The document provides an assessment rubric for a nursing school assignment involving the differential diagnosis of a skin condition. The assignment requires students to:
1) Document one of the provided skin graphics using the SOAP note format, identifying the graphic and explaining its physical characteristics.
2) Formulate alternative diagnoses for the graphic and determine the most likely diagnosis, supported by evidence from current literature.
3) Follow appropriate writing standards and APA format.
The rubric evaluates students' work across these criteria on excellence, good, fair, and poor scales and provides feedback.
This document provides guidance on conducting a full skin assessment. It outlines key steps to inspecting the skin, hair, and nails. For the skin, it describes examining skin characteristics like pigmentation, temperature, moisture, and lesions. Common skin conditions are also reviewed. Assessment of the hair involves inspecting the scalp, color, texture and amount of hair. Nail assessment focuses on cleanliness, color, shape, thickness and identifying abnormalities. Various diagnostic tests for skin conditions are also mentioned.
Skin scraping is a common diagnostic technique used to identify external parasites and skin diseases in animals. It involves scraping the skin with a scalpel blade and examining the collected material under a microscope. Skin scraping can help diagnose conditions, assess severity and progression of issues, and monitor treatment response. While a simple and cost-effective technique, skin scraping requires proper technique and interpretation to avoid false negatives or positives.
This document provides guidance on conducting a comprehensive physical examination. It outlines the purposes and types of examinations, as well as the techniques used, including inspection, palpation, percussion, and auscultation. It describes how to examine each body system in a systematic manner, from vital signs and general appearance to specific regions like the head, lungs, heart, abdomen, and neurological system. The goal is to assess the client's overall health status and identify any abnormalities through observation, feeling, listening, and other physical assessment methods.
This document discusses various barriers to effective communication. It categorizes barriers into semantic, organizational, interpersonal, individual, and cross-cultural types. For each barrier type, examples are provided. Semantic barriers include words with multiple meanings and technical language. Organizational barriers include status relationships and complex structures. Interpersonal barriers arise from superiors and subordinates. Individual barriers include selective perception and state of health. Cross-cultural barriers relate to differences in values, behaviors, and concepts of time across cultures. Overall, the document analyzes factors that can hinder clear understanding in communication.
This document provides information on a unit for providing facial skin care treatments. It includes objectives like describing facial muscles, comparing skin care products, and performing facial treatments. It discusses facial muscles, cleansing and toning, skin types, desirable work environment characteristics, and the consultation and treatment process. Students are expected to observe demonstrations, treat clients, and complete online exams to pass the unit.
Assessment and diagnostic evaluation of integumentary systemyashwant ramawat
The document discusses the anatomy, physiology, and assessment of the skin and common dermatological disorders. It describes the three layers of the skin, glands and appendages. Assessment involves health history questions, physical exam of lesions/rashes, nail changes, hair characteristics, and diagnostic tests like biopsy. Common disorders are often found in specific anatomical areas like the face, scalp, or genital regions. The nurse examines skin thoroughly and asks targeted questions to identify dermatological problems.
The document provides information about nail care services and nail structure. It defines the key structures of the nail including the lunula, cuticle, free edge, matrix, nail bed, nail walls, nail plate/body, and nail fold. It also discusses nail shapes including round, square, squoval, and stiletto. The objectives are to identify nail structures, describe their functions, and participate in discussions. A quiz is provided to test understanding of nail structures and shapes.
This document provides guidance on conducting a full skin assessment. It outlines key steps to inspecting the skin, hair, and nails. For the skin, it describes examining skin characteristics like pigmentation, temperature, moisture, and lesions. Common skin conditions are also reviewed. Assessment of the hair involves inspecting the scalp, color, texture and amount of hair. Nail assessment focuses on cleanliness, color, shape, thickness and identifying abnormalities. Various diagnostic tests for skin conditions are also mentioned.
Skin scraping is a common diagnostic technique used to identify external parasites and skin diseases in animals. It involves scraping the skin with a scalpel blade and examining the collected material under a microscope. Skin scraping can help diagnose conditions, assess severity and progression of issues, and monitor treatment response. While a simple and cost-effective technique, skin scraping requires proper technique and interpretation to avoid false negatives or positives.
This document provides guidance on conducting a comprehensive physical examination. It outlines the purposes and types of examinations, as well as the techniques used, including inspection, palpation, percussion, and auscultation. It describes how to examine each body system in a systematic manner, from vital signs and general appearance to specific regions like the head, lungs, heart, abdomen, and neurological system. The goal is to assess the client's overall health status and identify any abnormalities through observation, feeling, listening, and other physical assessment methods.
This document discusses various barriers to effective communication. It categorizes barriers into semantic, organizational, interpersonal, individual, and cross-cultural types. For each barrier type, examples are provided. Semantic barriers include words with multiple meanings and technical language. Organizational barriers include status relationships and complex structures. Interpersonal barriers arise from superiors and subordinates. Individual barriers include selective perception and state of health. Cross-cultural barriers relate to differences in values, behaviors, and concepts of time across cultures. Overall, the document analyzes factors that can hinder clear understanding in communication.
This document provides information on a unit for providing facial skin care treatments. It includes objectives like describing facial muscles, comparing skin care products, and performing facial treatments. It discusses facial muscles, cleansing and toning, skin types, desirable work environment characteristics, and the consultation and treatment process. Students are expected to observe demonstrations, treat clients, and complete online exams to pass the unit.
Assessment and diagnostic evaluation of integumentary systemyashwant ramawat
The document discusses the anatomy, physiology, and assessment of the skin and common dermatological disorders. It describes the three layers of the skin, glands and appendages. Assessment involves health history questions, physical exam of lesions/rashes, nail changes, hair characteristics, and diagnostic tests like biopsy. Common disorders are often found in specific anatomical areas like the face, scalp, or genital regions. The nurse examines skin thoroughly and asks targeted questions to identify dermatological problems.
The document provides information about nail care services and nail structure. It defines the key structures of the nail including the lunula, cuticle, free edge, matrix, nail bed, nail walls, nail plate/body, and nail fold. It also discusses nail shapes including round, square, squoval, and stiletto. The objectives are to identify nail structures, describe their functions, and participate in discussions. A quiz is provided to test understanding of nail structures and shapes.
This document provides an overview of the learning outcomes and content for a unit on providing facial skincare treatments. The key points are:
1. The unit will cover facial anatomy, skin types and functions, contraindications, treatments, and homecare recommendations.
2. Students will learn to state facial treatment requirements, identify anatomy, list skin functions, describe skin layers, and compare skin types.
3. The document outlines normal skin characteristics and differences between dry, oily, and combination skin types.
This document discusses personal hygiene and areas of the body that require care, such as skin, hair, eyes, mouth, ears, nose, nails and feet. It outlines considerations for hygiene based on nutritional state, incontinence, age, health conditions and treatments. Pressure sores and their stages are defined. Preventative measures like SSKIN are provided. Cleansing areas of the body and things to consider are discussed. The importance of personal hygiene for patient well-being and treatment is emphasized.
The document outlines the aims and procedures for a nail services lesson. It recalls contraindications and explains the code of practice for nail services. It describes the correct and incorrect use of common nail tools like nail files, orange wood sticks, cuticle knives, cuticle nippers, and toe nail clippers. It also provides the steps for a full pedicure routine.
This document summarizes the role of surgical assistants in follicular unit extraction (FUE) hair transplant procedures. It outlines the key responsibilities of assistants, which include pre-operative patient preparation, assisting the physician during graft extraction and inspection, carefully handling grafts, and post-operative care. Proper graft handling by assistants is important for overall transplant success, as the grafts are more delicate in FUE compared to traditional strip surgery.
ME290Global Engineering Professional SeminarGlobalizat.docxendawalling
ME290
Global Engineering Professional Seminar
Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Lecture-1
Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Globalization the process by which
businesses or other organizations
develop international influence or
start operating on an international
scale.
Cultures
• Culture is the dominant set of behaviors, values,
beliefs, and thinking patterns we learn as we grow and
develop in our social groups.
In all but one of the following countries it is expected that
you bring a gift to a business meeting. In which country is it
not expected?
A. China B. Czech Republic
C. Japan D. Denmark
The correct answer is D. Denmark
Which of the following is associated with dead and should
not be given as a gift in the Chinese culture?
A. Clocks B. Straw sandals
C. Handkerchief D. Crane
The answer is - All of the above!
Typical Dimensions of Culture
Tree Model of CULTURE
Surface Culture
Deep Culture
Language
Dress
Art & Music
Food
Gestures Formality
Gender Roles
Religion
Holidays
Personal Space
Communication & Learning Styles
Time
Methods of Decision Making
Relationships
Attitudes
Work Ethic
Negotiating Styles
Values
Cultural Differences
Some main indicators of cultural differences are:
•Behavioral patterns: appearance vs. reality
•Non-verbal behavior: Gestures, signs, mimics
•Distance behavior: personal space vs. closeness
Behavioral Pattern
•If we don’t know anything about other cultures, we
tend to use stereotypes as our knowledge base –
Is this a right approach?
•What are stereotypes?
•Negative labeling of a certain group or culture
based on the actions and/or appearances of a
few individuals.
Non-Verbal Behavior
• Understood as the process of communication through
sending and receiving wordless messages.
• Language is not the only source of communication;
there are other means, including:
• Gestures and touch
• Body language or posture, facial expression and eye contact
• Object communication such as clothing, hairstyles or even
architecture and symbols
• Problems and conflicts can occur when expressing
gestures or facial expressions in other cultures –
messages can often be misinterpreted.
Distance Behavior
• The right personal distance when conducting business
shows respect and acceptance.
• Too much distance gives the impression of dislike and
discomfort.
• Too little will make the person draw back.
Diversity & Inclusion
Diversity refers to differences (such as age, gender,
ethnicity physical appearance, thought styles, religion,
nationality, socio-economic status, belief systems etc.)
Inclusion refers to the creation of opportunities and the
elimination of barriers that allow all people to
participate in and contribute to ideation, planning,
projects, programs, processes, teams, organizations,
social activities, fun or any other opportunity that hel.
ME290Global Engineering Professional SeminarGlobalizat.docxjessiehampson
ME290
Global Engineering Professional Seminar
Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Lecture-1
Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Globalization the process by which
businesses or other organizations
develop international influence or
start operating on an international
scale.
Cultures
• Culture is the dominant set of behaviors, values,
beliefs, and thinking patterns we learn as we grow and
develop in our social groups.
In all but one of the following countries it is expected that
you bring a gift to a business meeting. In which country is it
not expected?
A. China B. Czech Republic
C. Japan D. Denmark
The correct answer is D. Denmark
Which of the following is associated with dead and should
not be given as a gift in the Chinese culture?
A. Clocks B. Straw sandals
C. Handkerchief D. Crane
The answer is - All of the above!
Typical Dimensions of Culture
Tree Model of CULTURE
Surface Culture
Deep Culture
Language
Dress
Art & Music
Food
Gestures Formality
Gender Roles
Religion
Holidays
Personal Space
Communication & Learning Styles
Time
Methods of Decision Making
Relationships
Attitudes
Work Ethic
Negotiating Styles
Values
Cultural Differences
Some main indicators of cultural differences are:
•Behavioral patterns: appearance vs. reality
•Non-verbal behavior: Gestures, signs, mimics
•Distance behavior: personal space vs. closeness
Behavioral Pattern
•If we don’t know anything about other cultures, we
tend to use stereotypes as our knowledge base –
Is this a right approach?
•What are stereotypes?
•Negative labeling of a certain group or culture
based on the actions and/or appearances of a
few individuals.
Non-Verbal Behavior
• Understood as the process of communication through
sending and receiving wordless messages.
• Language is not the only source of communication;
there are other means, including:
• Gestures and touch
• Body language or posture, facial expression and eye contact
• Object communication such as clothing, hairstyles or even
architecture and symbols
• Problems and conflicts can occur when expressing
gestures or facial expressions in other cultures –
messages can often be misinterpreted.
Distance Behavior
• The right personal distance when conducting business
shows respect and acceptance.
• Too much distance gives the impression of dislike and
discomfort.
• Too little will make the person draw back.
Diversity & Inclusion
Diversity refers to differences (such as age, gender,
ethnicity physical appearance, thought styles, religion,
nationality, socio-economic status, belief systems etc.)
Inclusion refers to the creation of opportunities and the
elimination of barriers that allow all people to
participate in and contribute to ideation, planning,
projects, programs, processes, teams, organizations,
social activities, fun or any other opportunity that hel.
The document discusses the purpose and structure of reports, defining a report as a communication of factual information that serves a business purpose. It provides guidelines for writing reports, including determining the purpose, identifying relevant factors, gathering and organizing facts, and revising the report. The document also covers different types of reports and offers tips for effective outlining and formatting of reports.
127 Compare and Contrast Essay Topics | HandMadeWriting.com Blog. Surprising Comparison Contrast Essay Examples ~ Thatsnotus. 013 Comparison Contrast Essay Topics Example ~ Thatsnotus. 003 Comparison And Contrast Essayss Essay Ideas Maus Compare ~ Thatsnotus. 005 Essay Example Comparison Examples And Contrast Essays Ideas Maus .... Compare and contrast titles. Compare And Contrast Essays: Examples .... Comparison and Contrast Essay. 101 Compare and Contrast Essay Ideas for Students. How to write a Compare and Contrast Essay? - The English Digest. Compare And Contrast Essay Outline Mla. 008 Essay Example Comparison And Contrast Topics Compare For High .... ⭐ Good compare contrast topics. 200+ Best Compare And Contrast Essay .... Compare and Contrast Essay Topics. What are some good compare and contrast essay topics. Compare and .... Strong Compare and Contrast Essay Examples. Compare And Contrast Essay Examples (+FAQ) | Pro Essay Help. How to Write a Compare and Contrast Essay Outline Point-By-Point With .... How to Write a Compare & Contrast Essay | Structure | Example | Topics. compare and contrast essay | Nature | Free 30-day Trial | Scribd. Compare and Contrast Essay II | Secondary School | Lecture. Compare & Contrast Essay - Excelsior College OWL. Essential Points of Compare and Contrast Essay. How to Write a Compare and Contrast Essay | Literacy Ideas. Writing a Compare/Contrast Essay:. Compare and Contrast on High School and College - Free comparison essay .... 022 Compare And Contrast Essay Outline Template Printables Corners ....
Here is a proposed logo for "Visual Media: Is Seeing Really Believing?":
[LOGO]
The logo incorporates elements that represent visual media and the themes explored in the publication:
- A camera lens represents visual media like photography, film, and television
- Norman Rockwell's painting "Breaking Home Ties" is depicted through the lens, representing how visual media can convey ideas/messages
- The lens is cracked/broken to symbolize questioning if what we see through visual media can really be believed or if there are distortions
- The publication's title wraps around the lens, tying the visual directly to the name
The simple, clean design allows the key elements to stand out visually while succinct
45 Perfect Thesis Statement Templates (+ Examples) ᐅ TemplateLab. 15 Thesis Statement Examples to Inspire Your Next Argumentative Essay .... Sample Thesis Statements. Tips and Examples for Writing Thesis Statements. The Best Way to Write a Thesis Statement (with Examples). What Is The Thesis Statement? Examples of Thesis Statements Table of .... Thesis Statement Examples and Samples For Essay and Research Papers .... Research thesis statement maker. This handout describes what a thesis .... 004 Thesis Statement For Narrative Essay Example ~ Thatsnotus. Thesis Statement Writing Help | PrimeDissertations.com. 101 Thesis Statement Examples (2023). How to Write a Thesis Statement: Fill-in-the-Blank Formula. 006 Essay Example Thesis Statement Examples For Essays ~ Thatsnotus. What Are The Different Types of Thesis Statements. How to Write a Thesis Statement (with Pictures) - wikiHow. The Best Way to Write a Thesis Statement (with Examples) - How to write .... 36 Examples of Strong Thesis Statement | 4 Steps Guide. PPT - Writing a Thesis Statement PowerPoint Presentation, free download .... Lesson 5: Thesis Statements. 33 Strong Thesis Statement Examples To Ace Your Writing. How To Write A Thesis Statement (with Useful Steps and Tips) • 7ESL. 5 Types of Thesis Statements | Digital Learning Commons.
FREE 8+ Essay Samples in MS Word | PDF. College Essay: Graduate school essay sample. Graduate School Essay Examples - Great Grad School Application Essay .... 001 Yhn3ns0535 Free Sample Essay For Graduate School Admission ~ Thatsnotus. graduate school application essay Template Template graduate school .... FREE 8+ School Essay Samples in MS Word | PDF. 007 Grad School Essay Sample ~ Thatsnotus. Remarkable Graduate School Essay Format ~ Thatsnotus. Excellent Graduate School Entrance Essay Examples ~ Thatsnotus. FREE 9+ Scholarship Essay Samples in MS Word | PDF. 007 Essay Example Graduate School Sample Writing Grad Application For .... 005 Nursing School Admission Essay Samples Rosesislefarms Com Programs .... FREE 11+ Sample College Essay Templates in MS Word | PDF. Excellent Graduation Essay ~ Thatsnotus. Essay writing tips and examples. 012 Essay Example Graduation ~ Thatsnotus. Essay to Graduate School | rbadmuseportfolio. College Essay Examples - 9+ in PDF | Examples. 020 Essay Example Application Format How To Write Grad School Graduate .... Reflection essay: Phd application essay examples. College Essay: Sample grad school essays.
This document provides an agenda and terms for a class. The agenda includes reviewing terms that will be on an upcoming exam, conducting peer revisions of essays where students will provide feedback to each other in groups, and discussing the format and content of the upcoming exam. Definitions are provided for terms that will be on the exam related to gender, sexuality, privilege, and language. Guidance is offered for the peer revision process, which involves reading essays aloud, evaluating thesis statements and support, and providing overall feedback and suggestions.
The document outlines the key parts and structures of the nail, including the nail body, root, and free edge as well as surrounding structures like the cuticle, matrix, and lunula. It also discusses factors that influence nail growth such as nutrition, health, and disease. Finally, it defines hand spa as a treatment to pamper tired hands and keep nails looking healthy through massage, noting it is performed by professionals and can have anti-aging benefits.
This document provides guidance on evaluating patients for dental treatment planning. It discusses examining various physical and psychological factors about the patient including gait, age, sex, complexion, medical history, dental history and more. A thorough clinical examination of the head, neck, face, lips, jaw, mouth and residual ridges is also described to understand a patient's physical state and needs in order to develop a customized treatment plan.
Buy High School Research Papers - Buy Research PaLauren Heard
This critical analysis summarizes the play "Art" by Yasmin Reza. It discusses the themes of ambiguity in modern art and how art can mean different things to different people. The play is set in a sparse Paris apartment in the 1990s and focuses on the conflict between three main characters - Marcia, Serge, and Yvan - over their differing views of what constitutes art. It explores how personal definitions of beauty and art can clash while also examining the characters' friendship and power struggles.
This document provides an overview of assessing nails presented by Ms. Similia Pervez. The objectives are to discuss nail anatomy, assessment methods, normality, and abnormalities. Normal nails are described as having a 160-degree angle at the base, smooth texture, and normal capillary refill. Common abnormalities include clubbing, hangnails, ingrown toenails, splitting/peeling, psoriasis, discoloration, Beau's lines, fungus, onycholysis, and blue nails. Various causes and characteristics of 10 abnormal nail conditions are outlined.
Top 3 Best Research Paper Writing Services Online - The Jerusalem PostTasha Holloway
Here are some examples of discourse communities I am part of:
- College students at my university. As a student, I am part of the discourse community of my college. We share experiences related to academics, campus life, and being young adults pursuing higher education.
- Artists in my local community. I am an amateur painter and enjoy learning from other local artists. We communicate through a shared interest in visual art and often discuss techniques, styles, and find inspiration from each other.
- Online gaming community. As an avid gamer, I am part of virtual communities centered around specific games. We interact regularly to discuss gameplay, strategies, and share news about the games.
- Language learners. I am currently
The four major types of information systems are:
1. Transaction Processing Systems (TPS) - Process routine transactions and capture and update data. Examples include systems that process payroll, billing, etc.
2. Management Information Systems (MIS) - Provide information to support managerial decision making, planning and control. Examples include systems that provide sales reports, inventory reports, etc.
3. Decision Support Systems (DSS) - Support decision making by providing analysis tools to evaluate alternative choices. Examples include systems that help with pricing decisions, investment analysis, etc.
4. Executive Support Systems (ESS) - Support executive-level decision making through access to internal and external information. Examples include systems that provide executive dashboards with
Create three classes for the words An abstract class called Word, a.docxbuffydtesurina
The document outlines the design of a program to classify and display words from an input file. It describes creating classes for words as nouns and verbs that inherit from an abstract word class, as well as classes for linked lists of words that can be unsorted or sorted. The GUI is then described as having two text areas to display the word lists, and menus to open files, quit the program, or filter the lists by part of speech. The input file format of words followed by their part of speech is also specified.
Create an imaginary person you want to write to in your journal. Alt.docxbuffydtesurina
Create an imaginary person you want to write to in your journal. Alternately, it could be a real person, such as a child or a friend from grade school. Start the entry "Dear ___" as if you were writing that person a letter. Then in a brief entry, describe a relative doing something or telling a funny story. Include face and hair details, eyes, body shape and size, and special characteristics, such as a cough or a limp. Put the person in action. You will be graded on the vividness of the detail and action. Detail! Detail!
.
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This document provides an overview of the learning outcomes and content for a unit on providing facial skincare treatments. The key points are:
1. The unit will cover facial anatomy, skin types and functions, contraindications, treatments, and homecare recommendations.
2. Students will learn to state facial treatment requirements, identify anatomy, list skin functions, describe skin layers, and compare skin types.
3. The document outlines normal skin characteristics and differences between dry, oily, and combination skin types.
This document discusses personal hygiene and areas of the body that require care, such as skin, hair, eyes, mouth, ears, nose, nails and feet. It outlines considerations for hygiene based on nutritional state, incontinence, age, health conditions and treatments. Pressure sores and their stages are defined. Preventative measures like SSKIN are provided. Cleansing areas of the body and things to consider are discussed. The importance of personal hygiene for patient well-being and treatment is emphasized.
The document outlines the aims and procedures for a nail services lesson. It recalls contraindications and explains the code of practice for nail services. It describes the correct and incorrect use of common nail tools like nail files, orange wood sticks, cuticle knives, cuticle nippers, and toe nail clippers. It also provides the steps for a full pedicure routine.
This document summarizes the role of surgical assistants in follicular unit extraction (FUE) hair transplant procedures. It outlines the key responsibilities of assistants, which include pre-operative patient preparation, assisting the physician during graft extraction and inspection, carefully handling grafts, and post-operative care. Proper graft handling by assistants is important for overall transplant success, as the grafts are more delicate in FUE compared to traditional strip surgery.
ME290Global Engineering Professional SeminarGlobalizat.docxendawalling
ME290
Global Engineering Professional Seminar
Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Lecture-1
Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Globalization the process by which
businesses or other organizations
develop international influence or
start operating on an international
scale.
Cultures
• Culture is the dominant set of behaviors, values,
beliefs, and thinking patterns we learn as we grow and
develop in our social groups.
In all but one of the following countries it is expected that
you bring a gift to a business meeting. In which country is it
not expected?
A. China B. Czech Republic
C. Japan D. Denmark
The correct answer is D. Denmark
Which of the following is associated with dead and should
not be given as a gift in the Chinese culture?
A. Clocks B. Straw sandals
C. Handkerchief D. Crane
The answer is - All of the above!
Typical Dimensions of Culture
Tree Model of CULTURE
Surface Culture
Deep Culture
Language
Dress
Art & Music
Food
Gestures Formality
Gender Roles
Religion
Holidays
Personal Space
Communication & Learning Styles
Time
Methods of Decision Making
Relationships
Attitudes
Work Ethic
Negotiating Styles
Values
Cultural Differences
Some main indicators of cultural differences are:
•Behavioral patterns: appearance vs. reality
•Non-verbal behavior: Gestures, signs, mimics
•Distance behavior: personal space vs. closeness
Behavioral Pattern
•If we don’t know anything about other cultures, we
tend to use stereotypes as our knowledge base –
Is this a right approach?
•What are stereotypes?
•Negative labeling of a certain group or culture
based on the actions and/or appearances of a
few individuals.
Non-Verbal Behavior
• Understood as the process of communication through
sending and receiving wordless messages.
• Language is not the only source of communication;
there are other means, including:
• Gestures and touch
• Body language or posture, facial expression and eye contact
• Object communication such as clothing, hairstyles or even
architecture and symbols
• Problems and conflicts can occur when expressing
gestures or facial expressions in other cultures –
messages can often be misinterpreted.
Distance Behavior
• The right personal distance when conducting business
shows respect and acceptance.
• Too much distance gives the impression of dislike and
discomfort.
• Too little will make the person draw back.
Diversity & Inclusion
Diversity refers to differences (such as age, gender,
ethnicity physical appearance, thought styles, religion,
nationality, socio-economic status, belief systems etc.)
Inclusion refers to the creation of opportunities and the
elimination of barriers that allow all people to
participate in and contribute to ideation, planning,
projects, programs, processes, teams, organizations,
social activities, fun or any other opportunity that hel.
ME290Global Engineering Professional SeminarGlobalizat.docxjessiehampson
ME290
Global Engineering Professional Seminar
Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Lecture-1
Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Globalization the process by which
businesses or other organizations
develop international influence or
start operating on an international
scale.
Cultures
• Culture is the dominant set of behaviors, values,
beliefs, and thinking patterns we learn as we grow and
develop in our social groups.
In all but one of the following countries it is expected that
you bring a gift to a business meeting. In which country is it
not expected?
A. China B. Czech Republic
C. Japan D. Denmark
The correct answer is D. Denmark
Which of the following is associated with dead and should
not be given as a gift in the Chinese culture?
A. Clocks B. Straw sandals
C. Handkerchief D. Crane
The answer is - All of the above!
Typical Dimensions of Culture
Tree Model of CULTURE
Surface Culture
Deep Culture
Language
Dress
Art & Music
Food
Gestures Formality
Gender Roles
Religion
Holidays
Personal Space
Communication & Learning Styles
Time
Methods of Decision Making
Relationships
Attitudes
Work Ethic
Negotiating Styles
Values
Cultural Differences
Some main indicators of cultural differences are:
•Behavioral patterns: appearance vs. reality
•Non-verbal behavior: Gestures, signs, mimics
•Distance behavior: personal space vs. closeness
Behavioral Pattern
•If we don’t know anything about other cultures, we
tend to use stereotypes as our knowledge base –
Is this a right approach?
•What are stereotypes?
•Negative labeling of a certain group or culture
based on the actions and/or appearances of a
few individuals.
Non-Verbal Behavior
• Understood as the process of communication through
sending and receiving wordless messages.
• Language is not the only source of communication;
there are other means, including:
• Gestures and touch
• Body language or posture, facial expression and eye contact
• Object communication such as clothing, hairstyles or even
architecture and symbols
• Problems and conflicts can occur when expressing
gestures or facial expressions in other cultures –
messages can often be misinterpreted.
Distance Behavior
• The right personal distance when conducting business
shows respect and acceptance.
• Too much distance gives the impression of dislike and
discomfort.
• Too little will make the person draw back.
Diversity & Inclusion
Diversity refers to differences (such as age, gender,
ethnicity physical appearance, thought styles, religion,
nationality, socio-economic status, belief systems etc.)
Inclusion refers to the creation of opportunities and the
elimination of barriers that allow all people to
participate in and contribute to ideation, planning,
projects, programs, processes, teams, organizations,
social activities, fun or any other opportunity that hel.
The document discusses the purpose and structure of reports, defining a report as a communication of factual information that serves a business purpose. It provides guidelines for writing reports, including determining the purpose, identifying relevant factors, gathering and organizing facts, and revising the report. The document also covers different types of reports and offers tips for effective outlining and formatting of reports.
127 Compare and Contrast Essay Topics | HandMadeWriting.com Blog. Surprising Comparison Contrast Essay Examples ~ Thatsnotus. 013 Comparison Contrast Essay Topics Example ~ Thatsnotus. 003 Comparison And Contrast Essayss Essay Ideas Maus Compare ~ Thatsnotus. 005 Essay Example Comparison Examples And Contrast Essays Ideas Maus .... Compare and contrast titles. Compare And Contrast Essays: Examples .... Comparison and Contrast Essay. 101 Compare and Contrast Essay Ideas for Students. How to write a Compare and Contrast Essay? - The English Digest. Compare And Contrast Essay Outline Mla. 008 Essay Example Comparison And Contrast Topics Compare For High .... ⭐ Good compare contrast topics. 200+ Best Compare And Contrast Essay .... Compare and Contrast Essay Topics. What are some good compare and contrast essay topics. Compare and .... Strong Compare and Contrast Essay Examples. Compare And Contrast Essay Examples (+FAQ) | Pro Essay Help. How to Write a Compare and Contrast Essay Outline Point-By-Point With .... How to Write a Compare & Contrast Essay | Structure | Example | Topics. compare and contrast essay | Nature | Free 30-day Trial | Scribd. Compare and Contrast Essay II | Secondary School | Lecture. Compare & Contrast Essay - Excelsior College OWL. Essential Points of Compare and Contrast Essay. How to Write a Compare and Contrast Essay | Literacy Ideas. Writing a Compare/Contrast Essay:. Compare and Contrast on High School and College - Free comparison essay .... 022 Compare And Contrast Essay Outline Template Printables Corners ....
Here is a proposed logo for "Visual Media: Is Seeing Really Believing?":
[LOGO]
The logo incorporates elements that represent visual media and the themes explored in the publication:
- A camera lens represents visual media like photography, film, and television
- Norman Rockwell's painting "Breaking Home Ties" is depicted through the lens, representing how visual media can convey ideas/messages
- The lens is cracked/broken to symbolize questioning if what we see through visual media can really be believed or if there are distortions
- The publication's title wraps around the lens, tying the visual directly to the name
The simple, clean design allows the key elements to stand out visually while succinct
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This document provides an agenda and terms for a class. The agenda includes reviewing terms that will be on an upcoming exam, conducting peer revisions of essays where students will provide feedback to each other in groups, and discussing the format and content of the upcoming exam. Definitions are provided for terms that will be on the exam related to gender, sexuality, privilege, and language. Guidance is offered for the peer revision process, which involves reading essays aloud, evaluating thesis statements and support, and providing overall feedback and suggestions.
The document outlines the key parts and structures of the nail, including the nail body, root, and free edge as well as surrounding structures like the cuticle, matrix, and lunula. It also discusses factors that influence nail growth such as nutrition, health, and disease. Finally, it defines hand spa as a treatment to pamper tired hands and keep nails looking healthy through massage, noting it is performed by professionals and can have anti-aging benefits.
This document provides guidance on evaluating patients for dental treatment planning. It discusses examining various physical and psychological factors about the patient including gait, age, sex, complexion, medical history, dental history and more. A thorough clinical examination of the head, neck, face, lips, jaw, mouth and residual ridges is also described to understand a patient's physical state and needs in order to develop a customized treatment plan.
Buy High School Research Papers - Buy Research PaLauren Heard
This critical analysis summarizes the play "Art" by Yasmin Reza. It discusses the themes of ambiguity in modern art and how art can mean different things to different people. The play is set in a sparse Paris apartment in the 1990s and focuses on the conflict between three main characters - Marcia, Serge, and Yvan - over their differing views of what constitutes art. It explores how personal definitions of beauty and art can clash while also examining the characters' friendship and power struggles.
This document provides an overview of assessing nails presented by Ms. Similia Pervez. The objectives are to discuss nail anatomy, assessment methods, normality, and abnormalities. Normal nails are described as having a 160-degree angle at the base, smooth texture, and normal capillary refill. Common abnormalities include clubbing, hangnails, ingrown toenails, splitting/peeling, psoriasis, discoloration, Beau's lines, fungus, onycholysis, and blue nails. Various causes and characteristics of 10 abnormal nail conditions are outlined.
Top 3 Best Research Paper Writing Services Online - The Jerusalem PostTasha Holloway
Here are some examples of discourse communities I am part of:
- College students at my university. As a student, I am part of the discourse community of my college. We share experiences related to academics, campus life, and being young adults pursuing higher education.
- Artists in my local community. I am an amateur painter and enjoy learning from other local artists. We communicate through a shared interest in visual art and often discuss techniques, styles, and find inspiration from each other.
- Online gaming community. As an avid gamer, I am part of virtual communities centered around specific games. We interact regularly to discuss gameplay, strategies, and share news about the games.
- Language learners. I am currently
The four major types of information systems are:
1. Transaction Processing Systems (TPS) - Process routine transactions and capture and update data. Examples include systems that process payroll, billing, etc.
2. Management Information Systems (MIS) - Provide information to support managerial decision making, planning and control. Examples include systems that provide sales reports, inventory reports, etc.
3. Decision Support Systems (DSS) - Support decision making by providing analysis tools to evaluate alternative choices. Examples include systems that help with pricing decisions, investment analysis, etc.
4. Executive Support Systems (ESS) - Support executive-level decision making through access to internal and external information. Examples include systems that provide executive dashboards with
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r
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Explore your argument in an essay of 3-4 pages.
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’
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1)
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Neither?
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Create a mobile application using Android™ Studio that saves d.docxbuffydtesurina
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Length: 12-15 slides (with a separate reference slide).
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Morris, S. S., Wright, P. M., Trevor, J., Stiles, P., Stahl, G. K., Snell, S., & Farndale, E. (2009). Global challenges to replicating HR: The role of people, processes, and systems.
http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=45479348&site=ehost-live
Shen, J. (2011). Developing the concept of socially responsible international human resource management.
http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=59754931&site=ehost-live
Van Buren, H. (2008). October Fairness and the main management theories of the twentieth century: A historical review, 1900–1965.
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Briefly illustrate an instance of contemporary ethical relativism contrasting with the Christian worldview.
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The 2 states to compare and contrast for Registered Dental Hygiene: New York and New Jersey
Licensing requirements- types of licensing options, test agencies accepted, associated fees, anything additional that is relevant.
Testing or additional certification requirements such as nitrous oxide administration/monitoring local anesthesia (and specifically what kind), lasers, etc.
CE requirements for Registered Dental Hygienists (#, types, etc.)
Scope of practice: dental hygienist, can also include some dental assistant duties, if relevant
Type of supervision: be specific to types of duties allowed in each level of supervision. Many states have multiple levels of supervision.
Make-up board members - how many, what dental category they fall in and length of term
Any additional pertinent information
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
MET Participants and Collaboration 20.0 Thoroughly outlines al.docx
1. MET Participants and Collaboration
20.0
Thoroughly outlines all participants of a multidisciplinary
evaluation team, insightfully describing the roles each team
member holds. Expertly describes how MET team members can
effectively collaborate with student’s family and each other.
Background Information
25.0
Analysis expertly describes case study background information,
identifying areas of significance. A professional, summary of
additional information that could be gathered from informal
observations and formal curriculum-based assessments that
might be significant is provided.
Assessment Recommendations
25.0
Two ideal assessments, one formal and one informal, are
recommended for the student related to eligibility, program, or
placement decisions. At least one example uses developmentally
appropriate technology. Explanation for assessment
recommendations is professional and convincing.
Thesis Development and Purpose
7.0
Thesis or main claim is comprehensive. The essence of the
paper is contained within the thesis. Thesis statement makes the
purpose of the paper clear.
Argument Logic and Construction
8.0
Clear and convincing argument that presents a persuasive claim
in a distinctive and compelling manner. All sources are
authoritative and thoroughly support the claim.
Mechanics of Writing (includes spelling, punctuation, grammar,
language use)
5.0
Submission is virtually free of mechanical errors. Word choice
7. Chapter 08: Skin, Hair, and Nails
Key Points
This review discusses examination of the skin, hair, and nails.
Before the exam, gather the necessary equipment: a clear,
flexible centimeter ruler; flashlight with transilluminator;
handheld magnifying glass or dermatoscope; and Wood’s lamp.
To examine the skin,perform the following.
Use inspection and palpation to examine the skin. Make sure
you have adequate lighting, preferably with daylight.
During inspection, expose the skin completely. As you
finish inspecting each area, remember to redrape or cover the
patient for warmth and modesty.Inspect the skin in two
ways.First, perform a brief overall visual sweep of the entire
skin surface. This helps identify the distribution and extent of
any lesions, assess skin symmetry, detect differences among
body areas, and compare sun-exposed areas with areas that were
not exposed to the sun.Second, observe the skin as each part of
the body is examined.When evaluating the skin and mucous
membranes in each part of the body, note six characteristics.The
first characteristic is color, which can vary from dark brown to
light tan with pink or yellow overtones.The second
characteristic is uniformity. The skin should be uniform in color
overall with no localized areas of discoloration. However, the
skin may have sun-darkened areas as well as darker skin around
the knees and elbows.The third characteristic is thickness,
which varies over the body. The thinnest skin is on the eyelids.
The thickest is at areas of pressure or rubbing, such as the
elbows, soles, and palms.The fourth characteristic is symmetry.
Normally, the skin appears bilaterally symmetrical.The fifth
characteristic is hygiene, which may contribute to skin
condition.The final characteristic is the presence of any lesions,
8. which are any pathologic skin change or occurrence.During
inspection, also palpate the skin to determine five
characteristics.First, palpate to detect moisture. Minimal
perspiration or oiliness should be present. Even intertriginous
areas should display little dampness.Second, use the dorsal
surface of your hands to assess temperature. The skin may feel
cool to warm but should be bilaterally symmetrical.Third, check
the texture, which should be smooth, soft, and even. However,
roughness on exposed skin or areas of pressure may
occur.Finally, evaluate the last two characteristics, turgorand
mobility, by pinching up a small section of skin on the forearm
or sternum, releasing it, and watching for it to immediately
return to place.If a lesion is present, inspect and palpate it fully.
Remember: Not all lesions are cause for concern, but they
should all be examined.
First, describe its size (measured in centimeters in all
dimensions), shape, color, texture, elevation or depression, and
attachment at the base.
If the lesion has exudates, note their color, odor, amount,
and consistency.If there is more than one lesion, describe their
configuration as annular (or ring-shaped), arciform (or bow-
shaped), grouped, linear, or diffuse.Record the lesions’ location
and distribution, noting whether they appear generalized or
localized, affect a specific body region, form a pattern, and are
discrete or confluent.Use a light and magnifying glass to
determine the lesion’s subtle details, including color, elevation,
and borders.To see if fluid is present in a cyst or mass,
transilluminate it in a darkened room. A fluid-filled lesion
transilluminates with a red glow; a solid lesion does not.To
further identify a lesion, shines a Wood’s lamp on the area in a
darkened room. Look for the well-demarcated hypopigmentation
of vitiligo, the hyperpigmentation of café au lait spots, and the
yellow-green fluorescence that suggests fungal infection.
To examine the hair, perform the following.To assess the hair,
palpate its texture. Scalp hair may be coarse or fine and curly or
9. straight. It should be shiny, smooth, and resilient.During
palpation, also inspect the hair for three characteristics: color,
distribution, and quantity.Hair color ranges from very light
blond to black to gray.Hair distribution and quantity vary with
genetics. Hair commonly appears on the scalp, lower face, neck,
nares, ears, chest, axillae, back, shoulders, arms, legs, toes,
pubic area, and around the nipples.
To examine the nails, perform the following.Use inspection and
palpation to assess the nails. Ask yourself: Are the nails dirty,
bitten to the quick, or unkempt? Or are they clean, smooth, and
neat? The condition of the hair and nails provides clues to the
patient’s self-care, emotions, and social integration.Inspect the
nails for six characteristics: color, length, condition,
configuration, symmetry, and cleanliness.Although nail shape
and opacity can vary greatly, the nail bed color should be pink.
Pigment deposits may appear in the nail beds of dark-skinned
patients.The nail length and condition should be appropriate—
not bitten down to the quick. The nail edges should be smooth
and rounded, with no peeling or jagged, broken, or bitten nail
edges or cuticles.In configuration, the nail plate should appear
smooth and flat or slightly convex. It should have no ridges,
grooves, depressions, or pits.The nails should appear bilaterally
symmetrical.The nails should be clean,smooth, and
neat.Measure the nail-base angle by placing a ruler across the
nail and dorsal surface of the finger and checking the angle
formed by the proximal nail fold and nail plate.The nail-base
angle should measure 160 degrees.If the nail-base angle is 180
degrees or more, clubbing is present, which suggests a
cardiopulmonary or other disorder.Inspect and palpate the
proximal and lateral nail folds for redness, swelling, pain, and
exudate as well as warts, cysts, and tumors. Pain usually
accompanies ingrown nails and infections.Palpate the nail plate
for four characteristics: texture, firmness, thickness, and
adherence to the nail bed.The texture of the nail plate should be
hard and smooth.The nail base should be firm—not boggy.The
10. nail thickness should be uniform. Thickened nails may result
from tight-fitting shoes, chronic trauma, or a fungal infection.
Nail thinning may accompany a nail disease.The nail should
adhere to the nail bed when you gently squeeze the patient’s
nail between your thumb and fingerpad.
Week 4 Lab Assignment: Differential Diagnosis for Skin
Conditions
1:
2:
3.
4.
5.
�Note to Build: These images are still pending permissions so I
don’t have credit lines yet or approval.
Page 5 of 5
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6512_Week_4_Assignment_1_Rubric
11. · Grid View
· List View
Excellent
Good
Fair
Poor
Using the SOAP (Subjective, Objective, Assessment, and Plan)
note format:
· Create documentation, following SOAP format, of your
assignment to choose one skin condition graphic (identify by
number in your Chief Complaint). · Use clinical terminologies
to explain the physical characteristics featured in the graphic.
Points:
Points Range: 30 (30%) - 35 (35%)
The response clearly, accurately, and thoroughly follows the
SOAP format to document one skin condition graphic and
accurately identifies the graphic by number in the Chief
Complaint. The response clearly and thoroughly explains all
physical characteristics featured in the graphic using accurate
terminologies.
Feedback:
Points:
Points Range: 24 (24%) - 29 (29%)
The response accurately follows the SOAP format to document
one skin condition graphic and accurately identifies the graphic
by number in the Chief Complaint. The response explains most
physical characteristics featured in the graphic using accurate
terminologies.
Feedback:
Points:
Points Range: 18 (18%) - 23 (23%)
The response follows the SOAP format, with vagueness and
12. some inaccuracy in documenting one skin condition graphic,
and accurately identifies the graphic by number in the Chief
Complaint. The response explains some physical characteristics
featured in the graphic using mostly accurate terminologies.
Feedback:
Points:
Points Range: 0 (0%) - 17 (17%)
The response inaccurately follows the SOAP format or is
missing documentation for one skin condition graphic and is
missing or inaccurately identifies the graphic by number in the
Chief Complaint. The response explains some or few physical
characteristics featured in the graphic using terminologies with
multiple inaccuracies.
Feedback:
· Formulate a different diagnosis of three to five possible
considerations for the skin graphic. · Determine which is
most likely to be the correct diagnosis, and explain your
reasoning using at least three different references from current
evidence-based literature.
Points:
Points Range: 45 (45%) - 50 (50%)
The response clearly, thoroughly, and accurately formulates a
different diagnosis of five possible considerations for the skin
graphic. The response determines the most likely correct
diagnosis with reasoning that is explained clearly, accurately,
and thoroughly using three or more different references from
current evidence-based literature.
Feedback:
Points:
Points Range: 39 (39%) - 44 (44%)
The response accurately formulates a different diagnosis of
three to five possible considerations for the skin graphic. The
response determines the most likely correct diagnosis with
13. reasoning that is explained accurately using at least three
different references from current evidence-based literature.
Feedback:
Points:
Points Range: 33 (33%) - 38 (38%)
The response vaguely or with some inaccuracy formulates a
different diagnosis of three possible considerations for the skin
graphic. The response determines the most likely correct
diagnosis with reasoning that is explained vaguely and with
some inaccuracy using three different references from current
evidence-based literature.
Feedback:
Points:
Points Range: 0 (0%) - 32 (32%)
The response formulates inaccurately, incompletely, or is
missing a different diagnosis of possible considerations for the
skin graphic, with two or fewer possible considerations
provided. The response vaguely, inaccurately, or incompletely
determines the most likely correct diagnosis with reasoning that
is missing or explained using two or fewer different references
from current evidence-based literature.
Feedback:
Written Expression and Formatting - Paragraph Development
and Organization:
Paragraphs make clear points that support well-developed ideas,
flow logically, and demonstrate continuity of ideas. Sentences
are carefully focused--neither long and rambling nor short and
lacking substance. A clear and comprehensive purpose
statement and introduction are provided that delineate all
required criteria.
Points:
Points Range: 5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow,
14. continuity, and clarity. A clear and comprehensive purpose
statement, introduction, and conclusion are provided that
delineate all required criteria.
Feedback:
Points:
Points Range: 4 (4%) - 4 (4%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 80% of the time. Purpose, introduction,
and conclusion of the assignment are stated, yet are brief and
not descriptive.
Feedback:
Points:
Points Range: 3 (3%) - 3 (3%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 60%–79% of the time. Purpose,
introduction, and conclusion of the assignment are vague or off
topic.
Feedback:
Points:
Points Range: 0 (0%) - 2 (2%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity < 60% of the time. No purpose statement,
introduction, or conclusion were provided.
Feedback:
Written Expression and Formatting - English writing standards:
Correct grammar, mechanics, and proper punctuation
Points:
Points Range: 5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Feedback:
Points:
Points Range: 4 (4%) - 4 (4%)
15. Contains a few (1 or 2) grammar, spelling, and punctuation
errors.
Feedback:
Points:
Points Range: 3 (3%) - 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation
errors.
Feedback:
Points:
Points Range: 0 (0%) - 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors
that interfere with the reader’s understanding.
Feedback:
Written Expression and Formatting - The paper follows correct
APA format for title page, headings, font, spacing, margins,
indentations, page numbers, running heads, parenthetical/in-text
citations, and reference list.
Points:
Points Range: 5 (5%) - 5 (5%)
Uses correct APA format with no errors.
Feedback:
Points:
Points Range: 4 (4%) - 4 (4%)
Contains a few (1 or 2) APA format errors.
Feedback:
Points:
Points Range: 3 (3%) - 3 (3%)
Contains several (3 or 4) APA format errors.
Feedback:
Points:
16. Points Range: 0 (0%) - 2 (2%)
Contains many (≥ 5) APA format errors.
Feedback:
Show Descriptions Show Feedback
Using the SOAP (Subjective, Objective, Assessment, and Plan)
note format:
· Create documentation, following SOAP format, of your
assignment to choose one skin condition graphic (identify by
number in your Chief Complaint). · Use clinical terminologies
to explain the physical characteristics featured in the graphic.--
Levels of Achievement:
Excellent 30 (30%) - 35 (35%)
The response clearly, accurately, and thoroughly follows the
SOAP format to document one skin condition graphic and
accurately identifies the graphic by number in the Chief
Complaint. The response clearly and thoroughly explains all
physical characteristics featured in the graphic using accurate
terminologies.
Good 24 (24%) - 29 (29%)
The response accurately follows the SOAP format to document
one skin condition graphic and accurately identifies the graphic
by number in the Chief Complaint. The response explains most
physical characteristics featured in the graphic using accurate
terminologies.
Fair 18 (18%) - 23 (23%)
The response follows the SOAP format, with vagueness and
some inaccuracy in documenting one skin condition graphic,
and accurately identifies the graphic by number in the Chief
Complaint. The response explains some physical characteristics
featured in the graphic using mostly accurate terminologies.
Poor 0 (0%) - 17 (17%)
The response inaccurately follows the SOAP format or is
missing documentation for one skin condition graphic and is
missing or inaccurately identifies the graphic by number in the
Chief Complaint. The response explains some or few physical
17. characteristics featured in the graphic using terminologies with
multiple inaccuracies.
Feedback:
· Formulate a different diagnosis of three to five possible
considerations for the skin graphic. · Determine which is
most likely to be the correct diagnosis, and explain your
reasoning using at least three different references from current
evidence-based literature.--
Levels of Achievement:
Excellent 45 (45%) - 50 (50%)
The response clearly, thoroughly, and accurately formulates a
different diagnosis of five possible considerations for the skin
graphic. The response determines the most likely correct
diagnosis with reasoning that is explained clearly, accurately,
and thoroughly using three or more different references from
current evidence-based literature.
Good 39 (39%) - 44 (44%)
The response accurately formulates a different diagnosis of
three to five possible considerations for the skin graphic. The
response determines the most likely correct diagnosis with
reasoning that is explained accurately using at least three
different references from current evidence-based literature.
Fair 33 (33%) - 38 (38%)
The response vaguely or with some inaccuracy formulates a
different diagnosis of three possible considerations for the skin
graphic. The response determines the most likely correct
diagnosis with reasoning that is explained vaguely and with
some inaccuracy using three different references from current
evidence-based literature.
Poor 0 (0%) - 32 (32%)
The response formulates inaccurately, incompletely, or is
missing a different diagnosis of possible considerations for the
skin graphic, with two or fewer possible considerations
provided. The response vaguely, inaccurately, or incompletely
determines the most likely correct diagnosis with reasoning that
is missing or explained using two or fewer different references
18. from current evidence-based literature.
Feedback:
Written Expression and Formatting - Paragraph Development
and Organization:
Paragraphs make clear points that support well-developed ideas,
flow logically, and demonstrate continuity of ideas. Sentences
are carefully focused--neither long and rambling nor short and
lacking substance. A clear and comprehensive purpose
statement and introduction are provided that delineate all
required criteria.--
Levels of Achievement:
Excellent 5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity. A clear and comprehensive purpose
statement, introduction, and conclusion are provided that
delineate all required criteria.
Good 4 (4%) - 4 (4%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 80% of the time. Purpose, introduction,
and conclusion of the assignment are stated, yet are brief and
not descriptive.
Fair 3 (3%) - 3 (3%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 60%–79% of the time. Purpose,
introduction, and conclusion of the assignment are vague or off
topic.
Poor 0 (0%) - 2 (2%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity < 60% of the time. No purpose statement,
introduction, or conclusion were provided.
Feedback:
Written Expression and Formatting - English writing standards:
Correct grammar, mechanics, and proper punctuation--
Levels of Achievement:
Excellent 5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
19. Good 4 (4%) - 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation
errors.
Fair 3 (3%) - 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation
errors.
Poor 0 (0%) - 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors
that interfere with the reader’s understanding.
Feedback:
Written Expression and Formatting - The paper follows correct
APA format for title page, headings, font, spacing, margins,
indentations, page numbers, running heads, parenthetical/in-text
citations, and reference list.--
Levels of Achievement:
Excellent 5 (5%) - 5 (5%)
Uses correct APA format with no errors.
Good 4 (4%) - 4 (4%)
Contains a few (1 or 2) APA format errors.
Fair 3 (3%) - 3 (3%)
Contains several (3 or 4) APA format errors.
Poor 0 (0%) - 2 (2%)
Contains many (≥ 5) APA format errors.
Feedback:
Total Points: 100
Name: NURS_6512_Week_4_Assignment_1_Rubric
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21. %7B%220.30000
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REQUIRED READINGS
Note: To access this week's required library resources, please
click on the link to the Course Readings List, found in
the Course Materials section of your Syllabus.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. (2019). Seidel's guide to physical examination:
An interprofessional approach (9th ed.). St. Louis, MO: Elsevier
Mosby.
· Chapter 9, “Skin, Hair, and Nails”
This chapter reviews the basic anatomy and physiology of skin,
hair, and nails. The chapter also describes guidelines for proper
skin, hair, and nails assessments.
Colyar, M. R. (2015). Advanced practice nursing procedures.
Philadelphia, PA: F. A. Davis.
Credit Line: Advanced practice nursing procedures, 1st Edition
by Colyar, M. R. Copyright 2015 by F. A. Davis Company.
Reprinted by permission of F. A. Davis Company via the
Copyright Clearance Center.
This section explains the procedural knowledge needed prior to
performing various dermatological procedures.
Chapter 1, “Punch Biopsy”
Chapter 2, “Skin Biopsy”
22. Chapter 10, “Nail Removal”
Chapter 15, “Skin Lesion Removals: Keloids, Moles, Corns,
Calluses”
Chapter 16, “Skin Tag (Acrochordon) Removal”
Chapter 22, “Suture Insertion”
Chapter 24, “Suture Removal”
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced
health assessment and clinical diagnosis in primary care (6th
ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical
Diagnosis in Primary Care, 6th Edition by Dains, J.E.,
Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby.
Reprinted by permission of Mosby via the Copyright Clearance
Center.
Chapter 28, “Rashes and Skin Lesions”
This chapter explains the steps in an initial examination of
someone with dermatological problems, including the type of
information that needs to be gathered and assessed.
Note: Download and use the Student Checklist and the Key
Points when you conduct your assessment of the skin, hair, and
nails in this Week’s Lab Assignment.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. (2019). Skin, hair, and nails: Student checklist.
In Seidel's guide to physical examination (9th ed.). St. Louis,
MO: Elsevier Mosby.
Credit Line: Seidel's Guide to Physical Examination, 9th
Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B.
S., & Stewart, R. W. Copyright 2019 by Elsevier Health
23. Sciences. Reprinted by permission of Elsevier Health Sciences
via the Copyright Clearance Center.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. (2019). Skin, hair, and nails: Key points. In
Seidel's guide to physical examination: An interprofessional
approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Seidel's Guide to Physical Examination, 9th
Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B.
S., & Stewart, R. W. Copyright 2019 by Elsevier Health
Sciences. Reprinted by permission of Elsevier Health Sciences
via the Copyright Clearance Center.
Sullivan, D. D. (2019). Guide to clinical documentation (3rd
ed.). Philadelphia, PA: F. A. Davis.
· Chapter 2, "The Comprehensive History and Physical Exam"
(Previously read in Weeks 1 and 3)
VisualDx. (n.d.). Clinical decision support. Retrieved June 11,
2019, from http://www.skinsight.com/info/for_professionals
This interactive website allows you to explore skin conditions
according to age, gender, and area of the body.
Clothier, A. (2014). Assessing and managing skin tears in older
people. Nurse Prescribing, 12(6), 278–282. Retrieved from
https://search-ebscohost-
com.ezp.waldenulibrary.org/login.aspx?direct=true&db=rzh&A
N=103968541&site=ehost-live&scope=site
Note: You will access this article from the Walden Library
databases.
Document: Skin Conditions (Word document)
This document contains five images of different skin conditions.
24. You will use this information in this week’s Discussion.
Document: Comprehensive SOAP Exemplar (Word document)
Document: Comprehensive SOAP Template (Word document)
Comprehensive SOAP Exemplar
Purpose: To demonstrate what each section of the SOAP note
should include. Remember that Nurse Practitioners treat
patients in a holistic manner and your SOAP note should reflect
that premise.
Patient Initials: _______ Age: _______
Gender: _______
SUBJECTIVE DATA:
Chief Complaint (CC): Coughing up phlegm and fever
History of Present Illness (HPI): Sara Jones is a 65 year old
Caucasian female who presents today with a productive cough x
3 weeks and fever for the last three days. She reported that the
“cold feels like it is descending into her chest”. The cough is
nagging and productive. She brought in a few paper towels with
expectorated phlegm – yellow/brown in color. She has
associated symptoms of dyspnea of exertion and fever. Her
Tmax was reported to be 102.4, last night. She has been taking
Ibuprofen 400mg about every 6 hours and the fever breaks, but
returns after the medication wears off. She rated the severity of
her symptom discomfort at 4/10.
Medications:
1.) Lisinopril 10mg daily
2.) Combivent 2 puffs every 6 hours as needed
25. 3.) Serovent daily
4.) Salmeterol daily
5.) Over the counter Ibuprofen 200mg -2 PO as needed
6.) Over the counter Benefiber
7.) Flonase 1 spray each night as needed for allergic rhinitis
symptoms
Allergies:
Sulfa drugs - rash
Past Medical History (PMH):
1.) Emphysema with recent exacerbation 1 month ago – deferred
admission – RX’d with outpatient antibiotics and an hand held
nebulizer treatments.
2.) Hypertension – well controlled
3.) Gastroesophageal reflux (GERD) – quiet on no medication
4.) Osteopenia
5.) Allergic rhinitis
Past Surgical History (PSH):
1.) Cholecystectomy 1994
2.) Total abdominal hysterectomy (TAH) 1998
Sexual/Reproductive History:
Heterosexual
G1P1A0
Non-menstrating – TAH 1998
Personal/Social History:
She has smoked 2 packs of cigarettes daily x 30 years; denied
ETOH or illicit drug use.
Immunization History:
Her immunizations are up to date. She received the influenza
vaccine last November and the Pneumococcal vaccine at the
same time.
26. Significant Family History:
Two brothers – one with diabetes, dx at age 65 and the other
with prostate CA, dx at age 62. She has 1 daughter, in her 50’s,
healthy, living in nearby neighborhood.
Lifestyle:
She is a retired; widowed x 8 years; lives in the city, moderate
crime area, with good public transportation. She college
graduate, owns her home and receives a pension of $50,000
annually – financially stable.
She has a primary care nurse practitioner provider and goes for
annual and routine care twice annually and as needed for
episodic care. She has medical insurance but often asks for drug
samples for cost savings. She has a healthy diet and eating
pattern. There are resources and community groups in her area
at the senior center and she attends regularly. She enjoys bingo.
She has a good support system composed of family and friends.
Review of Systems:
General: + fatigue since the illness started; + fever, no chills or
night sweats; no recent weight gains of losses of significance.
HEENT: no changes in vision or hearing; she does wear glasses
and her last eye exam was 1 ½ years ago. She reported no
history of glaucoma, diplopia, floaters, excessive tearing or
photophobia. She does have bilateral small cataracts that are
being followed by her ophthalmologist. She has had no recent
ear infections, tinnitus, or discharge from the ears. She reported
her sense of smell is intact. She has not had any episodes of
epistaxis. She does not have a history of nasal polyps or recent
sinus infection. She has history of allergic rhinitis that is
seasonal. Her last dental exam was 3/2014. She denied
ulceration, lesions, gingivitis, gum bleeding, and has no dental
27. appliances. She has had no difficulty chewing or swallowing.
Neck: no pain, injury, or history of disc disease or compression.
Her last Bone Mineral density (BMD) test was 2013 and showed
mild osteopenia, she said.
Breasts: No reports of breast changes. No history of lesions,
masses or rashes. No history of abnormal mammograms.
Respiratory: + cough and sputum production (see HPI); denied
hemoptysis, no difficulty breathing at rest; + dyspnea on
exertion; she has history of COPD and community acquired
pneumonia 2012. Last PPD was 2013. Last CXR – 1 month ago.
CV: no chest discomfort, palpitations, history of murmur; no
history of arrhythmias, orthopnea, paroxysmal nocturnal
dyspnea, edema, or claudication. Date of last ECG/cardiac work
up is unknown by patient.
GI: No nausea or vomiting, reflux controlled, No abd pain, no
changes in bowel/bladder pattern. She uses fiber as a daily
laxative to prevent constipation.
GU: no change in her urinary pattern, dysuria, or incontinence.
She is heterosexual. She has had a total abd hysterectomy. No
history of STD’s or HPV. She has not been sexually active since
the death of her husband.
MS: she has no arthralgia/myalgia, no arthritis, gout or
limitation in her range of motion by report. No history of
trauma or fractures.
Psych: no history of anxiety or depression. No sleep
disturbance, delusions or mental health history. She denied
suicidal/homicidal history.
28. Neuro: no syncopal episodes or dizziness, no paresthesia, head
aches. No change in memory or thinking patterns; no twitches
or abnormal movements; no history of gait disturbance or
problems with coordination. No falls or seizure history.
Integument/Heme/Lymph: no rashes, itching, or bruising. She
uses lotion to prevent dry skin. She has no history of skin
cancer or lesion removal. She has no bleeding disorders,
clotting difficulties or history of transfusions.
Endocrine: no endocrine symptoms or hormone therapies.
Allergic/Immunologic: this has hx of allergic rhinitis, but no
known immune deficiencies. Her last HIV test was 10 years ago.
OBJECTIVE DATA
Physical Exam:
Vital signs: B/P 110/72, left arm, sitting, regular cuff; P 70 and
regular; T 98.3 Orally; RR 16; non-labored; Wt: 115 lbs; Ht:
5’2; BMI 21
General: A&O x3, NAD, appears mildly uncomfortable
HEENT: PERRLA, EOMI, oronasopharynx is clear
Neck: Carotids no bruit, jvd or tmegally
Chest/Lungs: CTA AP&L
Heart/Peripheral Vascular: RRR without murmur, rub or gallop;
pulses+2 bilat pedal and +2 radial
ABD: benign, nabs x 4, no organomegaly; mild suprapubic
tenderness – diffuse – no rebound
Genital/Rectal: external genitalia intact, no cervical motion
tenderness, no adnexal masses.
Musculoskeletal: symmetric muscle development - some age
related atrophy; muscle strengths 5/5 all groups.
Neuro: CN II – XII grossly intact, DTR’s intact
Skin/Lymph Nodes: No edema, clubbing, or cyanosis; no
31. 5. Setting in which it occurs
6. Factors that have aggravated or relieved the symptom
7. Associated manifestations
Medications: Include over the counter, vitamin, and herbal
supplements. List each one by name with dosage and frequency.
Allergies: Include specific reactions to medications, foods,
insects, and environmental factors.
Past Medical History (PMH): Include illnesses (also childhood
illnesses), hospitalizations, and risky sexual behaviors.
Past Surgical History (PSH): Include dates, indications, and
types of operations.
Sexual/Reproductive History: If applicable, include obstetric
history, menstrual history, methods of contraception, and sexual
function.
Personal/Social History: Include tobacco use, alcohol use, drug
use, patient’s interests, ADL’s and IADL’s if applicable, and
exercise and eating habits.
Immunization History: Includelast Tdp, Flu, pneumonia, etc.
Significant Family History: Include history of parents,
Grandparents, siblings, and children.
Lifestyle: Include cultural factors, economic factors, safety, and
support systems.
Review of Systems: From head-to-toe, include each system that
covers the Chief Complaint, History of Present Illness, and
History (this includes the systems that address any previous
diagnoses).Remember that the information you include in this
32. section is based on what the patient tells you. You do not need
to do them all unless you are doing a total H&P. To ensure that
you include all essentials in your case, refer to Chapter 2 of the
Sullivan text.
General: Include any recent weight changes, weakness, fatigue,
or fever, but do not restate HPI data here.
HEENT:
Neck:
Breasts:
Respiratory:
Cardiovascular/Peripheral Vascular:
Gastrointestinal:
Genitourinary:
Musculoskeletal:
Psychiatric:
Neurological:
Skin: Include rashes, lumps, sores, itching, dryness,
changes, etc.
Hematologic:
Endocrine:
Allergic/Immunologic:
OBJECTIVE DATA: From head-to-toe, includewhat you see,
hear, and feel when doing your physical exam. You only need to
examine the systems that are pertinent to the CC, HPI, and
History unless you are doing a total H&P. Do not use WNL or
normal. You must describe what you see.
Physical Exam:
Vital signs: Include vital signs, ht, wt, and BMI.
General: Include general state of health, posture, motor activity,
and gait. This may also include dress, grooming, hygiene, odors
of body or breath, facial expression, manner, level of
conscience, and affect and reactions to people and things.
HEENT:
33. Neck:
Chest/Lungs: Always include this in your PE.
Heart/Peripheral Vascular: Always include the heart in your PE.
Abdomen:
Genital/Rectal:
Musculoskeletal:
Neurological:
Skin:
ASSESSMENT: List your priority diagnosis(es). For each
priority diagnosis, list at least 3 differential diagnoses, each of
which must be supported with evidence and guidelines. Include
any labs, x-rays, or other diagnostics that are needed to develop
the differential diagnoses.For holistic care, you need to include
previous diagnoses and indicate whether these are controlled or
not controlled. These should also be included in your treatment
plan.
PLAN: This section is not required for the assignments in this
course (NURS 6512), but will be required for future courses.
Treatment Plan: If applicable, include both pharmacological and
nonpharmacological strategies, alternative therapies, follow-up
recommendations, referrals, consultations, and any additional
labs, x-ray, or other diagnostics. Support the treatment plan
with evidence and guidelines.
Health Promotion: Include exercise, diet, and safety
recommendations, as well as any other health promotion
strategies for the patient/family. Support the health promotion
recommendations and strategies with evidence and guidelines.
Disease Prevention: As appropriate for the patient’s age,
include disease prevention recommendations and strategies such
as fasting lipid profile, mammography, colonoscopy,
immunizations, etc. Support the disease prevention