to render our professional knowledge towards providing valuable information, analyzing potential challenges and opportunities, improving the system and methods to optimize the desired outcome of the Panion project.
A lot of factors that undermine the performance of care workers as identified by the client are but are not limited to;
· The mismatch between job specification and care worker’s attributes.
· The huge commission charged by health care agencies.
· Poor compensation and benefits packages,
· Long distances are often required to deliver service to health-seeker,
· Absence of incentives for skill enhancement and career development.
Scope: Having identified the problems that increased employee turnover in health care services, the Panion project seeks to address these problems and also increase employee retention by using employees retention strategies and tools like training, employee engagement, and development, benefits, and other employee capacity building skills.
Speak up…
• If you don’t understand something or if something doesn’t seem right.
• If you speak or read another language and would like an interpreter or translated materials.
• If you need medical forms explained.
• If you think you’re being confused with another patient.
• If you don’t recognize a medicine or think you’re about to get the wrong medicine.
• If you are not getting your medicine or treatment when you should.
• About your allergies and reactions you’ve had to medicines.
Pay attention…
• Check identification (ID) badges worn by doctors, nurses and other staff.
• Check the ID badge of anyone who asks to take your newborn baby.
• Don’t be afraid to remind doctors and nurses to wash their hands.
Educate yourself…
• So you can make well-informed decisions about your care.
• Ask doctors and nurses about their training and experience treating your condition.
• Ask for written information about your condition.
• Find out how long treatment should last, and how you should feel during treatment.
• Ask for instruction on how to use your medical equipment.
Advocates (family members and friends) can help…
• Give advice and support — but they should respect your decisions about the care you want.
• Ask questions, and write down important information and instructi ...
This document provides instructions for students to submit their semester and specialization to receive fully solved assignments on the topic of Quality Management in Health Care. It includes 5 questions related to medical audits, hospital accreditation, quality assurance programs, quality components in healthcare, and developing a service strategy. Students are asked to answer any 5 questions, with each question worth 10 marks.
Jeanine Davis discusses the importance of personalizing care plans. While care plans are often standardized, personalizing them by including a member's individual needs, goals, and circumstances leads to better outcomes. Davis provides an example of how to take a standardized asthma care plan and modify it slightly to make it more meaningful for a specific member. The key is focusing goals and interventions on what really matters to the member by learning their values, priorities, and barriers through discussion. This engagement helps the member feel invested in the care plan and more likely to achieve their health goals.
Deliver a 5–7-page analysis of an existing quality improveme.docxvickeryr87
Deliver a 5–7-page analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to specific disease, condition, or public health issue of personal or professional interest to you.
Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—each group talking among themselves about results and enhancements. Because nurses are critical to the delivery of high-quality, efficient health care, it is essential that they develop the proficiency to review, evaluate performance reports, and be able to effectively communicate outcome measures related to quality initiatives. The nursing staff's perspective and the need to collaborate on quality care initiatives are fundamental to patient safety and positive institutional health care outcomes.
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Context
The purpose of the report is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics. Nurses and other health professionals with specializations and/or interest in the condition, disease, or the selected issue are your target audience.
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Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
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Resources
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
Nursing Masters (MSN) Research Guide
can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Capella Resources
Capella provides a thorough selection of online resources to help you understand APA style and use it effectively.
APA Module
.
Show More
Assessment Instructions
Preparation
You have been asked to prepare and deliver an analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to a specific disease, condition, or public health issue of personal or professional interest to you. The purpose of the report is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics.
Your target audience consists of .
Brandi Bennett completed a 360 hour internship at IU Health Physicians in Indianapolis. She worked in the Provider Enrollment and Credentialing Department as well as the Quality Department. Both departments aim to enhance the organization by credentialing qualified physicians and improving patient experience. Bennett gained valuable experience in communication, networking, and using Excel. She created a resource guide and spreadsheets that benefited the departments. Overall, Bennett found the internship extremely beneficial for developing professional skills.
The document outlines 6 key steps for implementing a successful workplace wellness program:
1. Assess employee health risks through a health screening and questionnaire.
2. Provide individual health reports to identify risks and goals.
3. Offer educational programs and resources to help employees improve health.
4. Use incentives and tracking to motivate participation.
5. Develop a company culture that promotes health.
6. Evaluate outcomes annually through repeated screenings and surveys.
Implementing these steps can lower healthcare costs, increase productivity, and improve employee well-being.
http://www.wellsource.com/home.html | By actively providing wellness activities and developing a culture of health at your organization, you are investing in the greatest asset in your company – the health and well-being of your staff. It will pay rich dividends in goodwill, increased productivity, and ultimately lower healthcare costs.
This document discusses using workshops to develop a customer-focused culture by translating high-level service standards into specific employee behaviors. It recommends that workshops:
1) Provide context on current customer experiences, standards, and challenges through research findings.
2) Use activities to build employee empathy for customers and motivate them to consistently meet standards.
3) Empower employees to brainstorm solutions to issues through breakout groups and develop personal action plans to enhance the customer experience.
Setting clear expectations and follow up helps employees apply what they learn from the workshops. A case study shows how these workshops helped a healthcare provider reinforce their customer service philosophy and improve specific touchpoint experiences.
Develop a professional product to improve care or the patient experi.docxjakeomoore75037
Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product.
Important:
You must complete all of the assessments in order for this course.
For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered face-to-face to the individual or group that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options.
The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience that can be used in your own practice, with your family or community.
A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product.
Reminder:
For this assessment you are required to log in
CORE ELMS
the hours that you spend in direct contact with a patient.
Three hours of direct contact is the minimum
total amount of time required in this course. Planning time is not included and need not be logged.
As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1:
Lead people and processes to improve patient, systems, and population outcomes.
Explain the ways in which leadership of people and processes was utilized while designing an intervention and its implementation.
Competency 2:
Make clinical and operational decisions based upon the best available evidence.
Justify decisions related to developing a professional product with relevant research, evidence, and best practices.
Competency 3:
Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Demonstrate process improvements in the quality, safety, or cost of care resulting from an intervention and related professional product.
Competency 7:
Implement patient-centered care to improve quality of care and the patient experience.
This document provides strategies for employers to invest in a healthy workforce. It recommends establishing an employee advisory board to assess the current work environment, develop policies and programs, and promote initiatives. Effective programs should address tobacco, nutrition, activity and stress individually. Conducting an evaluation of current offerings, creating incentives, and clearly communicating changes can help implement new policies and initiatives to improve employee health and lower costs.
Practical hints and tips for assessing readiness to change - Dr Bronwen BonfieldMS Trust
Aims:
To have increased awareness of the factors that affect an individuals readiness to change.
To explore the theoretical models that underpin change behaviour
To develop awareness of skills and strategies to support individuals and their families.
Hints and tips part one- Preparing for an Inspection Josie Winter
This newsletter provides information and tips to help organizations prepare for inspections by the Care Quality Commission (CQC). It discusses the key questions the CQC will ask about whether services are safe, effective, caring, responsive, and well-led. Tips are provided like involving the whole team, conducting mock inspections, ensuring policies and training are up to date. Outstanding services are said to have strong leadership, sufficient resources, and shared values. Feedback is solicited from readers on how inspections could be improved.
Develop a page preliminary care coordination plan for a.docxsdfghj21
The document provides instructions for developing a 3-4 page preliminary care coordination plan for a selected health care problem. It outlines that the plan should include physical, psychosocial, and cultural considerations for the health problem and identify available community resources. It provides examples of possible health concerns to focus on, such as stroke, heart disease, pulmonary disease, orthopedic concerns, cognitive impairment, pain management, and mental health. The instructions note the plan should be in APA format and include at least two credible sources to support the preliminary plan. It also lists the grading requirements and competencies the plan will be assessed on, including analyzing the health concern and best practices, describing goals to address the problem, and identifying community resources.
Develop a page preliminary care coordination plan for a.docx4934bk
The document provides instructions for developing a 3-4 page preliminary care coordination plan for a selected health care problem. It outlines that the plan should include physical, psychosocial, and cultural considerations for the problem and identify available community resources. It provides examples of possible health concerns to focus on, such as stroke, heart disease, pulmonary disease, orthopedic concerns, cognitive impairment, pain management, and mental health. The instructions note the plan should be in APA format and include at least two credible sources to support the preliminary plan. Competencies related to adapting care based on patient-centered factors, collaborating with patients to achieve goals, creating a satisfying patient experience, and applying professional communication strategies will be assessed.
This document provides the background and instructions for a student health, nutrition, and fitness challenge webquest. It introduces four fictional clients that students will create personalized fitness and nutrition plans for. The webquest guides students through various health websites to research topics like each client's body measurements, nutritional needs, fitness activity recommendations, and how to motivate lifestyle changes. Students are evaluated based on completing all required client information sections and using supporting details from the provided websites.
Develop a 3-4-page preliminary care coordination plan for an individ.docxkhenry4
Develop a 3-4-page preliminary care coordination plan for an individual in your community with whom you choose to work. Identify and list available community resources for a safe and effective continuum of care.
NOTE: You are required to complete this assessment before Assessment 4.
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient's unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care.
As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Analyze a health concern and the associated best practices for health improvement.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient.
Competency 3: Create a satisfying patient experience.
Identify available community resources for a safe and effective continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Write clearly and concisely in a logically coherent and appropriate form and style.
Preparation
Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.
As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular in.
Develop a health promotion plan, 2-3 pages in length, addressing a s.docxkhenry4
Develop a health promotion plan, 2-3 pages in length, addressing a specific health concern within your community. Then, enlist the participation of a selected individual or group in an educational session about that health concern and associated health improvement strategies.
For this assessment, you will plan for and enlist the participation of an individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting members of your community.
Professional Context
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of
who
,
what
,
when
,
where
, and
why
that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Analyze a community health concern that is the focus of a health promotion plan.
Competency 2: Propose health promotion strategies to improve the health of populations.
Explain why a health concern is important for health promotion within a specific population.
Establish agreed-upon health goals in collaboration with participants.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Write clearly and concisely in a logically coherent and appropriate form and style.
Note:
Assessment 1 must be completed first before you are able to submit Assessment 4.
Preparation
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment
MUST
be satisfactorily completed to complete Assessment 4 (live face-to-face presentation of the plan). These assessments (Assessment 1 and 4) meet the three-hour clinical learning experience required in this course.
To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that c.
This document provides guidance on using outcome forms to aid clinical practice in child and adolescent mental health services (CAMHS). It discusses why forms are useful for giving service users a voice, improving therapy, and protecting services. Key points include:
- Forms can help ensure practitioners understand what issues are most important to young people and their families and identify when someone may disengage from therapy.
- Gathering feedback through forms supports collaborative practice and shared decision-making. It also contributes to better relationships between clients and clinicians.
- Completing outcome forms is necessary for CAMHS to demonstrate good outcomes to commissioners and justify continued funding. Poor quality data risks inaccurate decisions about services.
- Forms should
Similar to ContentsHow to UseForms IndexGuide to FormsCoach and C.docx (20)
Assignment 2 FederalismThe system of federalism was instituted wi.docxbobbywlane695641
Assignment 2: Federalism
The system of federalism was instituted with the writing and authorization of the Constitution in 1787. In dividing power between states and the national government, federalism has undergone challenges to the placement of power. Should power reside primarily in national or in state government? The Civil War was the most dramatic challenge to the placement of power. Southern states argued, under the leadership of John C. Calhoun, that states’ power superseded national power, while northern states, under the leadership of President Abraham Lincoln, stressed the need for union under the leadership and direction of the national government.
In the more than two hundred years since the Constitution’s adoption, there have been many changes to the meaning of federalism, with power shifting between state and national governments. In the twentieth century, the shifts of power became largely associated with the national government’s ability to provide increased funding sources. With more funding available, the national government has expanded its impact on all areas of state governments. This increased power has had many advocates and many detractors, each with strong justifications.
Research federalism using your textbook, the online library resources, and the Internet. Write a paper on federalism. Structure your paper as follows:
Define federalism.
Explain three advantages of federalism.
Explain three disadvantages of federalism.
Identify and describe at least two ways in which American federalism has changed since the ratification of the Constitution.
Discuss one advantage or disadvantage of federalism most relevant to you.
Describe the relationship between contemporary politics and trends in the size and power of the federal government.
Write a 2–3-page paper in Word format. Apply APA standards for writing style to your work.
.
Assignment 2 FederalismThe system of federalism was instituted .docxbobbywlane695641
Assignment 2: Federalism
The system of federalism was instituted with the writing and authorization of the Constitution in 1787. In dividing power between states and the national government, federalism has undergone challenges to the placement of power. Should power reside primarily in national or in state government? The Civil War was the most dramatic challenge to the placement of power. Southern states argued, under the leadership of John C. Calhoun, that states’ power superseded national power, while northern states, under the leadership of President Abraham Lincoln, stressed the need for union under the leadership and direction of the national government.
In the more than two hundred years since the Constitution’s adoption, there have been many changes to the meaning of federalism, with power shifting between state and national governments. In the twentieth century, the shifts of power became largely associated with the national government’s ability to provide increased funding sources. With more funding available, the national government has expanded its impact on all areas of state governments. This increased power has had many advocates and many detractors, each with strong justifications.
Research federalism using your textbook, the Argosy University online library resources, and the Internet. Write a paper on federalism. Structure your paper as follows:
Define federalism.
Explain three advantages of federalism.
Explain three disadvantages of federalism.
Identify and describe at least two ways in which American federalism has changed since the ratification of the Constitution.
Discuss one advantage or disadvantage of federalism most relevant to you.
Describe the relationship between contemporary politics and trends in the size and power of the federal government.
Write a 2–3-page paper in Word format. Apply APA standards for writing style to your work. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By
Wednesday, July 30, 2014
, deliver your assignment to the
M2: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Significant advantages and disadvantages of federalism are identified and explained.
20
Significant changes in American federalism are identified and explained.
16
Impact of federalism to your life is identified and discussed objectively.
12
Impact of size and power of the federal government of contemporary politics is accurately identified and explained.
20
Statements are supported by reasons and research information.
12
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
Assignment 2 Evidence Based Practice at Good Seed Drop-InAcco.docxbobbywlane695641
Assignment 2: Evidence Based Practice at Good Seed Drop-In
According to the Council on Social Work Education, Competency 4: Engage In Practice-informed Research and Research-informed Practice:
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing.
They also understand the processes for translating research findings into effective practice. Social workers:
Use practice experience and theory to inform scientific inquiry and research;
Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
Use and translate research evidence to inform and improve practice, policy, and service delivery.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To Prepare: Meet with your Field Instructor. During the meeting, you are expected to assess the population(s) served by the agency. After meeting with the Field Instructor, conduct extensive research regarding the agency’s client population. You will be expected to use at least 5 peer-reviewed resources. The purpose of the research is to discover “evidenced based practices” that are most effective while working with clients served within the population. If the agency serves more than one population, select one sub-population within the agency to conduct the review.
(Homeless youth from 18-25 years-old, Population Served Transition Aged Youth or "TAY")
The Assignment: Create a 10-12 slide PowerPoint Presentation, where you will explain the following:
1. Population researched
2. Best evidenced based practices modalities used to engage the population
3. Current modalities used in the agency
4. Briefly discuss and suggest to methods of implementing evidence-based practices in the agency
5. Analyze the findings from the articles you researched
Note: You are expected to use a minimum of five references.
Assignment 2: Evidence Based
.
Assignment 2 Evidence Based PracticeAccording to the Council .docxbobbywlane695641
Assignment 2: Evidence Based Practice
According to the Council on Social Work Education, Competency 4: Engage In Practice-informed Research and Research-informed Practice:
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:
· Use practice experience and theory to inform scientific inquiry and research;
· Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
· Use and translate research evidence to inform and improve practice, policy, and service delivery.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To Prepare:
· Assess the population(s) served by the agency. My agency works with at risk youth and their families in Indiana. The at risk youth and/or their families are referred to my agency by the Indiana Department of Child Services due to reports of child abuse and/or neglect. My agency provides Parenting classes, Father Engagement classes, mental health therapy, supervised visitation, and home-based case management services to our clients.
· Conduct extensive research regarding the agency’s client population.
· Use at least 5 peer-reviewed resources.
· Discover “evidenced based practices” that are most effective while working with clients served within the population.
The Assignment: Create a 10-12 slide PowerPoint Presentation, where you will explain the following:
1. Population researched
2. Best evidenced based practices modalities used to engage the population
3. Current modalities used in the agency
4. Briefly discuss and suggest to methods of implementing evidence-based practices in the agency
5. Analyze the findings from the articles you researched
Note: You are expected to use a minimum of five references. References should be from 2013-2019.
Research class Discussion Board due date January 11
The Essentials of Master's Education in Nursing reelects the profession's continuing call for imagination, transformative thinking, and evolutionary change. Explain the importance of following the essentials of Master's Education in Nursing in a clinical nurse practitioner program such as the “Florida National University “? Please select one of the essentials and expand as to why the selected essential is crucial in succeeding in this program. (Essentials I-IX)
Discussion Rubric
The initial post will be regarding the topic of the week and will be a minimum of 250 words. Make sure you pr.
Assignment 2 Evidence Based PracticeAccording to the Council on.docxbobbywlane695641
Assignment 2: Evidence Based Practice
According to the Council on Social Work Education, Competency 4: Engage In Practice-informed Research and Research-informed Practice:
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:
Use practice experience and theory to inform scientific inquiry and research;
Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
Use and translate research evidence to inform and improve practice, policy, and service delivery.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To Prepare
: Meet with your Field Instructor. During the meeting, you are expected to assess the population(s) served by the agency. After meeting with the Field Instructor, conduct extensive research regarding the agency’s client population. You will be expected to use
at least
5 peer-reviewed resources. The purpose of the research is to discover “evidenced based practices” that are most effective while working with clients served within the population. If the agency serves more than one population, select one sub-population within the agency to conduct the review.
The Assignment: Create a 10-12 slide PowerPoint Presentation, where you will explain the following:
Population researched
Best evidenced based practices modalities used to engage the population
Current modalities used in the agency
Briefly discuss and suggest to methods of implementing evidence-based practices in the agency
Analyze the findings from the articles you researched
.
Assignment 2 Examining DifferencesIn this module, we examined cri.docxbobbywlane695641
Assignment 2: Examining Differences
In this module, we examined crimes against persons, crimes against property, and white-collar crimes. These crimes are all treated differently by the legislature as well as the media. These differences are a reflection of how society views them. As you consider these differences, you should also consider how these differences have evolved over time.
Tasks:
Prepare a 3- to 5-page report that describes all of the following points:
The differences in the treatment of each type of crime by the legislature. Explore the different crime levels (misdemeanor
vs.
felony) and different punishments.
The differences in the descriptions utilized by the media. How does the media depict the different types of criminals? Have there been any changes?
The differences in the theoretical applications for these types of crimes. How do the theories differentiate between these types of criminal behavior?
Submission Details:
Save your report as M4_A2_Lastname_Firstname.doc.
By
Wednesday, July 9, 2014
, submit your document to the
M4: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Identified differences between crime levels in terms of classification and punishment.
20
Analyzed the role of the media in crime depiction and descriptions.
28
Explained differences among theoretical applications.
32
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in the accurate representation and attribution of sources; and used accurate spelling, grammar, and punctuation.
.
Assignment 2 Ethics and Emerging TechnologiesRead the following.docxbobbywlane695641
Assignment 2: Ethics and Emerging Technologies
Read the following paper from the online library:
Neelakantan, M., & Armstrong, A. (2006). Source code, object code, and The Da Vinci code: The debate on intellectual property protection for software programs.
Computer & Internet Lawyer, 23
(10), 1 – 5
Read the paper to identify the reasons for which Intellectual Property Right (IPR) laws in software are not always effective.
Conduct online research on the Internet to identify at least two examples of international regulatory protocols to prevent IPR infringement in software programs.
Create a three-page double-spaced business research article on the legal and ethical implications of IPR violation in software programming. Use the following format:
Page 1:
Reasons for IPR violations in software development
Page 2:
Ethical implications of IPR violations in software development
Page 3:
International regulations for IPR violations in software development
All written assignments and responses should follow APA rules for attributing sources.
Must be original work as it will be submitted to TURNITIN
Due By
Thursday, April 11, 2013, by 5 PM PST
.
.
Assignment 2 Ethical Issues and Foreign InvestmentsBy Friday, A.docxbobbywlane695641
Assignment 2: Ethical Issues and Foreign Investments
By
Friday, April 18, 2014
, analyze the following scenario:
There are multifaceted ethical issues relating to international investments. One aspect relates to human rights. Most Latin American governments have constitutions that mandate health care as a human right, yet some of these countries provide poor health care for the majority of their population.
During the 1980s, the general populace of these countries deteriorated, even though several Latin American countries developed strategies to reposition medical personnel and services to rural areas. Throughout this time, many international donors provided assistance; however they did so with imposed conditions. An example of this constrained assistance was the World Bank, which imposed restrictions that included privatization of health care, as well as required limitations on universal access.
Did the World Bank and other international donors act responsibly and ethically in constraining their humanitarian assistance? Who has the responsibility for the health care of the Latin American people? Is it a reasonable and socially responsible practice to offer international assistance in exchange for an opportunity to shape a country's political and/or social system? Why or why not?
By
Saturday, April 19, 2014
respond to the discussion question assigned by the faculty. Submit your response to the appropriate
Discussion Area
. Use the same
Discussion Area
to comment on your classmates' submissions and continue the discussion until
Wednesday, April 23, 2014.
Comment on how your classmates would address differing views.
.
Assignment 2 Ethical BehaviorIdentify a case in the news that y.docxbobbywlane695641
Assignment 2: Ethical Behavior
Identify a case in the news that you feel displays unethical police behaviors. In a 3-page written research informative paper, answer the following questions in detail with support from research and examples. Your paper should be written in APA format and style, include a title and reference page, and include at least 2 resources, one of which can be your textbook.
Identify the case and describe when and where it occurred. Be sure to summarize the case thoroughly.
Identify at least 2 unethical behaviors from the case and explain why they are unethical.
Explain whether any of the behaviors violate any criminal laws.
Explain whether any behaviors violate the Constitutional rights of the defendant.
.
Assignment 2 Ethical (Moral) RelativismIn America, many are comfo.docxbobbywlane695641
Assignment 2: Ethical (Moral) Relativism
In America, many are comfortable describing ethics as follows: “Well, what’s right for me is right for me and what’s right for you is right for you. Let’s just agree to disagree.” This is an affirmation of what philosophers call
individual
or
subjective moral relativism
. In this understanding of relativism, morality is a matter of individual feelings and personal preference. In individual moral relativism, the determination of what is right and wrong in a situation varies according to the individual. Moral relativists do not believe in natural law or universal truths.
Cultural moral relativism
puts culture at the forefront of relative ethical decision-making. It says the individual must include the precepts of his or her culture as a prominent part of the relativistic moral action.
Lawrence
Kohlberg,
a prominent psychologist known for recognizing moral stages of development, takes it a step farther saying cultural relativists are persons stuck in the “
Conventional
Stage” of ethical development
.
In your paper, please define individual moral relativism and cultural moral relativism in detail, noting how they differ from each other, their strengths and weaknesses, and give your position on Kohlberg’s stance on ethical relativism.
What aspects of ethical relativism do you identify and agree with? What aspects do you disagree with? Give a personal example that illustrates your stance on ethical relativism, describing how you made a moral decision in an ethical dilemma. Include at least two references to support your thoughts.
Post a 500-word paper to the
M4: Assignment 2 Dropbox
by due
Wednesday, July 9, 2014
. All written assignments and responses should follow proper citation rules for attributing sources. Please use Microsoft Word spelling/grammar checker. Be mindful of plagiarism policies.
Assignment 2 Grading Criteria
Maximum Points
Significant critical analysis of individual ethical relativism, cultural ethical relativism, and Kohlberg’s position; including definitions, strengths, and weaknesses.
36
Described personal ethical stances on each form of relativism in relation to own personal ethical system, including whether and how personal ethical system is compatible or incompatible with relativism.
24
Used a personal example to illustrate and support stance on ethical relativism in relation to own ethical system.
16
Justified ideas and responses by using appropriate scholarly examples and at least two references from texts, Web sites, and other references.
4
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
Assignment 2 Essay Power in Swift and Moliere Both Moliere and S.docxbobbywlane695641
Assignment 2: Essay: Power in Swift and Moliere
Both Moliere and Swift use humor to provide an analysis of serious social problems. In doing so, they both describe various types and uses of power, from the governmental power that restores Orgon’s property and the English laws that do not take into account the conditions of the Irish, to the power that a landlord holds over a renter or a father over a family, to the exercise of religion and wealth within a community, to the wishes and desires of the young, and more.
Your task is to identify at least two types of power in our readings for this module. You may use either
Tartuffe
or
A Modest Proposal
, or a mix of both. Once you have found two types of power, determine who you think has the power and how that power is exercised. Where is each power abused? What checks or limits are placed on each type of power? Be sure to cite examples from your readings to support your claims.
Submit your assignment to the
M4: Assignment 2 Dropbox
by
Wednesday, August 13, 2014
.
Assignment 2 Grading Criteria
Maximum Points
Identified two uses of power in this module’s readings.
24
Described who has each type of power and how their power is exercised (citing examples in the text).
28
Identified at least one example of how each power is misused and any limitations on the power that is being misused.
28
Justified ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience. Followed APA rules for attributing sources.
20
Total:
100
.
Assignment 2 E taxonomy· Information TechnologyInformatio.docxbobbywlane695641
Assignment 2 E taxonomy
· Information Technology:
Information Technology is an important and intelligent field of study, which is a broad field that is all about computing technology, information, and "people" especially in issues that are related to the users and meeting their needs of technology. In general, information technology is applying, managing, and supporting the technology used in solving problems. In addition, information technology is a study that mainly focuses on solving problems by using technology and computing. Information technology focuses on how to satisfy users by presenting new uses of technologies.
· A “taxonomy” of information technology:
I. People: people provide intelligence of the systems and use technology to solve their problems, by getting the benefits of technology, which are efficiency and productivity.
1. Users:
· Definition: People who use technology in their work or anything else in their life.
· Examples: engineers, students, and some medical specialties…etc.
2. Programmer:
· Definition: People who program computer software, by giving the computer systems instructions to perform a given action.
· Examples: PHP, Java, HTML, or SQL programmers.
3. IT professionals:
· Definition: IT professionals define as applying, managing, and supporting the technology used in solving problems.
· Concerned about: Implementation, configuration, and maintenance.
· Goal: Solving problems by processing data into information.
· IT professionals should provide:
· Productivity.
· Efficiency.
· Origin of IT professionals:
a) Meaning of anything is linked to its origin.
b) The main reason is people created a tool to solve a problem.
1. Calculation:
· William Schickard:
· 17th century.
· In Germany.
· Conceived a design of a mechanical calculator.
· Blaise Pascal:
· 1640s.
· In France.
· Built his machine to help his father in calculation.
2. Automatic Execution:
· Jacquard:
· 1810s.
· In France.
· A mechanical loom.
3. Automatic Logic:
· George Boole:
· In 1850s.
· In Ireland.
· Envisioned the Laws of Thought
· Boolean algebra (AND, OR, XOR, NOT)
a) AND (0 0=0, 0 1=0, 1 0=0, 1 1=1)
b) OR (0 0=0, 0 1=1, 1 0=1, 1 1=1)
c) XOR (0 0=0, 0 1 =1, 1 0=1, 1 1= 1)
d) NOT (0=1, 1=1)
4. General purpose:
· Charles Babages (grandfather of computer age):
· 18th century.
· In England.
· Designed the Difference Engine.
· Augusta Ada (one of the first programmers):
· 18th century.
· In England.
· Interpreter of Babbage's works.
· What should IT professionals know?
1. People and ethics.
· It’s related to understanding other people.
· Behave in ethical ways.
2. Users needs.
· What do you need to solve users problems?
· Users centric design.
3. Problems solving.
· Improve that by doing it (practice).
· Problem solving steps:
a) Understand the problem.
b) Planning the solutions.
c) Create algorithms.
d) Test the algorithms.
· Develop knowledge to get some expertise.
· Practice to gain experience.
4. How to use tools.
· Use technologi.
Assignment 2 Dropbox AssignmentCurrent Trends and Issues in Manag.docxbobbywlane695641
Assignment 2: Dropbox Assignment
Current Trends and Issues in Managed Care
Compensation and reimbursement models are another method of controlling access, cost, and quality in a managed care environment. An MCO doesn't have direct control over physicians or hospitals but through contractual agreements that set incentives for meeting agreed-upon standards, it can exert influence.
This week, you are required to write an essay on the following topics:
Managed care hospital reimbursement
Managed care provider reimbursement
Using South University Online library (e.g. CINAHL) or the Internet, review at least two articles for each topic and write a review for each source of information. Use the following guidelines for developing your essay:
Write a summary for each topic tying together the information learned about that topic.
Analyze the market forces that would favor using one reimbursement method over another.
Evaluate the key differences between different types of payment methodologies from the provider and hospital point of view.
Evaluate the advantages and disadvantages of the payment methodologies reviewed from the provider and hospital point of view.
Evaluate new payment methodologies resulting from the Patient Protection and Affordable Care Act (PPACA) and discuss future changes in reimbursement methodologies.
Compare and contrast each article to the information discussed in the course textbook.
Based on your understanding, create a 3- to 4-page Microsoft Word document that includes the answers to the questions for the above topics.
Support your responses with examples.
Cite any sources in APA format.
Submission Details
Name your document SU_HSC3020_W4_A2_LastName_FirstInitial.doc.
Submit your document to the
W4 Assignment 2 Dropbox
by
Tuesday, January 14, 2014
.
.
Assignment 2 Discussion—The Impact of CommunicationRemember a tim.docxbobbywlane695641
Assignment 2: Discussion—The Impact of Communication
Remember a time when you did not have a cell phone? Do you remember the days before texting? This handy pocket technology has revolutionized how we stay connected and how we access and use information today. The growth of our technological society is directly related to the rate at which information can be exchanged. In general, this exchange of information is called communication.
Respond to the following:
Explain the scientific and technical concepts related to communication.
Which types of electromagnetic radiation are typically involved in the process of communication?
How is information transmitted?
What are the main differences between wired and wireless communications?
Describe your perspective on communication technology such as wireless communication, the Internet, and smart phone technology.
Provide at least three examples of communication technology you use in your daily life. Examine the underlying scientific concepts used in this technology.
Consider the developments that have led to the United States’ current infrastructure and make a prediction of the future of communication in society.
Support your statements with examples. Provide a minimum of two scholarly references.
Write your initial response in 3–4 paragraphs. Apply APA standards to citation of sources.
By
Sunday, August 31, 2014
, post your response to the appropriate
Discussion Area
. Through
Wednesday, September 3, 2014
, review and comment on at least two peers’ responses.
.
Assignment 2 Discussion—Technology and GlobalizationYour Module.docxbobbywlane695641
Assignment 2: Discussion—Technology and Globalization
Your
Module 1
readings provide insight into the impact of technology on global business. Technological innovations such as the Internet, wireless technology, broadband, tablets, personal digital assistants (PDAs), global positional systems (GPSs), social media, videoconferencing, and others have changed the way we do global business.
Use your module readings, the Argosy University online library resources, and the Internet to research the impact of technology on global business.
Then, respond to the following:
Describe how changes in technology contributed to the globalization of markets.
Explain how the Internet affects international business activity and the globalization of the world economy.
Write your initial response in 300–500 words. Your response should be thorough and address all components of the discussion question in detail, include citations of all sources, where needed, according to the APA Style, and demonstrate accurate spelling, grammar, and punctuation
Do the following when responding to your peers:
Read your peers’ answers.
Provide substantive comments by
contributing new, relevant information from course readings, Web sites, or other sources;
building on the remarks or questions of others; or
sharing practical examples of key concepts from your professional or personal experiences
Respond to feedback on your posting and provide feedback to other students on their ideas.
Make sure your writing
is clear, concise, and organized;
demonstrates ethical scholarship in accurate representation and attribution of sources; and
displays accurate spelling, grammar, and punctuation.
Grading Criteria
Assignment Components
Max Points
Initial response was:
Insightful, original, accurate, and timely.
Substantive and demonstrated advanced understanding of concepts.
Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
16
Discussion Response and Participation:
Responded to a minimum of two peers in a timely manner.
Offered points of view supported by research.
Asked challenging questions that promoted discussion.
Drew relationships between one or more points in the discussion.
16
Writing:
Wrote in a clear, concise, formal, and organized manner.
Responses were error free.
Information from sources, where applicable, was paraphrased appropriately and accurately cited.
8
Total:
40
.
Assignment 2 Discussion—Providing GuidanceThe Genesis team has re.docxbobbywlane695641
Assignment 2: Discussion—Providing Guidance
The Genesis team has reviewed the guidelines and models that can be used to assist in determining the appropriate mix of debt and equity financing. However, they are yet undecided and request additional literature that would help them make an informed decision.
Research module readings, Argosy University online library resources, and the Internet to identify tools, resources, and readings to help educate the Genesis operations management team.
Address the following:
How will these resources help them and further support the recommendations or guidelines you are creating on their behalf?
Write your initial response in 3–4 paragraphs. Apply APA standards to citation of sources.
.
Assignment 2 Discussion—Munger’s Mental ModelsIn his article A L.docxbobbywlane695641
Assignment 2: Discussion—Munger’s Mental Models
In his article “A Lesson on Elementary, Worldly Wisdom as it Relates to Investment Management & Business,” Charles Munger (1995) wrote about tools, techniques, and critical skills that great managers need to develop.
Consider Munger’s thoughts on the importance of mental models. Respond to the following:
In your own words, describe what Munger means by mental models.
Examine how Munger’s concept of mental models has changed your ideas of decision making in investment management and business.
Describe at least one example from your own experience where your perspective or experience provided a mode of thought that brought new light to a discussion or a tough decision.
Explain how this experience has affected your decision-making process.
Write your initial response in approximately 300–500 words. Apply APA standards to citation of sources.
By
Saturday, January 4, 2014
, post your response to the appropriate
Discussion Area
. Through
Monday, January 6, 2014
, review and comment on at least two peers’ responses. Consider the following in your comments:
Examine the discussed mental models and how they changed a decision or direction.
Provide suggestions for ways to influence situations with new mental models.
Munger, C. T. (1995). A lesson on elementary, worldly wisdom as it relates to investment management & business.
Outstanding Investor Digest, 1,
49–63.
Assignment 2 Grading Criteria
Maximum Points
Initial response:
Was insightful, original, accurate, and timely.
Was substantive and demonstrated advanced understanding of concepts.
Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
16
Discussion response and participation:
Responded to a minimum of two peers in a timely manner.
Offered points of view supported by research.
Asked challenging questions that promoted the discussion.
Drew relationships between one or more points in the discussion.
16
Writing:
Wrote in a clear, concise, formal, and organized manner.
Responses were error free.
Information from sources, where applicable, was paraphrased appropriately and accurately cited.
8
Total:
40
.
Assignment 2 DiscussionDuring the first year or two of its exis.docxbobbywlane695641
Assignment 2: Discussion
During the first year or two of its existence, what reasons are there for a small-town nursing home to engage in any sort of strategic planning? This is a time when the venture’s resources are stretched to the limit and all its attention is focused on reaching bed capacity with admitting new residents. Are there any disadvantages for the organization if it fails to think about long-term strategy? Explain why.
By
Saturday, January 4, 2014
, respond to the assigned discussion question, and submit your response to the
Discussion Area
. Use the same
Discussion Area
to comment on your classmates' submissions and continue the discussion until
Wednesday, January 8, 2014
.
Comment on how your classmates would address differing views.
.
Assignment 2 Discussion QuestionWorking in teams leads to complex.docxbobbywlane695641
Assignment 2: Discussion Question
Working in teams leads to complex interpersonal problems. Do you think working in teams is worth the effort to manage through work place problems and find viable solutions? Are there effective alternatives to team work? Explain your opinion.
By
Sunday, July 27, 2014,
respond to the discussion question above. Submit your responses to the appropriate
Discussion Area
. Use the same
Discussion Area
to comment on your classmates' submissions and continue the discussion until
Wednesday, July 30, 2014.
Comment on how your classmates would address differing views.
.
Assignment 2: Discussion Question
Strong corporate cultures have a powerful effect on employee behavior.
Discuss how this creates inadvertent control mechanisms.
For example, are strong cultures an ethical way to control behavior?
Provide examples to support your views.
.
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!"
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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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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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.
2. or hereafter invented, including xerography, photocopying, and
recording, or in any information storage and retrieval system
without the written
permission of the publisher.
Direct copyright, permissions, reproduction, and publishing
inquiries to:
International Sports Sciences Association, 1015 Mark Avenue,
Carpinteria, CA 93013
1.800.892.4772 • 1.805.745.8111 (local) • 1.805.745.8119 (fax)
DISCLAIMER OF WARRANTY
This text is informational only. The data and information
contained herein are based upon information from various
published and unpublished
sources that represents training, health, and nutrition literature
and practice summarized by the author and publisher. The
publisher of this text
makes no warranties, expressed or implied, regarding the
currency, completeness, or scientific accuracy of this
information, nor does it warrant
the fitness of the information for any particular purpose. The
information is not intended for use in connection with the sale
of any product. Any
claims or presentations regarding any specific products or brand
names are strictly the responsibility of the product owners or
manufacturers.
This summary of information from unpublished sources, books,
research journals, and articles is not intended to replace the
advice or attention of
health care professionals. It is not intended to direct their
behavior or replace their independent professional judgment. If
you have a problem or
concern with your health, or before you embark on any health,
3. fitness, or sports training programs, seek clearance and
guidance from a qualified
health care professional.
How to Use These Forms | 3
International Sports Sciences Association
Outcome-based decision making.
It’s at the heart of everything you do as a coach.
1. You gather data.
2. You analyze it.
3. You decide what to do next, based on the
evidence.
As the saying goes:
“If you’re not assessing, you’re guessing.”
Indeed, the best coaches are always gathering,
analyzing, and using data to make informed,
outcome-based decisions.
However, sometimes all that data can feel
overwhelming.
Each client comes to you with:
• different life experiences and a different
personality;
4. • different wants and needs;
• different health conditions, movement capaci-
ties, and eating habits;
• different problem-solving abilities; and
• different attitudes about change and trying new
things.
As a coach, you need to triage — to understand
what’s most important, right now, for each
unique client. Triaging helps you focus on “first
things first” and set the right priorities.
But how do you know:
• What information to gather? And when?
• What questions to ask? And how?
• The right way to discuss assessment and analysis
with clients?
• How to walk them through the process step by
step?
Simple.
We’ve already done
the work for you.
The assessment forms in this package will help
you get to know your client better, and help you
make better, evidence-based decisions about
5. your coaching strategy.
Using them, you’ll learn more about your
client’s:
• Physiological indicators
This includes blood work, other lab tests, diges-
tive function, and immunity
• Body composition and measurements
This includes height, weight, body girths, lean
mass, and body fat
• Other health needs
This includes known allergies or food intoleranc-
es, medication use, other health problems, and
the other health care providers they work with
4 |
Nutrition: The Complete Guide
• Lifestyle factors
This includes how often they see the doctor,
whether they smoke, how they spend their
time, and how their kitchen is set up.
Ask the client to fill it out beforehand if possi-
ble and bring it to your first session together.
Filling out forms in advance gives them time to
think and remember details.
At that first session, discuss their responses
with them. Look for more information, and try
6. to understand their situation as much as you
can. Going through the forms together gives
you both an opportunity to fill in any gaps and
make sure you’re both on the same page.
A good initial assessment helps you match your
coaching plan to what the client can actually
understand, manage, and do. This ensures that
your clients go steadily from success to success,
rather than swinging wildly from resistance to
anxiety to failure.
The initial assessment also helps you to give
clients an objective appraisal of what and how
they’re doing, helps you identify clients who
are at risk for illness and / or injury, and helps
you determine if you need to refer a client out,
either because they fall outside your scope of
practice or because the relationship would be a
mismatch (remember, referring out is an im-
portant and valuable option).
After the first session, if you feel like the Initial
Assessment and Triage Questionnaire raises
some additional questions you’d like to answer
• Function and physical capability
This includes mobility, daily-life tasks, and ath-
letic performance
• Psychological state and mindset
This includes readiness for change, resilience,
and problem solving
• Environment and lifestyle
This includes social support, family, work hours
7. and demands, and travel
• Goals and desired outcomes
This includes a specific goal weight or body
composition change, decreased medication
usage, improved performance measures, and
improved relationship with food
Build your “coaching information database” by
using these tools and techniques. And use it to
generate strategic plans that your clients can
stick with, and that you can feel good about.
Start with the basics.
We suggest you begin with The Initial Assess-
ment and Triage Questionnaire, which covers:
• The client’s perspective
This includes expectations, goals, self-identified
limiting factors, willingness to change, and what
behaviors they’d like to focus on or change.
• Social factors
This includes social support, stress, and
relationships.
• Health indicators and conditions
This includes injuries, medication use, and
digestion.
How to Use These Forms | 5
International Sports Sciences Association
8. Coach and client forms
Many of the forms have “coach” and “client”
versions.
The “coach version” is like a teach-
er’s guide to a classroom textbook. It
explains what the form is used for, how to talk
about the form with your clients, and why you
might ask for certain types of information from
your clients. Coach versions have the symbol C.
The “client version” is what your clients will see.
Simple, to the point, only asking what’s needed
for each topic. You can give these to your client
to fill out at home and bring to your sessions.
We suggest you review the “coach version” of
each form before handing the “client” version
out. This will help you feel ready and able to
explain each form. This will, in turn, help your
clients better understand what you’re hoping to
accomplish and “buy in” to the process.
immediately, use some of the questionnaires and
worksheets included here. These may help you:
• identify what’s most important to your client
right now;
• learn what “progress” means for your client;
• identify specific ways to track progress with
your client;
9. • collaborate on next actions together;
• ensure that your client is able to execute any
tasks you give them; and / or
• focus on a particular area of interest, such as
past / current health problems, sport nutrition,
readiness for change, planning and time use
Keep in mind:
• You don’t have to use all of these.
• We recommend you only try one at a time.
• Feel free to use them throughout the entire
coaching process.
• Only use a form if you find it useful when mak-
ing coaching decisions.
C
6 |
Nutrition: The Complete Guide
Form Index
Here’s a list of all the worksheets, assessments and
questionnaires contained in this package, includ-
ing what each is used for.
Index of forms
10. WORKSHEET, ASSESSMENT,
OR QUESTIONNAIRE WHAT IT’S USED FOR VERSIONS
Initial Assessment and
Triage Questionnaire
Helps you match your coaching plan to what the client
can actually understand, manage, and do. Also helps
you to give clients an objective appraisal of what and
how they’re doing, helps you identify clients who are at
risk for illness and / or injury, and helps you determine
if you need to refer a client out.
Coach version1
Client version2
4 Crazy Questions
Worksheet
For helping clients think through the benefits of the
status quo and what they’ll have to give up to change.
Client version
A-B-C Worksheet For negotiating which specific exercises and /
or foods
clients can / will do or eat. (At least right now.)
Coach version
Client version
All-or-None Worksheet For helping clients see choices as a
continuum versus
11. all or nothing.
Coach version
Client version
Athletic Nutrition Needs
Questionnaire
For understanding a client’s training goals, training
volume, current recovery practices, and current nutrition
practices.
Coach version
Client version
Baseline Blood Chemistry
Assessment
For coaches who find blood work useful in the decision-
making process.
Coach version
Behavior Awareness
Worksheet
For helping clients change unwanted habits and
behaviors (such as stress eating).
Client version
Body Measurements Form For tracking body composition in
clients who might
benefit from regular measures.
12. Coach version
Eating Habits Questionnaire For learning more about a client’s
eating patterns. Coach version
Client version
1 Coach versions contain scripts or background information that
that you can use to either explain the form to your clients, or to
understand why
we’ve asked certain questions. It’s like a “Teacher’s guide” for
school teachers.
2 Client versions of forms are for the clients to take home and
fill out themselves.
International Sports Sciences Association
Forms Index | 7
WORKSHEET, ASSESSMENT,
OR QUESTIONNAIRE WHAT IT’S USED FOR VERSIONS
FOOD JOURNALS
3-Day Diet Record For recording exactly what a client is eating;
most often
for Level 2 eaters.
Client version
80% Full Meal Journal For helping clients learn how to eat until
satisfied versus
13. stuffed and tracking progress in this area.
Client version
Athletic Performance
Indicators & Athlete
Nutrition Journal
For correlating mood, energy, and motivation with
dietary intake in hard-training athletes. Includes Athletic
Performance Indicators worksheet.
Client version
Eating Behaviors Journal For capturing a client’s urges,
cravings, and behaviors
around meals.
Client version
Eating Slowly Meal
Journal
and Meal Duration
Journal
For tracking a client’s meal speed and whether they’re
consistently eating slowly and mindfully. Use Eating
Slowly for subjective self-assessment or Meal Duration
for objective self-assessment.
Client version
Emotional Eating Journal For capturing a client’s emotions and
thoughts and how
they might lead to different food choices.
14. Client version
How Food Feels Journal For capturing a client’s physical
sensations (like allergies
or intolerances) related to food.
Client version
Hand-Sized Portion Guide A simple guide to calorie control
without calorie
tracking.
Coach version
Client version
Ideas for Movement Suggestions for daily movement outside of
scheduled
“exercise”.
Coach version
Client version
Kitchen Set-up Assessment For helping highlight the
relationship between a client’s
environment and their food habits.
Coach version
Client version
Limiting Factors,
Advantages,
and Behavior Goals Log
15. For identifying a client’s struggles, their advantages, and
how to turn them into a plan for change.
Coach version
Make It A Habit Worksheet For moving from vague idea or
outcome goal to specific
habit and behavior goal.
Coach version
Meal Consistency Worksheet For tracking a client’s consistency
with agreed-upon
behaviors and practices.
Coach version
Client version
8 |
Nutrition: The Complete Guide
WORKSHEET, ASSESSMENT,
OR QUESTIONNAIRE WHAT IT’S USED FOR VERSIONS
Medical History and
Present Medical Condition
Questionnaire3
Provides more detailed information about the client’s
overall health.
Coach version
16. Client version
Planning & Time Use
Worksheet
For clients who have problems with time management. Client
version
Fitness Nutrition Plate A simple way to structure each meal the
ISSA way. Client version
Push-Pul-Habit-Anxiety
Worksheet
For identifying what’s pushing clients away from old
ways of doing things and pulling them towards new
things.
Coach version
Ready, Willing, and Able
Worksheet
For helping establish how ready, willing, and able a
client is to make a given change. Also helps coaches
“shrink the change” to make it more manageable.
Client version
Sleep & Recovery Ideas For helping coaches discuss sleep
rituals and stress
management.
Coach version
17. Client version
Social Support Form For showing how social support influences
a client’s
eating and movement decisions.
Coach version
Client version
Sphere of Control Worksheet For helping clients identify what
they have control over…
and don’t.
Coach version
Client version
Stress & Recovery
Questionnaire
For showing patterns of sleep, stress, and recovery. Coach
version
Client version
The Hunger Game For helping clients better tune into hunger
and appetite
cues.
Client version
Want-Willing-Won’t
Worksheet
For negotiating what clients want, and what they’re
18. willing to do (or not do) for that goal right now.
Coach version
Client version
3 Remember that Medical Nutrition Therapy is off limits unless
you’re a registered dietitian. We include this form so you can
have
access to the client’s medical history in case that needs to
inform your advice.
International Sports Sciences Association
A Guide to Forms | 9
A Guide to Forms
Here’s how to choose which form to use and when.
Session 1:
Initial Assessment
& Triage Form
Move to exploring,
understanding and
working with
limiting factors
Use appropriate
assessment forms;
collect only the data
you need
Body MeasurementsBody
19. composition or
weight change
goal
Medical History & Present
Medical Condition
Baseline Blood Chemistry
Past or current
health problems
Athletic Nutrition Needs
Athletic Nutrition Journal
Athletic / sports
nutrition
Ready, Willing, Able
A-B-C
Want-Willing-Won't
Readiness for
change
Enough data for now? Y
N
Step 1: Eating Habits
Step 2: How Food Feels;
Behavior Awareness;
Meal Consistency
Step 3: 3-day dietary record
Quality of eating
habits
20. Planning & Time Use
Sphere of Control
Want-Willing-Won’t
Planning
& time use
Social Support
Kitchen Set-up
Social support
and household
Stress & Recovery
Sphere of Control
Planning & Time Use
Stress and
recovery
Limiting Factors,
Advantages, and Behavior
Goals
Make It A Habit
Want-Willing-Won't
Client progression
HOW TO GET THE MOST OUT OF OUR ASSESSMENT
FORMS
Keep it simple.
Use as few forms as possible. Gather only the information you
need right now.
22. Tell me more about yourself.
By learning more about your lifestyle and your habits, I can
take better care of you and make sure coaching is a good fit for
your goals
and individual needs.
DATE OF BIRTH GENDER
Staying in touch
Please print clearly.
EMAIL MOBILE PHONE HOME PHONE
How do you prefer me to contact you?
t Emergency contact phone number:
Coaching tips
• Ensure that all contact information is complete and correct.
• Confirm with client how they would like to be contacted, and
how often.
Initial Assessment & Triage Questionnaire
25. start changing those concerns… without you doing
anything at all!
• IMPORTANT: You don’t have to address all of the concerns
in the first question.
• In fact, you may address almost none of these concerns
directly, and many concerns may self-resolve over time as you
put
foundational habits in place.
• Do ONE thing at a time, following what your client identifies
as top priorities.
• For many people, this may be the first time they’ve shared
these concerns. Be empathetic. It may feel overwhelming to
them
too.
• Reassure them, if needed, that you are here to help them find a
path through the weeds, and that your action plan will
involve a clear strategy to work through these concerns step by
step.
• If you ever want to dig into exactly what trade-offs your client
is willing to make, you can explore with them using the Want-
Willing-Won’t Worksheet.
Out of all of the above concerns, which ones feel most
important / urgent?
1.
2.
3.
27. • Ranking priorities can help later on when a client may want to
switch goals or do several things at once.
• “Back on [date], you said that goal X was the most important
priority for you because reason Y. Is that still true? If so, then
let’s stay focused on that. If not, let’s revisit what is a priority
for you now.”
What do you expect?
What do you expect from me as your coach?
What are you prepared to do to work towards your goals?
Coaching tips
• Having clear expectations for both coach and client is
essential.
• Identify and discuss any potential areas of ambiguity or misfit
(e.g., client wants to be contacted daily, but you normally
contact clients weekly).
• The second question not only clarifies what clients are
bringing to the table, but emphasizes that the coaching
relationship
is largely about the client’s responsibility. You can use this as a
jumping-off point to talk about your role as a guide and
facilitator, but not “the boss” or responsible for the client’s
participation.
• The second question here can open up a discussion about
“ready, willing, and able”.
• Consider using the Ready, Willing, and Able Worksheet here
30. • For example, if the client says, “I’d like to have more energy”,
you can use energy levels as one measure of progress.
Have you already made changes to your habits, your health,
your eating, and / or your body recently?
If so, what? Y N
If you were to consider making further changes to your habits,
your health, your eating, and / or your body, what might
those be?
Coaching tips
• These questions help you and the client identify what actions
may be priorities for the client; and / or what the client feels
ready, willing, and able to do right now.
• Keeping the question open-ended and about the potential (“if
you were to consider”) encourages the client to think about
change, and to identify what they want to happen, without
feeling too much resistance.
• These questions can help the client start to commit to a
possible course of action, if they are ready, willing, and able to
do
so.
• Many clients have already started to make changes by the time
they get coaching. Call this early change out, validate it, and
look for “bright spots” that you can build on.
• If the client suggests several potential changes, talk with them
further about which changes might feel most important,
urgent, and / or possible, and why.
33. the Athletic Nutrition Needs Questionnaire.
What types of sports and / or exercise do you typically do?
Approximately how many hours a week do you do other types of
physical activity? (e.g., housework, walking to work or
school, home repairs, moving around at work, gardening)
-
- -19
What other types of movement and / or activities do you do?
Coaching tips
• Look for a balance of activities, as well as between activity
and rest, intensity and rejuvenation. Is your client getting
enough
variety and recovery?
• For clients who want to lose weight or improve nutrient
partitioning, look for opportunities to add daily-life activity,
ideally by building on what they already do, for example:
“You mention you walk your daughter to school every day. I’m
wondering whether you could take a slightly longer route
home to give yourself a few extra minutes of walking?”
• Explore your client’s attitudes towards and expectations of
sports, exercise, movement and activity, for example:
• Are they having fun? Do they know how to play?
• Does activity seem like a chore?
35. • what other time and energy demands they might have (e.g.,
child care, elder care, stay-at-home parent vs. working
outside the home);
• who might be setting the agenda in the household (e.g., “I
have to please my kids” or “I’m in charge of menu planning”);
and / or
• how much structure the household might have (e.g., student
household with roommates vs. mature family with well-
ordered routines).
• Knowing the specifics of your client’s family situation will
also allow you to relate to them as individuals (e.g., Client X is
newly married, Client Y is starting a family, Client Z is a dog
lover)
Who does most of the grocery shopping in your household?
Check all that apply.
sibling, etc.)
Who does most of the cooking in your household? Check all
that apply.
Other family
Who decides on most of the menus / meal types in your
household? Check all that apply.
38. If the client scores 7 or less, consider using the Medical History
and Present Medical Condition Questionnaire.
How are you spending your time?
In an average week, how many hours do you spend...
In paid employment? At school or doing school work? Traveling
and / or commuting?
Taking care of others?
(e.g., children, person with
a disability, older person)
Doing other unpaid work?
(e.g., housework, errands)
Volunteering?
Adding up all these things, how many total hours per week do
you spend doing all these activities?
Coaching tip
Is this how many hours the client prefers to be spending on
these activities? If they feels rushed / busy / time pressured,
consider using the Planning & Time Use Worksheet.
On a scale of 1-10, how do you feel about your schedule, time
use, and overall busy-ness?
MY LIFE IS
PANICKED AND
INSANE
1 2 3 4 5 6 7 8 9 10
41. How ready, willing, and able are you to change?
Right now, on a scale of 1-10:
How READY are you to change your behaviors and habits?
NOT AT ALL 1 2 3 4 5 6 7 8 9 10 COMPLETELY
How WILLING are you to change your behaviors and habits?
NOT AT ALL 1 2 3 4 5 6 7 8 9 10 COMPLETELY
How ABLE are you to change your behaviors and habits?
NOT AT ALL 1 2 3 4 5 6 7 8 9 10 COMPLETELY
Coaching tips
• If the client scores 7 or less, use Ready, Willing, and Able
Worksheet.
• Consider also using the Limiting Factors, Advantages, and
Behavior Goals Log as a next step.
Disclaimer
Please recognize that it is your responsibility to work directly
with your health care provider before, during, and after seeking
nutrition
and / or fitness consultation.
Any information provided is not to be followed without prior
approval of your doctor. If you choose to use this information
without
such approval, you agree to accept full responsibility for your
decision.
Client signature:
46. What other types of movement and / or activities do you do?
What’s around you?
Who lives with you? Check all that apply.
parent, grandparent,
sibling, etc.)
Do you have children? If yes, how many and what are their
ages? Y N
Who does most of the grocery shopping in your household?
Check all that apply.
Who does most of the cooking in your household? Check all
that apply.
Who decides on most of the menus / meal types in your
household? Check all that apply.
52. Chicken Carrots Brussels sprouts
Celery Corn
Peas Protein powder
Hamburgers
ACTIVITIES A
Can do easily
ACTIVITIES B
Maybe
ACTIVITIES C
Not right now
Walking Running (up to 15 minutes) Sprinting
Squats Pullups (assisted) or pulldowns
Running over
15 minutes
Lunges Deadlifts (light) Pressing, pushups
Rows Hip hinge (light)
Most mobility
work
NAME DATE
How to explain this form to your clients
57. e.g., Recreational hockey On-ice training 2x weekly, 2 hours
per session; 1 game per week
Walking Daily, with the dog, 30 minutes
Are you a professional, amateur, and / or devoted recreational
athlete?
compete, but I train like I do
If you compete, what phase are you in?
- -
competitive season
NAME DATE
Coaching tips
• Use with “How active are you” section from the Initial
Assessment and Triage Questionnaire.
• Be sure to consider other client data, such as age, body
composition, sex, and medical history.
• Combine this with a food journal to show exactly what the
athlete is eating and when. Also consider combining with Eating
Habits Questionnaire to get the big picture.
64. Adding up all your activities, approximately how many hours
per week do you spend doing intense activity or
competitive preparation? (e.g., skills training, strength &
conditioning)
-
- -19
Adding up all your activities, approximately how many hours
per week do you spend doing restorative, rehab, and /
or recovery activities? (e.g., yoga, corrective exercises,
hydrotherapy)
-
- -19
Goals and priorities
In general, what are your goals? (Check all that apply.)
habits
competition / modeling
athletic performance
68. • Typically called SMAC-20,
SMA-20, or Chem-20,
this basic test looks at
20 different parts of the
blood including blood
levels of certain minerals,
proteins, etc. This test is
standard and should be
done although it’s not
very telling of your overall
health profile
Cardiovascular risk
profile
• Total cholesterol
• LDL
• HDL
• Triglycerides
• C-reactive protein
• Homocysteine
Hormones
• Testosterone
• Free testosterone
• IGF-1
• Growth hormone
71. Look for common features. Look at the steps you took.
This helps you build understanding of the process, which you
can then use to disrupt these patterns. For instance, if you
habitually
over-eat in your kitchen at 6 pm when stressed, then figure out
strategies to deal with a stressy dinner hour before it happens –
as far in
advance as possible. If you habitually think certain thoughts
beforehand (e.g., “I’m a failure”, “This will make me feel
better”, etc.) then
come up with ways to respond to those thoughts before they hit
you.
Complete this worksheet every time you have an episode of
over-eating. Be honest and thorough. You are collecting data so
that you
can analyze your own patterns and eventually develop strategies
to deal with them.
1. In the 1-2 hours beforehand:
What are you doing?
What are you thinking?
What are you feeling, emotionally?
What are you feeling, physically?
Where are you?
What time is it?
Who’s with you?
79. off point” to go through an average day as they initially
report it.
• For a specific food record, use one of the Food Journal forms
and ensure that clients complete it as they are eating the meals
(rather than too long after the fact).
Right now, are you following any particular diet or style of
eating?
(e.g., vegetarian / vegan, Paleo, kosher / halal, low-carb) Y N
If yes, what? And for how long have you followed this way of
eating?
Coaching tips
• Be aware that what clients say they do is not always what they
actually do. Vegetarian clients may eat meat; low-carb clients
may have carb binges, etc. Clients are rarely as adherent as they
claim to be, and recall is usually selective or poor.
• Here, look mostly for the value and meaning of a specific diet
for clients. Why does following a particular diet matter to
them? For instance:
• Are they vegetarian / vegan for ethical reasons?
Environmental reasons? Health reasons? Religious reasons?
• Explore the importance and significance of the diet choices,
for example:
• “What do you like about this way of eating?”
• “What is working for you about this way of eating?”
• “What things did you consider when deciding to eat this way?
82. How often do you have a bowel movement?
-
week
- -
Do you have any digestive system complaints right now? If yes,
what are those? Y N
Coaching tip
Based on the client’s answers here, you can consider using the
Medical History & Present Medical Condition Questionnaire.
Hunger cues and appetite
On a scale of 1-10, how would you describe your normal
appetite / hunger?
NEVER
HUNGRY 1 2 3 4 5 6 7 8 9 10
ALWAYS
STARVING/
RAVENOUS
Do you feel like you have trouble controlling your appetite /
hunger?
Yes, I feel like I always want food,
Eating Habits Questionnaire (cont’d)
85. Coaching tips
• The questions in this section above can help surface
disordered eating habits.
• You may not be able to help directly with this, but you can
help your client identify what some of the patterns are. And, if
appropriate, refer them out to a qualified eating disorder
counselor and / or registered dietitian.
If you feel you’ve eaten too much, what do you do afterwards?
Check all that apply.
already blown it
laxatives
normal eating
Coaching tip
You’re looking here for compensation behaviors, which almost
all of these are except for “Forget about it and go back to
88. Coaching tips
• Improving food prep and cooking skills is often a simple way
to improve clients’ eating habits, food repertoire, and overall
confidence.
• For clients where shopping, food prep and / or cooking skills
are limiting factors:
• Look for easy, convenient, basic tasks that can have big
payoffs (e.g., preparing a slow cooker meal for the next few
days,
shopping with a list).
• For clients who absolutely hate cooking / food prep and don’t
have anyone to do it for them, consider a meal delivery
service.
• Consider using the Kitchen Set-up Assessment to further
evaluate client’s home kitchen environment.
Your goals and priorities
Thinking about all that you have written down here, what do
you think you might like to start working on or addressing first?
Coaching tips
• Here, the client can set the agenda, with your guidance. Direct
their attention to things that you noticed in their answers, and
work together to decide on next steps.
• Those steps can be either low-hanging fruit, or most important
limiting factors/skills to be addressed.
Eating Habits Questionnaire (cont’d)
90. What are some of the foods or meals you like MOST?
What are some of the foods or meals you DON’T like?
Right now, on a scale of 1-10, how consistent would you say
you are with your eating habits?
ALL OVER
THE PLACE 1 2 3 4 5 6 7 8 9 10
PERFECTLY
CONSISTENT,
ALL THE TIME
If you’re less consistent than you’d like to be, what seems to
get in the way or knock you off track?
Food and health
Do you have any known / diagnosed food allergies or
intolerances? If yes, what are those? Y N
Do you have any suspected or possible food allergies or
intolerances? If yes, what are those? Y N
How often do you have a bowel movement?
-
week
- -
Eating Habits Questionnaire (cont’d)
94. -2 meals a week
How often do you shop for food?
food; it just magically
appears in my house
On a scale of 1 to 10, how would you rank your food
preparation and cooking skills right now?
TERRIBLE /
NONEXISTENT 1 2 3 4 5 6 7 8 9 10 EXPERT CHEF
Do you like cooking?
If no, what do you NOT like?
If yes or sometimes, what do you enjoy about it?
Your goals and priorities
Thinking about all that you have written down here, what do
you think you might like to start working on or addressing first?
Eating Habits Questionnaire (cont’d)
96. 3:30 PM
1 strawberry Greek yogurt
2 handfuls Triscuits
Ate at desk
6:30 PM
3 slices meat-lovers pizza
2 light beers
1 bowl moose tracks ice cream
Got home late, no energy to cook
NAME DATE
Please record everything you eat and drink for 3 days. Be as
thorough and detailed as possible.
Please be as honest as you can be. I am gathering data, not
judging. Don’t change your normal routine. Just record what
you are doing.
If your eating habits change over the week, pick 3 days that are
representative (e.g., 2 weekdays plus 1 weekend day).
To measure, simply use hand-sized portions (e.g., 1 palm, 1 fist,
1 cupped handful, 1 thumb) or something else standardized
(e.g.,
baseball, deck of cards). You can use measuring cups or a food
scale if you want, but you don’t have to.
Record any other notes about other things we’ve agreed you’ll
99. NAME DATE
How well did you sleep last night?
TERRIBLE 1 2 3 4 5 6 7 8 9 10 AWESOME
Overall, how’s your mood today?
TERRIBLE 1 2 3 4 5 6 7 8 9 10 AWESOME
Overall, how’s your energy today?
EXHAUSTED 1 2 3 4 5 6 7 8 9 10 SUPERSTAR
Overall, how much do you feel like training today?
UGH,
NO WAY 1 2 3 4 5 6 7 8 9 10
BRING
IT ON!!
Overall, how’s your physical health today?
VERY
SICK OR
INJURED
1 2 3 4 5 6 7 8 9 10
100%
HEALTHY &
THRIVING
MORNING HEART RATE MORNING TEMPERATURE
MORNING HEART RATE VARIABILITY (HRV) SCORE
106. NAME DATE
This works well for many reasons.
First, hands are portable. They come with you to work lunches,
restaurants, social gatherings, etc.
Second, hands are scaled to the individual. Bigger people need
more food, and tend to have bigger hands, therefore getting
larger
portions. Smaller people need less food, and tend to have
smaller hands, therefore getting smaller portions.
Third, it provides reasonable amounts of nutrient dense foods
and their specific macronutrients (thus preventing deficiencies).
It will help
you meet your protein, vegetable, carb, fat, and calorie needs
without having to count a gram or weigh a food.
Assuming you’re active and eat about 4 meals per day, this is
what we find to be a great starting point:
For each meal, men might begin by eating:
Your palm determines
your protein portions
Your fist determines
your veggie portions
Your cupped hand
determines your carb
portions
108. servings of
each per meal x 4 meals). And 4 daily servings of each food
group for women (1 serving of each per meal x 4 meals).
Some men need less calories than the 8 daily servings of each
food group provided by the per-meal template, and some women
need
more calories than the 4 daily servings of each food group
provided by the per-meal template.
In reality, most active men likely need a total daily intake like
this:
• 6-8 palms of protein dense foods
• 6-8 fists of vegetables
• 6-8 cupped handfuls of carb dense foods
• 6-8 thumbs of fat dense foods
Hand-Sized Portion Guide (cont’d)
And most active women likely need a total daily intake
like this:
• 4-6 palms of protein dense foods
• 4-6 fists of vegetables
• 4-6 cupped handfuls of carb dense foods
• 4-6 thumbs of fat dense foods
It is important that you be aware of this. And to always keep in
mind that even these are just starting points. They are to help
109. you more easily meet their protein, vegetable, carb, fat, and
calorie needs without having to do kitchen math. But they aren’t
immutable.
You should adjust actual portion sizes up or down, depending
on
your unique needs and goals. For example:
Men who want to gain lean mass or with very high activity
levels
might need to add 1-2 cupped handfuls of carbs and / or
1-2 thumbs of fats to a few meals.
Women who want to gain lean mass or with very high activity
levels might need to add 1/2-1 cupped handfuls of carbs and / or
1/2-1
thumbs of fats to a few meals.
Men who want to lose body fat or with very low activity levels
might need to remove 1-2 cupped handfuls of carbs and / or
1-2 thumbs of fats from a few meals.
Women who want to lose body fat or with very low activity
levels might need to remove 1/2-1 cupped handfuls of carbs and
/ or 1/2-1
thumbs of fats from a few meals.
Of course, just like any other form of nutrition planning – this
meal template is just a starting point. So stay flexible and “steer
dynamically”.
Adjust portions based on hunger, fullness, preferences, goals,
overall activity level, and most importantly, results. Start with
the basic
template and then adjust portions at any time using outcome-
113. and environment support your coaching journey.
Keep unhealthy stuff away from you and inconvenient. Make it
hard for unhealthy stuff to get to you. If it doesn’t help you
reach your goals, you don’t need it near you.
A good kitchen set-up makes things easy.
When you have a clear structure and a trusted system, you don’t
have to think. You can just execute. And it’s simple.
Red, yellow, and green light foods and drinks
We like the “traffic light” concept: red, yellow, and green light
foods and drinks.
Each person will have a slightly different list of red, yellow,
and green lights.
Kitchen Set-up Assessment
NAME DATE
Coaching tips
• Use this form to help show the relationship between
environment and food habits. The better the environment is, the
better
the food habits will be.
• Combine this with food journal(s) to show exactly what your
client is eating and when. Also consider combining with the
Eating Habits Questionnaire to get the big picture.
• You can use this form for a baseline assessment as well as
progress tracking. Kitchen set-ups often improve over time.
115. Red Yellow Green
“Red light” foods are foods that
are just bad news for you.
Maybe they make you feel sick, or they
trigger you to eat too much, or you
know they’re an unhealthy choice for
you, etc.
Red means “no go”. (Or at least
very rarely.)
“Yellow light” foods are
foods that are sometimes OK,
sometimes not.
Maybe you can eat a little bit without
feeling ill, or you can eat them sanely
at a restaurant with others but not at
home alone, or you can have them as
an occasional treat, etc.
Yellow means “approach with caution”.
“Green light” foods are foods
that make you feel good
mentally and physically, and
that you can eat normally,
slowly, to feeling satisfied.
These are usually things like fruits
and vegetables, lean protein, and
legumes.
Green means “go for it!”
119. Kitchen Set-up Assessment
NAME DATE
Berardi’s First Law
Berardi’s First Law states:
If a food is in your house or possession, either you, someone
you love, or someone you marginally tolerate, will eventually
eat it.
The corollary of Berardi’s First Law is:
If a healthy food is in your house or possession, either you,
someone you love, or someone you marginally tolerate, will
eventually
eat it.
Your surroundings: your “trusted safety system”
Keep healthy stuff near you and convenient. Make your routines
and environment support your coaching journey.
Keep unhealthy stuff away from you and inconvenient. Make it
hard for unhealthy stuff to get to you. If it doesn’t help you
reach your goals, you don’t need it near you.
A good kitchen set-up makes things easy.
When you have a clear structure and a trusted system, you don’t
have to think. You can just execute. And it’s simple.
Red, yellow, and green light foods and drinks
We like the “traffic light” concept: red, yellow, and green light
foods and drinks.
Each person will have a slightly different list of red, yellow,
120. and green lights.
Red Yellow Green
“Red light” foods are foods that
are just bad news for you.
Maybe they make you feel sick, or they
trigger you to eat too much, or you
know they’re an unhealthy choice for
you, etc.
Red means “no go”. (Or at least very
rarely.)
“Yellow light” foods are
foods that are sometimes OK,
sometimes not.
Maybe you can eat a little bit without
feeling ill, or you can eat them sanely
at a restaurant with others but not at
home alone, or you can have them as
an occasional treat, etc.
Yellow means “approach with
caution”.
“Green light” foods are foods
that make you feel good mentally
and physically, and that you can
eat normally, slowly, to feeling
satisfied.
These are usually things like fruits and
vegetables, lean protein, and legumes
122. What kitchen equipment do you have right now? Check all that
apply.
Tupperware)
-
board
serole dish(es)
(e.g., paring knife, boning knife)
What other equipment, if anything, might you need?
What other equipment, if anything, are you willing to add right
now?
Kitchen review: Organization and systems
Right now, how would you rank your overall kitchen
125. eet
In m
aking changes, clients w
ill have both lim
iting factors and advantages (or “sup
erp
ow
ers”). Lim
itin
g
facto
rs are things that block or w
ork against your client doing som
ething. For
exam
p
le:
•
n
ot en
ou
g
h tim
128. , an
d / or thin
g
s that you
r client is alread
y
d
oin
g w
ell. For exam
p
le:
•
client is m
otivated to chan
g
e
•
client is org
an
ized an
d a g
ood p
rob
129. lem
solver
•
client is alread
y d
oin
g p
art of the b
ehavior
•
client has su
p
p
ortive fam
ily
To
u
se th
is fo
rm
:
1.
C
ap
130. tu
re you
r client’s lim
itin
g factors an
d ad
vantag
es / su
p
erp
ow
ers in the form
b
elow
.
2.
U
se these lim
itin
g factors an
d ad
vantag
es / su
p
131. erp
ow
ers to id
entify b
ehavior g
oals an
d p
ossib
le n
ext action
s for the client.
N
O
TE: A
g
ood b
ehavior g
oal:
•
d
ecreases, m
an
ag
es, or p
132. revents lim
itin
g factors; an
d
•
uses client ad
vantag
es / su
p
erp
ow
ers.
Behavior g
oals are m
eant to b
u
ild sp
ecific skills.
•
U
se the 5S system
to help
you d
eterm
141. more of that?
• In what situations do you tend to be successful? How can we
reproduce that for you in the service of a new nutrition-related
task?
• Where do you feel strongest? How can we build on those
strengths?
What’s awesome about your client?
NAME DATE
How to make goals into habits: a quick reference
1. Start with the awesome.
2. Let the client choose the direction.
3. Set the right kind of goal.
4. Break the goal down.
5. Choose ONE small piece.
6. Shrink the task even further.
7. Confirm the fit.
8. Set up an accountability system.
9. Use outcome-based decision making to assess how well the
habit worked and plan next steps.
Step 1: Start with the awesome
143. C
Step 4: Break the goal down
Break the larger general goal down into smaller pieces.
Always show the client how every task you give them relates to
the larger goal. No task should be without a larger purpose.
Small piece 1: This piece is:
-ableRelated to the big goal because:
Small piece 2: This piece is:
-ableRelated to the big goal because:
Small piece 3: This piece is:
-ableRelated to the big goal because:
Small piece 4: This piece is:
147. is w
o
rk
sh
eet
•
Each tim
e you eat a m
eal that’s con
sistent w
ith the hab
its you’re w
orkin
g on, p
u
t an X
in the b
ox.
•
Each tim
e you eat a m
eal that’s N
O
148. T con
sistent, p
u
t an O
in the b
ox. (Leave a cell b
lan
k if you d
id
n’t have that m
any m
eals.)
•
A
t the en
d of the w
eek, total u
p
all you
r X
s an
d d
ivid
e b
149. y the n
u
m
b
er of m
eals to g
et a con
sisten
cy p
ercentag
e.
C
o
ach
in
g
tip
s
•
Em
p
hasize “con
sisten
cy” rather than “com
150. p
lian
ce”.
•
U
se this as b
oth a p
rog
ress tracker an
d as a w
ay to su
rface lim
itin
g factors.
•
A
s a p
rog
ress tracker: C
lient has m
ad
e p
rog
ress w
151. hen con
sisten
cy (as a p
ercentag
e of all m
eals) im
p
roves.
•
Treat im
p
rovem
ents in con
sisten
cy as p
rog
ress in an
d of them
selves (in other w
ord
s, sim
p
ly b
ein
152. g m
ore con
sistent is w
orth celeb
ratin
g).
•
Look for the reason
s w
hy con
sisten
cy im
p
roved, an
d b
u
ild on those “b
rig
ht sp
ots” as w
ell.
•
A
s a w
153. ay to show
lim
itin
g factors: U
se n
on
-ad
heren
ce / n
on
-con
sisten
cy to op
en u
p
a d
iscussion ab
ou
t w
hy the client d
id
n’t d
o the task.
•
154. D
o N
O
T treat n
on
-con
sisten
cy as “failu
re” or “m
istakes”. Treat it as usefu
l d
ata.
•
Exp
lore “read
y, w
illin
g
, ab
le”.
•
Look for p
attern
s over the cou
155. rse of a d
ay, an
d over the cou
rse of a w
eek.
•
For exam
p
le, the client d
oes w
ell in A
M
, stru
g
g
les in PM
; client d
oes w
ell M
on
d
ay-Thu
rsd
ay b
157. ore m
od
erate g
oals, w
ill d
o in
cred
ib
ly w
ell shootin
g for 75
-80%
con
sisten
cy.
•
Level 2 clients, or clients w
ith m
ore ad
van
ced g
oals, w
ill n
eed to aim