CASE STUDY 3A 25-year-old man with Crohn’s disease has been admi.docx

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CASE STUDY 3 A 25-year-old man with Crohn’s disease has been admitted to the emergency room with an extreme flare-up of his condition. He explains that he has not been able to afford his medications for the last few months and is concerned about the costs he may incur for treatment. CASE STUDY 1 The parents of a 6-year-old boy have accompanied their son for his required physical examination before starting kindergarten. His parents are opposed to him receiving any vaccines. The Lab Assignment Write a detailed one-page narrative (not a formal paper) 1. E xplaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). 2. Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. 3. Justify your response using at least four different references from current evidence-based literature. .

using at least four different references from current evidence-
based literature.

CASE STUDY 2 A 12-year-old girl has come in for a routine check-up and has not yet received the HPV vaccine. Her family is very religious and believes that the vaccine would encourage premarital sexual activity. Based on the scenarios provided: reflect on the material presented throughout this course. What necessary information would need to be obtained about the patient through health assessments and diagnostic tests? Consider how you would respond as an advanced practice nurse. Review evidence-based practice guidelines and ethical considerations applicable to the scenarios you selected. Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature. .

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EBM_2023.pptx

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Patient Documentation Analysis Due Date Sunday 11:59 p.m. MT (Try to make your first post by Wednesday.) Instructions (Required) Select the tabs to review the patient medical report. Detailed discussion questions follow below. Identify one or two medical terms in this report. Deconstruct the components of specific medical terms to identify their meanings. In addition, please pay attention to the spelling and pronunciation of the words. Case Study #1 Discharge Summary The patient, John Madison, is an 8-month old white male presenting a viral type syndrome. Admission Diagnosis Bronchiolitis with hyperpyrexia; history of premature delivery with one hospitalization for lung immaturity at time of birth. Discharge Diagnosis Bronchiolitis with fever and poor fluid intake. Summary John Madison is an 8-month-old white male seen by Dr. White at the Lofty Pines Health Center for a viral-type syndrome. The mother states that the baby had a temperature over the weekend, going up to 103 and 104 the night prior to admission. The baby has progressively gotten more worked up, more short of breath, and has had respiratory disease. The patient was hospitalized for his respiratory distress and lower respiratory disease. Positive physical exam on admission included both lung fields filled with rhonchi and occasional rales. There were no signs of consolidation. The patient was put in a croup tent during his hospital stay and was placed on Ampicillin four times a day for his two-day course. He tolerated the croup tent well and the antibiotics. His lungs progressively cleared, and the patient was discharged on 02-11-2018. He was discharged on the instructions to force fluids, saline nose drops, and bulb suction as needed, Amoxicillin 125 milligrams three times a day, and to return to the clinic in one week to see Dr. Swisher. Lab Data White count was 10.7, hemoglobin was 12.2, hematocrit was 37.7, 13 segmented cells, 77 lymphocytes, 10 monocytes. Chest x-ray was within normal limits. Discussion Questions Question 1 Review the Inpatient Discharge Summary of John Madison (Case Study 1) and provide the following in your post. Conduct research on bronchiolitis, using available library resources and trustworthy medical websites such as the Mayo Clinic. Post a one-paragraph summary on bronchiolitis, and cite your source. Use the information youve gathered from your research to address the following questions in b. and c. below. What is bronchiolitis, and what are its symptoms and some risk factors for developing it? In the discharge summary, the baby was seen for a "viral-type" syndrome. What is the likely name for this virus, which causes most cases of bronchiolitis? Differentiate between the terms "rhonchi" and "rales" that are referred to in the discharge summary. What is a croup tent and why was Ampicillin given to the baby?.

TEST BANK For Principles of Pediatric Nursing Caring for Children, 8th Editio...

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THIS DISCUSSION IS DIVIDE IN TWO PARTS –1. MAIN DISCUSSION P

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**THIS DISCUSSION IS DIVIDE IN TWO PARTS – 1. MAIN DISCUSSION POST BY WEDNESDAY 9/1/2021 BEFORE 8:00 PM EST 2. TWO REPLIES BY FRIDAY 09/03/2021 BEFORE 8:00 PM EST Discussion: Building a Health History · Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks. · For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor. To prepare: With the information presented in Chapter 1 of Ball et al. in mind, consider the following: 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. · How would your communication and interview techniques for building a health history differ with each patient? · How might you target your questions for building a health history based on the patient’s social determinants of health? · What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks? · Identify any potential health-related risk based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration. · Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel's Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient. · Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history. DISCUSSION – INSTRUCTIONS Patient Assigned: · 55-year-old Asian female living in a high-density public housing complex 1. Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. 2. Explain why you would use these techniques. 3. Identify the risk assessment instrument you selected and justify why it would be applicable to the selected patient. 4. Provide at least five targeted questions you would ask the patient. 5. Use at least 3 references. 6. Review the Grading Rubric **THIS DISCUSSION IS DIVIDE IN TWO PARTS – 1. MAIN DISCUSSION POST BY WEDNESDAY 9 /1/2021 BEFORE 8:00 PM EST 2. TWO REPLIES BY FRIDAY 09/03 /2021 BEFORE 8:00 PM EST Discussion: Building a Health History · Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or i ...

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Chapter 10 Theodore Dalrymple The Frivolity of Evil Theodore Dalrymp.docx

zebadiahsummers

Chapter 10 Theodore Dalrymple The Frivolity of Evil Theodore Dalrymple When prisoners are released from prison, they often say that they have paid their debt to society. This is absurd, of course: crime is not a matter of double-entry bookkeeping. You cannot pay a debt by having caused even greater expense, nor can you pay in advance for a bank robbery by offering to serve a prison sentence before you commit it. Perhaps, metaphorically speaking, the slate is wiped clean once a prisoner is released from prison, but the debt is not paid off. It would be just as absurd for me to say, on my imminent retirement after 14 years of my hospital and prison work, that I have paid my debt to society. I had the choice to do something more pleasing if I had wished, and I was paid, if not munificently, at least adequately. I chose the disagreeable neighborhood in which I practiced because, medically speaking, the poor are more interesting, at least to me, than the rich: their pathology is more florid, their need for attention greater. Their dilemmas, if cruder, seem to me more compelling, nearer to the fundamentals of human existence. No doubt I also felt my services would be more valuable there: in other words, that I had some kind of duty to perform. Perhaps for that reason, like the prisoner on his release, I feel I have paid my debt to society. Certainly, the work has taken a toll on me, and it is time to do something else. Someone else can do battle with the metastasizing social pathology of Great Britain, while I lead a life aesthetically more pleasing to me. 121 From City Journal, Autumn 2004 by Theodore Dalrymple. Copyright © 2004 by The Manhattan Institute. Reprinted by permission. 1 2 10_Arandia.qxp_8.5 x 10.88 Standard 4/12/16 10:13 AM Page 121 My work has caused me to become perhaps unhealthily preoccupied with the problem of evil. Why do people commit evil? What conditions allow it to flourish? How is it best prevented and, when necessary, suppressed? Each time I listen to a patient recounting the cruelty to which he or she has been subjected, or has committed (and I have listened to several such patients every day for 14 years), these questions revolve endlessly in my mind. No doubt my previous experiences fostered my preoccupation with this problem. My mother was a refugee from Nazi Germany, and though she spoke very little of her life before she came to Britain, the mere fact that there was much of which she did not speak gave evil a ghostly presence in our household. Later, I spent several years touring the world, often in places where atrocity had recently been, or still was being, committed. In Central America, I witnessed civil war fought between guerrilla groups intent on imposing totalitarian tyranny on their societies, opposed by armies that didn’t scruple to resort to massacre. In Equatorial Guinea, the current dictator was the nephew and henchman of the last dictator, who had killed or driven into exile a third of the population, ex.

Chapter 10 Check PointAnswer the following questions. Please.docx

zebadiahsummers

Chapter 10 Check Point Answer the following questions. Please ensure to use the Author, YYYY APA citations with any content brought into the assignment. What are Anomalies/Outliers? And what are some variants of Anomaly/Outlier Detection Problems? What are some Challenges and Work Assumptions of Anomaly Detection? Explain the Nearest-Neighbor Based Approach and the different ways to Define Outliers. Explain the Density-based: LOF Approach. Provide the General Steps and Types of Anomaly Detection Schemes. .

Chapter 10 Case Project 10-2 two page report double spaceCas.docx

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Chapter 10: Case Project 10-2: two page report double space Case Project 10-2: Discovering Web Application Attack Tools After discovering that Alexander Rocco Corporation has multiple Web servers running on different platforms, you wonder whether your security tools can asses Web applications vulnerabilities throughly. You have only two tools for conducting Web security tests: Wapiti and Wfetch. Based on the information write a two page report on other tools for security testers conducting Web applications vulnerability testing. Use the skills you have gained to search the Internet and explore the Kali DVD to find tools for Windows and *nix platforms. The report should state the tool's name, describe the installation method, and include a brief description of what the tool does. Chapter 11: Case Project 11-1- one-page report Case Project: Determining Vulnerabilities of Wireless Networks After conducting a security test on the Alexander Rocco network, you discover that the company has a wireless router configured to issue IP addresses to connecting stations. Vistumbler indicates that channel 6 is active, the SSID is linksys, and WEP is enabled. Based on this information, write a one-page report listing possible vulnerabilities of the WLAN’s current configuration. Your report should include recommendations for improving wireless security. .

Chapter 1 provided a high-level overview of the Information Syst.docx

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Chapter 1 provided a high-level overview of the Information Systems Security Policy Management: Information Systems Security (ISS). What is it? The act of protecting information and the systems that store, process and transmit Why is ISS needed? ISS provides a foundation for establishing protection of systems and data against risks such as: Unauthorized access and Use, Disclosure, System Disruption, Modification or Corruption Destruction After reading chapter 1 and looking at the ISS Management Life Cycle. Let’s look at a real-world scenario and discuss what C-I-A Triad is all about. You must do the following: 1) Create a new thread. As indicated above, please explain how DHS should handle the situation described in the preceding paragraph. .

Chapter 1 Intro to Policy Making in a The Digital Age.docx

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Chapter 1: Intro to Policy Making in a The Digital Age CHAPTER SUMMARY: Summarize chapter presented during the week. Identify the main point (as in "What's your point?"), thesis, or conclusion of the key ideas presented in the chapter. SUPPORT: Do research outside of the book and demonstrate that you have in a very obvious way. This refers to research beyond the material presented in the textbook. Show something you have discovered from your own research. Be sure this is obvious and adds value beyond what is contained in the chapter itself. EVALUATION: Apply the concepts from the appropriate chapter. Hint: Be sure to use specific terms and models directly from the textbook in analyzing the material presented and include the page in the citation. SOURCES: Include citations with your sources. Use APA style citations and references. .

Chapter 1 discussed the expansion of the European intermodal rai.docx

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Chapter 1 discussed the expansion of the European intermodal rail-road freight transport (EIT) under the European Union. Chapter 2 explores the development of intermodal transportation in the United States. Instructions: In 2-3 pages maximum, discuss the impact (negative and positive) that regulation/deregulation has had on the growth and/or continued growth of intermodal transportation in both countries. Ensure you site specific examples in your paper. You are encouraged to use the internet and other sources to support your discussion. Submission Instructions: Please attach the assignment in Word Format. Format your paper consistent with APA guidelines. .

Change is an activity and mindset that many resists. Kotter proposed.docx

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Change is an activity and mindset that many resists. Kotter proposed a “dual operating system” for accelerating change. 1. What are the main reasons why people resist change? (support response with academic sources). 2. Then, give an example when YOU were resistant to change. Explain what the change was about, why you resisted, and what was the outcome. 3. Describe Kotter’s idea of a dual operating system for making change happen in an accelerating world. (and support your answer). Then provide a critical assessment. .

Chapter 1 Government Boss, financial partner, regulator – Entrepre.docx

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Chapter 1: Government: Boss, financial partner, regulator – Entrepreneurs in mixed economies Chapter 3: Electronic innovation and the government: David Sarnoff creates the RCA empire Chapter 5: Speeding voice and data traffic worldwide: Network microprocessors from RMI Chapter 7: Implementing information technology across the globe Ives, B., & Jarvenpaa, S.L. (1991). Applications of Global Information Technology: Key Issues for Management. MIS Quarterly, 15(1), 33. https://doi.org/10.2307/249433 Chapter 9: Kressel, H., & Lento, T. V. (2012). Entrepreneurship in the Global Economy : Engine for Economic Growth . Cambridge, UK: Cambridge University Press. 7 .

Chapter 1 Combating terrorism has entailed restrictions on civil li.docx

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Chapter 1: Combating terrorism has entailed restrictions on civil liberties. How can we reconcile civil liberty and national security? Are we better off opting for more liberty or more security? Are the two goals mutually exclusive? Have Americans become less supportive of the limitations on liberty put into place after the terror attacks in 2001, or do they still perceive that it makes sense to give up some liberties in order to feel more secure? .

Chapter 1 Evaluation and Social Work Making the ConnectionP.docx

zebadiahsummers

Chapter 1 Evaluation and Social Work: Making the Connection Page 4 Let’s begin by considering three important questions: 1. Is evaluation an important area of social work? 2. Is the evaluator role an important one for social workers? 3. How can evaluations help improve or enhance social work interventions? These questions may be your questions as you begin to read this book. They are questions that many social work students and practitioners have pondered. This book is about evaluation so the responses to the first two questions, in brief, will be no surprise to you. Yes, evaluation is an important area of social work. Further, the evaluator role is an important role for every social worker to prepare to assume. Some social workers will be evaluators of programs, and virtually every social worker will be an evaluator of their own practice. It’s like asking whether social workers need to know whether they are doing a good job, or asking them if they know whether their interventions are effective in helping their clients. The third question, asking how evaluation can help improve social work interventions, is the focus of this text. The underlying theme driving the book is that evaluation is a vital element of any social work approach and is critical for ensuring that social work actually does work! A reassuring theme is that evaluation is a practice area that BSW and MSW students and practitioners alike can learn. Social workers and students wanting to maximize their impact in their jobs will find that the perspective, knowledge, ethics, and skills of evaluations covered in this book are a central component of practice and ensure that you will have a much greater impact on your clients’ well-being. This book provides the needed preparation for evaluation in both a comprehensive and a readable format. The primary emphasis is on the various kinds of small and mid-range formative evaluations that are often implemented at the local agency level; less emphasis is placed on the large, com-plex national and regional studies that may draw the most coverage under the title evaluation. These smaller formative evaluations are also the critical ones that social work students and graduates either are assigned or should consider taking on in their field placements and employment agencies. Such Page 5 evaluations often are instrumental in determining whether the programs in which you are working will continue and possibly expand. Example of a Small, Formative Evaluation An agency that provides an anger management program to perpetrators of domestic violence offers a series of ten psychoeducational group sessions to help them manage their anger. The agency also conducts an evaluation of this program that is integral to it. An anger management scale is used to measure changes that occur in the participants’ anger after they have completed all ten sessions of a group program. Throughout the series, the specific items of the anger management scale (e.g., be.

Changes in the Human Figure in ArtYou likely noticed that during.docx

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Changes in the Human Figure in Art You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In Northern Europe, however, depiction of the human form remained somewhat stylized. Use the textbook and/or online sources to locate and capture three works of art. one from the Early Renaissance (fourteenth century, 1300–1399) one from the Northern European Renaissance (fifteenth century, 1400–1499) one from the Italian Renaissance (fifteenth century, 1400–1499) Your works of art must either be all paintings or all sculptures. First, place images of your selected works in a Word document. Then do the following: For each work identify: The artist Title of the work of art The date(s) it was created The medium or materials used to create the work of art, such as oil paint, marble, etc. Where the work is located now. In a well-developed paragraph, provide at least two important historical facts about each work. In another well-developed paragraph, describe how each artist depicted the human figure, supporting your observation using art historical vocabulary from this week's reading. Then, In a 6–10-sentence concluding paragraph: Compare and contrast how the depiction of the human figure has changed. Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed. Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes. Offer a citation of your sources for each image and the information provided as appropriate. .

Chapter #131. Explain the terms Computationalism and Culturalism.docx

zebadiahsummers

Chapter #13 1. Explain the terms Computationalism and Culturalism and their effects on Learning 2. Explain the implications of Pedagogy and Social practices in the development of adult learners Chapter #15 3. According to Ziehe (2018), what are some normal Learning problems in youth. Name and explain at least 3 Chapters #16 and #17 4. Describe the four components of the Social Theory of Learning 5.Explain the Psychological theories: a. Behaviorist b. Cognitive d. Social Learning .

chapter 8 notes – Asian Americans model minoritieschapter b.docx

zebadiahsummers

chapter 8 notes – Asian Americans: model minorities? chapter begins with a story of a sociologist, riding in a taxi - he was born in the US of Japanese heritage (grandfather came to US in 1880s) - taxi drive asks him how long he was in the US (the answer is since birth) - brings up the perception of ‘other’ around Asian Americans focus of this chapter: Chinese Americans and Japanese Americans (oldest Asian groups in the US; often considered to be ‘model minorities’) - model minorities stereotype: successful, affluent, highly educated, not suffer from minority group status (remember this is a stereotype) why an increase in immigration from the Philippines and India into the US? - both colonized — India by Britain — Philippines 1st by Spain, then the US current demographics - Asian Americans are about 5.6% of the total population (2012) – see table 8.1 above — contrasted with African Americans (13%) and Hispanic Americans (16%) - overall, rapid growth in numbers of Asian Americans in US recently — one reason: immigration changes in 1965 — one of the largest growing groups – Asian Indians — rapid growth is expected to continue - 10 largest Asian groups in fig 8.1 below - high percentage of foreign born in Asian American population — 88% of Asian Americans are either 1st generation (foreign born) or 2nd generation (their children) — — see figure 8.2 below - similar to Hispanic Americans, Asian Americans are + likely to identify with country of origin 1st origins and cultures great diversity in languages, cultures, religions - Asian cultures are much older than the founding of the US - these cultures are quite different from each other, but there are some similarities similarities: - group membership is more important than the individual — some of above from Confucianism which emphasizes a person is one part of the larger social system, one part of the status hierarchy — — therefore loyalty to group, conformity to societal expections and respect for superiors are important - it is important to be sensitive to the opinions and judgements of others; avoid public embarrassment, giving offence — guilt / shame dichotomy — — Asian cultures: emphasis on not bringing shame to the family / group from others (if someone goes against societal expectations, they are bringing shame onto their family / group) — — — emphasis on proper behavior, conformity to convention and how others judge one, avoid embarressment (to self or to others), avoid personal confrontations — — — overall desire to seek harmony — — Western culture emphasizes individuals develop personal consciences and we need to avoid guilt (if someone goes against societal expectations, they are guilty of ... — Westerners guided by personal sense of guilt) - generally (but not always) traditionally patriarchal — in China foot binding was practiced for many generations the above tendencies are more likely for individuals new to the US, but not as likely for individuals / families in the U.

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CHAPTER 1: This list below indicated various audits, attestation, and other engagements involving auditors. 1. A report on the effectiveness of internal control over financial reporting as required by Section 404 of the Sarbanes-Oxley Act. 2. An auditor’s report on whether the financial statements are fairly presented in accordance with International Financial Reporting Standards. 3. An engagement to help a company structure a merger transaction to minimize the taxes of the combined entities. 4. A report stating whether the company has complied with restrictive covenants related to officer compensation and payment of dividends contained in a bank loan agreement. 5. A report on the effectiveness of internal controls at a company that provides payroll processing for other companies. 6. An examination report stating whether a company’s statement of greenhouse gas emissions is presented in conformity with standards issued by the World Business Council for Sustainable Development and the World Resources Institute. 7. Evaluating the voting process and certifying the outcome for Rolling Stones Magazine’s “Greatest Singer of All Time” poll. 8. A report indicating whether a governmental entity has compiled with certain government regulations. 9. A review report that provides limited assurance about whether financial statements are fairly stated in accordance with U.S. GAAP. 10. A report about management’s assertion on the effectiveness of controls over the availability, reliability, integrity, and maintainability of its accounting information system. 11. An evaluation of the effectiveness of key measures used to assess an entity’s success in achieving specific targets linked to an entity’s strategic plan and vision. Required a. Explain the relationships among audit services, attestation services, and other assurance and no assurance services provided by CPA’s. b. For each of the services listed above, indicate the type of service from the list that follows. (1) An audit of historical financial statements. (2) An attestation service other than an audit service. (3) An assurance or no assurance service that is not an attestation service. 1-21. Dave Czarnecki is the managing partner of Czarnecki and Hogan, a medium-sized local CPA firm located outside of Chicago. Over lunch, he is surprised when his friend James Foley asks, him, “Doesn’t it bother you that your clients don’t look forward to seeing their auditors each year?” Dave responds, “Well auditing is only one of several services we provide. Most of our work for clients does not involve financial statement audits, and our audit clients seem to like interacting with us.” a. Identify ways in which a financial statement audit adds value for clients. b. List other services other than audits that Czarnecki and Hogan likely provides. c. Assume Czarnecki and Hogan has hired you as a consultant to identify ways in which they can expand their practice. Identify at least one additional service that .

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zebadiahsummers

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Chamberlain College of NursingNR631 Nurse Executive Track—CGE I.docx

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Chamberlain College of Nursing NR631 Nurse Executive Track—CGE I Learning Agreement Student name: Student D#: Student e-mail, phone: Mentor name and credentials: Mentor contact information (work phone, cell phone, e-mail and work address): Directions: For Week 1, complete the Learning Agreement with self-identified goals to meet Course Outcomes (COs) and initial plans to meet those self-identified goals; review the TIPS document to help you and discuss your goals and plans with your mentor. Your mentor must sign the Learning Agreement for your Week 1 submission. The agreement should be revised each week to reflect completed goals, additional goals, and changes to the plan dictated by the actual experience or revisions suggested by faculty or the mentor. At the end of the practicum experience, evaluate success with your mentor and obtain the mentor’s signature at the bottom of agreement. Save this form as a Word document and enter required information directly onto it; submit the completed Learning Agreement, signed by your mentor, on the Saturday of Week 8. See the Learning Agreement Grading Rubric for grading details. The Learning Agreement consists of three sections. I. Student Learning Outcomes table (Week 1) II. Signatures approving plan (Week 1) III. Signatures and mentor verification (Week 8) Due Dates: 1. Initial signed Learning Agreement is submitted by 11:59 p.m. MT, Sunday at the end of Week 1 2. Completed signed Learning Agreement is submitted by 11:59 p.m. MT, Saturday of Week 8 A minimum of 144 hours practicum experience is required by the end of NR632. If the 144 hours are not completed by end of term, you will receive a grade of “I” and not be able to graduate until completed. I. Student Learning Outcomes Course Outcomes Student Identified Practicum Goals to Meet COs Plan to Meet Student Identified Practicum Goals Narrative Description of Attainment of Student-Identified Goals Through the End of CGE 1 CO 1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement and evaluate successful project plans. (POs 4 and 5) CO 2: Using current knowledge, standards of practice, and research from evidence-based literature, synthesize a foundation for the nurse executive role. (POs 3 and 4) CO 3: Exemplify professional values and scholarship that support the role of a student in a practicum setting. (PO 4) CO 4: Contribute to the body of nursing leadership and management knowledge through research, planning, evaluation and dissemination of findings. (PO 4) CO 5: Apply professional values characteristic of the competent and caring nurse executive that promote holistic care principles and an appreciation of cultural humility ( POs 1, 3, and 4) CO 6: Apply evidence-based fiscal principles that contribute to the creation of a caring environment characterized by high quality, safe, patient-centered care (PO.

Chamberlain College of NursingNR449 Evidence-Based PracticeEvide.docx

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Chamberlain College of Nursing NR449 Evidence-Based PracticeEvidence Matrix Table Article Reference Purpose Hypothesis Study Question Variables Independent(I) Dependent(D) Study Design Sample Size and Selection Data Collection Methods Major Findings 1 (sample not a real article) Smith, Lewis (2013), What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112. How do educational support groups effect dietary modifications in patients with diabetes? D-Dietary modifications I-Education Qualitative N- 18 Convenience sample-selected from local support group in Pittsburgh, PA Focus Groups Support and education improved compliance with dietary modifications. 1 2 3 4 5 NR449 Evidence Matric Table.docx Revised10/20/14 ns/cs 1 .

Centralized System for Strategic ResourcesIntroductionAttentio.docx

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Centralized System for Strategic Resources Introduction Attention: According to recent news reports, US states are competing with each other to shop for medical supplies such as masks, PPE (personal protective equipment), and ventilators. Sometimes, states are even battling with the federal government for bidding, which pushed the prices for such supplies even higher and caused a lot of chaos. Reveal Topic: A centralized system for strategic resources means that the federal government would represent all individual states and make purchases globally as a single outward-facing entity. Then resources will be coordinated and allocated to individual states. Credibility: New York State Governor Cuomo states that it is very problematic to keep the current chaotic and unorganized systems. It costs more for taxpayers and could be life-threatening. Central Idea: US federal government should establish a centralized system for buying, coordinating, and allocating strategic resources such as medical supplies. Preview: Today, I will talk about why the lack of a centralized system for strategic resources could be costly and even deadly and the benefits of a centralized system. Transition: Now let's first have a look at the harmful impacts of the current unorganized situation. Body I. Main Point #1 (statement of the need for action): Since the unorganized bidding for medical supplies is causing chaos and uncertainty, there should be a way to organize the bidding efforts so that all states can be allocated sufficient supplies. A. (Description of the problem) The demand for medical supplies is high across all states in the United States amid the COVID-19 pandemic. 1. (signs, symptoms, effects of problem) Due to an increase in coronavirus cases, the low supply of medical resources, and the existence of numerous bidders in the market, States are experiencing a surge in the need for medical supplies (Lara, Rand, and Bartley). 2. (example, narrative, or testimony) The current situation in the country has slowed down the capacity of states to procure PPEs and has also augmented the costs (Triggle). B. (Importance of problem) There is no efficient way to facilitate the process as everyone is trying to purchase the same thing. 1. (extent of problem) In the past, states in the U.S have worked closely with regional officials when faced with emergencies such as hurricanes, but the current unprecedented situation has affected all states simultaneously and has made the process murkier. a. (facts/statistics) There is a bidding war between the various states and local governments as all states in the U.S are desperate to find a solution to meet the needs of their healthcare professionals in their fight against the spread of COVID-19 (Lara, Rand, and Bartley). b. (expert/narrative) According to Casey Tingle, deputy director of the Louisiana Governor’s Office of Homeland Security and Emergency Preparedness, it is not clear whether the federal administration can p.

Challenge your thinking.10) After completing the WebQuest, has y.docx

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Challenge your thinking. 10) After completing the WebQuest, has your opinion about the homeless individuals changed? 11) If so, how did it change? If not, provide rationale. 12) Suggest at least two community interventions relating to homelessness. 13) Are there examples of these interventions in our area? Identify and describe the services they offer. FS 1513 Observation Project Details Time Involved Students enrolled in FS 1513 are expected to complete at least 15 hours of observations related to human development. This work will involve creating a journal entry for each of their observational sessions. There should be entries for at least 15 hours of observations by the end of the semester. There should be 1 journal entry for each time you observe—whether it is for 1 hour or more—there should only be 1 entry. So, if you observed 3 times in 1 week for 1 hour each time then you would need 3 journal entries. Alternately, if you observed 1 time for 3 hours then you would need 1 journal entry. However, this means that there will be less information to assess your work (i.e., 1 mistake can cost more points). Observations: Who and Where Part of the purpose of this project is to observe differences in development across the life span. So, observations should involve people from different age ranges over the course of the semester. Some entries should focus on development observed during childhood (i.e., observing children from infancy through grade-school), others should involve observing development during adolescence (i.e., observing pubescent and adolescent children), and others should involve should involve observing development during adulthood (i.e., observing adults from early to later in life). The important point is that observations should be completed for at least three age groups for the entire semester. Observations should take place in naturalistic settings. Naturalistic means that people should be observed in place where they would normally be present (i.e., not in a lab). Ideally, this would mean that they are able to behave as they normally would. The goal, however, is to have enough time to observe a person so that they can demonstrate what they have developed. This means that you will need to be able to watch them behaving naturally for the duration of your observation (i.e., at least 1 hour). Observations that are less than 1 hour will not be counted as complete. Formatting Journal entries using the appropriate templates should be completed for each observation session. The templates (available on the course website and below) should contain all of the identifying information. Journal entries that do not use the template will not be graded. First, each journal entry must contain documentary information. This should cover (1) who did the observations and who was observed, (2) where and when did the observations happen, (3) what were the people being observed generally like, (4) what was the setting like, and (5) keep tr.

Ch.10 Discussion - Jingles33 unread replies.33 replies.D.docx

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Ch.10 Discussion - Jingles 33 unread replies.33 replies. Discussion - Ch.10: Jingles Instructions: Jingles are a popular creative form in radio advertising. Even so, there may be as many jingles that you don't want to hear again as there are ones that you do. Identify one jingle that you really dislike and another one that you like. Analyze why these jingles either work or don't work and present your critique to the class. Explain your thoughts. Give thoughtful responses to at least two other students’ postings. Make your reply specific to their comments. Go beyond simple agreement and add something new to the discussion with your reply. A response posting should be a minimum of one short paragraph. Grading Rubric for Discussion Post: Criteria D: Below Standard C: Meeting Standard B: Above Standard A: Exceeding Standard Weight Criteria Definitions Incomplete and/or missing work; in need of major revisions, additions and edits Submission appears as first-draft quality needing edits and improvements; limited supporting data Submission contains all elements and includes supporting data; analysis, vision and/or strategy are still developing Submission has compelling analysis, vision and strategy; well-supported with strong data Discussion Assignment Professionalism: Proper grammar, spelling, citations, sources, good organization, readability, clear articulation of ideas, correct use of templates, etc. 40% Thoroughness: Follows instructions; response is well-researched and articulate; appropriate length; addresses all prompts and assignment criteria; thoughtful analysis 40% Progression: Incorporates feedback and suggestions from instructor and peers; demonstrates continuous improvement 20% .

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