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Category: Biology

  • [Solved] biology

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    In-depth study guidance and analytical solution covering biology.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Help with head to toe

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    Understanding different concepts

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    Assignment Prompt & Instructions

    Understanding different concepts

  • [Solved] english help

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    assist me in the wrong things im doing while writing. help correct me

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    assist me in the wrong things im doing while writing. help correct me

  • [Solved] Lorem,lpsum

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    – ## Document1D219.docx – Document2D218.docx **## Document1D219.docx** Ask for Help Print MXM2 — MXM2 Task 1: Personal Development Plan Intrapersonal Leadership and Professional Growth — D218 PRFA — MXM2 PreparationTask OverviewSubmissionsEvaluation Report Competencies 738.1.1 : Create a Personal Pl…

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    Assignment Prompt & Instructions

    – ## Document1D219.docx

    – Document2D218.docx

    **## Document1D219.docx**

    Ask for Help Print

    MXM2 — MXM2 Task 1: Personal Development Plan

    Intrapersonal Leadership and Professional Growth — D218

    PRFA — MXM2

    PreparationTask OverviewSubmissionsEvaluation Report

    Competencies

    738.1.1 : Create a Personal Plan

    The learner creates a personal development plan that fosters professional engagement and personal growth.

    738.1.2 : Evaluate Quality Nursing Self-Care

    The learner adopts strategies to increase resilience and self-care for the nurse in personal and professional situations.

    Introduction

    The purpose of this task is to create a personal development plan. You will create goals focusing on the concepts of strategies to increase resilience and self-care. You will also explore how a personal development plan can positively influence your professional practice. This task will allow you to reflect on the challenges you will encounter in the completion of your goals.

    Requirements

    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    Note: The suggested length of your response for each prompt is 2–3 paragraphs.

    A. Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.

    B. Create a personal development plan by doing the following:

    1. List a SMART personal growth goal for each of the three strategies from part A (for a total of three SMART goals).

    Note: The SMART goals should be specific, measurable, attainable, relevant, and time-bound.

    a. List one actionable step for each goal to achieve the goals for part B1, for a total of three steps.

    b. Discuss how each of the goals from part B1 will foster your professional development.

    C. Explain the importance of having a personal development plan.

    1. Provide two examples of how a personal development plan can help you achieve your academic and career goals.

    D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E. Demonstrate professional communication in the content and presentation of your submission.

    File Restrictions

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

    File size limit: 200 MB

    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    Rubric

    A:RESILIENCE AND SELF-CARE

    Not Evident

    The submission does not describe how to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment.

    Approaching Competence

    The submission describes only 1 or 2 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment. Or the description does not include relevant specific examples.

    Competent

    The submission describes 3 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment, and the description includes relevant specific examples.

    B1:GOALS

    Not Evident

    The submission does not list any goals.

    Approaching Competence

    The submission lists only 1 or 2 goals. Or 1 or more of the goals are not SMART goals or are not relevant to personal growth. Or a SMART goal is not submitted for each strategy from part A.

    Competent

    The submission lists 3 SMART goals. All the goals are relevant to personal growth, and a goal is submitted for each strategy from part A.

    B1a:ACTIONABLE ITEMS

    Not Evident

    The submission does not list any actionable steps.

    Approaching Competence

    The submission lists an actionable step for only 1 or 2 goals from part B1. Or 1 or more of the steps would not help a person achieve the goals from part B1.

    Competent

    The submission lists an actionable step for each goal that would help a person achieve the 3 goals from part B1.

    B1b:FOSTER PROFESSIONAL DEVELOPMENT

    Not Evident

    The submission does not discuss the goals from part B1.

    Approaching Competence

    The submission discusses the goals from part B1 but does not discuss how each goal will foster the candidate’s professional development.

    Competent

    The submission discusses how each of the goals from part B1 will foster the candidate’s professional development.

    C:IMPORTANCE OF A PERSONAL DEVELOPMENT PLAN

    Not Evident

    An explanation is not provided.

    Approaching Competence

    The explanation is provided but is not relevant to the importance of personal development plans.

    Competent

    The explanation of the importance of having a personal development plan is detailed.

    C1:ACADEMIC AND CAREER GOALS

    Not Evident

    The submission does not provide any examples.

    Approaching Competence

    The submission includes only 1 example, or 1 or both examples do not logically demonstrate how a personal development plan can help the candidate achieve their goals.

    Competent

    The submission includes 2 logical examples of how a personal development plan can help the candidate achieve their academic and career goals.

    D:SOURCES

    Not Evident

    The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

    Approaching Competence

    The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations and/or reference list is incomplete or inaccurate.

    Competent

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    E:PROFESSIONAL COMMUNICATION

    Not Evident

    This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your Instructor.

    Approaching Competence

    This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions.

    Competent

    This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.

    **Document2D218.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/document2d218-docx)

    **Document2D218.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/document2d218-docx)

    **## Document1D219.docx**

    Ask for Help Print

    MXM2 — MXM2 Task 1: Personal Development Plan

    Intrapersonal Leadership and Professional Growth — D218

    PRFA — MXM2

    PreparationTask OverviewSubmissionsEvaluation Report

    Competencies

    738.1.1 : Create a Personal Plan

    The learner creates a personal development plan that fosters professional engagement and personal growth.

    738.1.2 : Evaluate Quality Nursing Self-Care

    The learner adopts strategies to increase resilience and self-care for the nurse in personal and professional situations.

    Introduction

    The purpose of this task is to create a personal development plan. You will create goals focusing on the concepts of strategies to increase resilience and self-care. You will also explore how a personal development plan can positively influence your professional practice. This task will allow you to reflect on the challenges you will encounter in the completion of your goals.

    Requirements

    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    Note: The suggested length of your response for each prompt is 2–3 paragraphs.

    A. Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.

    B. Create a personal development plan by doing the following:

    1. List a SMART personal growth goal for each of the three strategies from part A (for a total of three SMART goals).

    Note: The SMART goals should be specific, measurable, attainable, relevant, and time-bound.

    a. List one actionable step for each goal to achieve the goals for part B1, for a total of three steps.

    b. Discuss how each of the goals from part B1 will foster your professional development.

    C. Explain the importance of having a personal development plan.

    1. Provide two examples of how a personal development plan can help you achieve your academic and career goals.

    D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E. Demonstrate professional communication in the content and presentation of your submission.

    File Restrictions

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

    File size limit: 200 MB

    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    Rubric

    A:RESILIENCE AND SELF-CARE

    Not Evident

    The submission does not describe how to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment.

    Approaching Competence

    The submission describes only 1 or 2 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment. Or the description does not include relevant specific examples.

    Competent

    The submission describes 3 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment, and the description includes relevant specific examples.

    B1:GOALS

    Not Evident

    The submission does not list any goals.

    Approaching Competence

    The submission lists only 1 or 2 goals. Or 1 or more of the goals are not SMART goals or are not relevant to personal growth. Or a SMART goal is not submitted for each strategy from part A.

    Competent

    The submission lists 3 SMART goals. All the goals are relevant to personal growth, and a goal is submitted for each strategy from part A.

    B1a:ACTIONABLE ITEMS

    Not Evident

    The submission does not list any actionable steps.

    Approaching Competence

    The submission lists an actionable step for only 1 or 2 goals from part B1. Or 1 or more of the steps would not help a person achieve the goals from part B1.

    Competent

    The submission lists an actionable step for each goal that would help a person achieve the 3 goals from part B1.

    B1b:FOSTER PROFESSIONAL DEVELOPMENT

    Not Evident

    The submission does not discuss the goals from part B1.

    Approaching Competence

    The submission discusses the goals from part B1 but does not discuss how each goal will foster the candidate’s professional development.

    Competent

    The submission discusses how each of the goals from part B1 will foster the candidate’s professional development.

    C:IMPORTANCE OF A PERSONAL DEVELOPMENT PLAN

    Not Evident

    An explanation is not provided.

    Approaching Competence

    The explanation is provided but is not relevant to the importance of personal development plans.

    Competent

    The explanation of the importance of having a personal development plan is detailed.

    C1:ACADEMIC AND CAREER GOALS

    Not Evident

    The submission does not provide any examples.

    Approaching Competence

    The submission includes only 1 example, or 1 or both examples do not logically demonstrate how a personal development plan can help the candidate achieve their goals.

    Competent

    The submission includes 2 logical examples of how a personal development plan can help the candidate achieve their academic and career goals.

    D:SOURCES

    Not Evident

    The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

    Approaching Competence

    The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations and/or reference list is incomplete or inaccurate.

    Competent

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    E:PROFESSIONAL COMMUNICATION

    Not Evident

    This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your Instructor.

    Approaching Competence

    This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions.

    Competent

    This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.

    **Document2D218.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/document2d218-docx)

    **## Document1D219.docx**

    Ask for Help Print

    MXM2 — MXM2 Task 1: Personal Development Plan

    Intrapersonal Leadership and Professional Growth — D218

    PRFA — MXM2

    PreparationTask OverviewSubmissionsEvaluation Report

    Competencies

    738.1.1 : Create a Personal Plan

    The learner creates a personal development plan that fosters professional engagement and personal growth.

    738.1.2 : Evaluate Quality Nursing Self-Care

    The learner adopts strategies to increase resilience and self-care for the nurse in personal and professional situations.

    Introduction

    The purpose of this task is to create a personal development plan. You will create goals focusing on the concepts of strategies to increase resilience and self-care. You will also explore how a personal development plan can positively influence your professional practice. This task will allow you to reflect on the challenges you will encounter in the completion of your goals.

    Requirements

    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    Note: The suggested length of your response for each prompt is 2–3 paragraphs.

    A. Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.

    B. Create a personal development plan by doing the following:

    1. List a SMART personal growth goal for each of the three strategies from part A (for a total of three SMART goals).

    Note: The SMART goals should be specific, measurable, attainable, relevant, and time-bound.

    a. List one actionable step for each goal to achieve the goals for part B1, for a total of three steps.

    b. Discuss how each of the goals from part B1 will foster your professional development.

    C. Explain the importance of having a personal development plan.

    1. Provide two examples of how a personal development plan can help you achieve your academic and career goals.

    D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E. Demonstrate professional communication in the content and presentation of your submission.

    File Restrictions

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

    File size limit: 200 MB

    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    Rubric

    A:RESILIENCE AND SELF-CARE

    Not Evident

    The submission does not describe how to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment.

    Approaching Competence

    The submission describes only 1 or 2 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment. Or the description does not include relevant specific examples.

    Competent

    The submission describes 3 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment, and the description includes relevant specific examples.

    B1:GOALS

    Not Evident

    The submission does not list any goals.

    Approaching Competence

    The submission lists only 1 or 2 goals. Or 1 or more of the goals are not SMART goals or are not relevant to personal growth. Or a SMART goal is not submitted for each strategy from part A.

    Competent

    The submission lists 3 SMART goals. All the goals are relevant to personal growth, and a goal is submitted for each strategy from part A.

    B1a:ACTIONABLE ITEMS

    Not Evident

    The submission does not list any actionable steps.

    Approaching Competence

    The submission lists an actionable step for only 1 or 2 goals from part B1. Or 1 or more of the steps would not help a person achieve the goals from part B1.

    Competent

    The submission lists an actionable step for each goal that would help a person achieve the 3 goals from part B1.

    B1b:FOSTER PROFESSIONAL DEVELOPMENT

    Not Evident

    The submission does not discuss the goals from part B1.

    Approaching Competence

    The submission discusses the goals from part B1 but does not discuss how each goal will foster the candidate’s professional development.

    Competent

    The submission discusses how each of the goals from part B1 will foster the candidate’s professional development.

    C:IMPORTANCE OF A PERSONAL DEVELOPMENT PLAN

    Not Evident

    An explanation is not provided.

    Approaching Competence

    The explanation is provided but is not relevant to the importance of personal development plans.

    Competent

    The explanation of the importance of having a personal development plan is detailed.

    C1:ACADEMIC AND CAREER GOALS

    Not Evident

    The submission does not provide any examples.

    Approaching Competence

    The submission includes only 1 example, or 1 or both examples do not logically demonstrate how a personal development plan can help the candidate achieve their goals.

    Competent

    The submission includes 2 logical examples of how a personal development plan can help the candidate achieve their academic and career goals.

    D:SOURCES

    Not Evident

    The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

    Approaching Competence

    The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations and/or reference list is incomplete or inaccurate.

    Competent

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    E:PROFESSIONAL COMMUNICATION

    Not Evident

    This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your Instructor.

    Approaching Competence

    This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions.

    Competent

    This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.

    **Document2D218.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/document2d218-docx)

    – 1
    – 2

  • [Solved] Marketing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    choose a marketing Plan for a brand from this list: TravelPerk, Typeform, Ted Baker, Origin Coffee Roasters, Sierra Nevada Brewing Company. **1.** **Introduction**: Background information about the brand, the market in your selected region, purpose of the marketing plan. **2.** **Situation analysis*…

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    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    choose a marketing Plan for a brand from this list: TravelPerk, Typeform, Ted Baker, Origin Coffee Roasters, Sierra Nevada Brewing Company.
    **1.** **Introduction**: Background information about the brand, the market in your selected region, purpose of the marketing plan.
    **2.** **Situation analysis**: Perform a SWOT, including proper references. Discuss the internal strengths and weaknesses and the external opportunities and threats in the region that you have chosen.
    **3.** **TOWS analysis**, using the framework seen in class.
    **4.** **Segments and target audience:** Who is your ideal buyer?
    a.  List (at least) four potential customer segments using the instructions shared in class.
    b.  Select one of the segments and create a buyer persona specifying geographic, demographic, lifestyle/psychographic and behavioral traits of the selected target audience.
    **5.** **SMART objectives**: Based on your analysis develop two SMART objectives.
    **6.** **Product and promotion strategies**, including all terminology learnt throughout the course.
    **7.** **Timeline/calendar**: Develop a timeline for the implementation of marketing activities, including milestones.
    **8.** **References**
    ·  Wordcount: 2500 words (+/- 10%)
    ·  Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
    ·  Font: Arial 12,5 pts.
    ·  The in-text References and the Bibliography have to be in Harvard’s citation style.
    1.  Apply the analytical frameworks used to harmonize organizational goals and resources with market needs and opportunities.
    2.  Execute segmentation, targeting and positioning plans.
    3.  Create marketing strategies and programs.

  • [Solved] Week 3 Bio

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    The discussion is based on the textbook readings from _Microbiology_ (2016). Once you have completed your assigned readings (see Unit Overview page) and your assigned activities for this unit, **please answer 2 of the prompts below:** – Distinguish organic molecules, structure, and function. Be sure…

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    Assignment Prompt & Instructions

    The discussion is based on the textbook readings from _Microbiology_ (2016). Once you have completed your assigned readings (see Unit Overview page) and your assigned activities for this unit, **please answer 2 of the prompts below:**
    – Distinguish organic molecules, structure, and function.  Be sure to talk about all 4 molecules.  (USLO 3.1)
    – Distinguish enzyme structure, function, and inhibition.  (USLO 3.2)
    – Differentiate catabolism, anabolism, and energy.  (USLO 3.3)
    – Discuss the steps of carbohydrate metabolism (glycolysis, Krebs cycle, and electron transport chain).  (USLO 3.4)
    – Compare the energy yield and final electron acceptors of metabolic pathways. (USLO 3.5)
    – List and discuss the metabolic diversity of microorganisms.  Ex: Chemoheterotrophs (USLO 3.6)

  • [Solved] Lorem,lpsum

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Document1444.docx **## Document1444.docx** · Ask for Help Print ## **YVM1 — YVM1 Task 1: Concept Map** **Adult Health I — D444** **PRFA — YVM1** PreparationTask OverviewSubmissionsEvaluation Report Competencies **7093.6.1** : **Applies Care for the HEENT and Integumentary Conditions** The learn…

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    – ## Document1444.docx

    **## Document1444.docx**

    ·

    Ask for Help Print

    ## **YVM1 — YVM1 Task 1: Concept Map**

    **Adult Health I — D444**

    **PRFA — YVM1**

    PreparationTask OverviewSubmissionsEvaluation Report

    Competencies

    **7093.6.1** :
    **Applies Care for the HEENT and Integumentary Conditions**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common alterations of the head, eyes, ears, nose, throat, and the integumentary system.

    **7093.6.2** :
    **Applies Care for F&E, and Respiratory Conditions**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common fluid and electrolyte and acid-base imbalances and alterations in respiratory functions.

    **7093.6.3** :
    **Applies Care for the GU, Reproductive, GI, and Hepatic Conditions**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common alterations in genitourinary, reproductive, gastrointestinal, and hepatic functions.

    **7093.6.4** :
    **Applies Care for Pain, Inflammation, Immunity, and Infection**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing pain, inflammation, immunity, and infection.

    **7093.6.5** :
    **Recognizes Diverse Adult Patient Medical Conditions**

    The learner recognizes the cues of diverse adult patients' body systems using the clinical judgment model.

    **7093.6.6** :
    **Recognizes Medical Conditions for a Care Plan**

    The learner recognizes the cues of diverse adult patients' conditions to prepare a plan of care using the nursing process.

    **7093.6.7** :
    **Explains Collaboration with Interdisciplinary Teams**

    The learner explains the importance of collaborating with interdisciplinary teams to promote safety, quality, and improved patient outcomes.

    **7093.6.8** :
    **Explains Pharmacological Care Error Prevention**

    The learner explains how to provide pharmacological care to diverse adult patients using safe, person-centered practices based on principles of medication error prevention.

    **7093.6.9** :
    **Describes How to Promote Well-Being**

    The learner describes strategies to promote health and well-being.

    **7093.6.10** :
    **Describes How to Support Adult Patients**

    The learner describes professionalism, therapeutic communication, teaching, and learning strategies to use with diverse adult patients.

    Introduction

    The Clinical Judgment Measurement Model (NCJMM) provides nursing students different ways to develop care plans to reinforce clinical thinking and clinical reasoning that will prepare them to apply concepts from their didactic and lab courses in the clinical setting. In this course you will select one of the patients you cared for in your clinical intensive and complete the clinical judgement concept map for your performance assessment using the “Concept Map Template” in the Web Links section. You will need to collect information during your clinical intensive using the “NCJMMT Template” in the Web Links section. Do not include patient identifiers. During your clinical intensive, your clinical instructor will serve as a resource to guide you as you complete this assignment.

    Requirements

    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
    Tasks may
    _not_ be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    Concept Map:

    Create a concept map using the “Concept Map Template” in the Web Links section below. Please see “Concept Map Directions” in the Web Links section below for further detail. There is also an example provided in the Web Links section below, titled “Concept Map Example,” that you can use for reference. Note: Do NOT include patient identifiers.

    Please note that you may complete your template in handwritten format as long as your writing is legible and in print, not cursive.

    A.  In the box labeled “Disease Process/Pathophysiology/Risk Factors,” describe the pathophysiology related to a disease process, disorder, or injury. Include the admitting diagnosis as well as the causes and risk factors for the disease process.

    B.  In the box labeled “Recognizing Cues,” identify at least 4 critical cues that are relevant to the patient’s current condition. Describe what the patient looks like, their complaints, vital signs, and anything in their medical history that would indicate this could be a problem.

    C.  Analyze the 4 critical cues from B by making 3 supporting connections between the cues and the patient’s clinical condition. Put this information in the top box labeled “Supporting,” under “Analyzing Cues/Concerns”.

    1.  Identify 2 of the critical cues that are most concerning in regard to the patient’s overall health outcome.  Put this information in the bottom box labeled “Concerning,” under “Analyzing Cues/Concerns”.

    D.  In the box labeled “Prioritizing Hypotheses,” determine 3 hypotheses critical to positive patient outcomes, listing them in order of priority. Utilize words such as “urgency,” “likelihood,” “risk,” “difficulty,” “time,” and “constraints”.

    E.  In the box labeled “Generated Solutions,” develop 4 solutions with appropriate interventions that will positively impact patient outcome and are appropriate to the care of the patient. Use the hypotheses from D to define a set of interventions for the expected solutions.

    F.  In the box labeled “Take Actions,” describe how each of the 4 solutions from E will be prioritized and implemented into the patient’s plan of care. You will have one action for each solution, and it must be the most important action for each solution.

    G.  In the box labeled “Evaluations Outcomes,” describe how the 4 solutions from E were effective or ineffective in improving patient outcome or care. You should have four evaluations, one for each desired solution.

    H.  Demonstrate professional communication in the content and presentation of your submission.

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    Rubric

    **A:DISEASE PROCESS/PATHOPHYSIOLOGY RISK FACTORS**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The description does not include a review of pathophysiology related to a disease process, disorder, or injury. | **Approaching Competence**<br>The description includes an incomplete or inaccurate review of the pathophysiology related to a disease process, disorder, or injury. Or it is missing key disease components. | **Competent**<br>The description includes a complete and accurate review of the pathophysiology related to the disease process, disorder, or injury including key disease components. |

    **B:RECOGNIZING CUES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map is missing all 4 critical cues. | **Approaching Competence**<br>The concept map is missing 1 or more critical cues that are relevant to the patient’s current condition. | **Competent**<br>The concept map identifies at least 4 critical cues that are relevant to the patient’s current condition. |

    **C:ANALYZING CUES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The analysis does not make any supporting connections between cues and patient conditions. | **Approaching Competence**<br>The analysis is missing 1 or more supporting connections between cues and patient conditions. Or one or more of the connections is inaccurate or not related to the patient’s conditions. | **Competent**<br>The analysis makes 3 accurate supporting connections between the cues and patient conditions that are related to the patient’s conditions. |

    **C1:PATIENT OUTCOMES CUES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not identify any cues of concern. | **Approaching Competence**<br>The concept map is missing identification of 1 or more cues of concern related to patient outcome. Or one or more of the cues identified is inaccurate or not related to the patient’s conditions. | **Competent**<br>The concept map accurately identifies 2 cues of concern related to patient’s conditions and outcome. |

    **D:PRIORITIZING HYPOTHESES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not include hypotheses critical to positive patient outcomes. | **Approaching Competence**<br>One or more hypotheses critical to positive patient outcomes are missing. Or one or more of the hypotheses is inaccurate. Or the hypotheses are not prioritized correctly. | **Competent**<br>The concept map includes 3 accurate hypotheses critical to positive patient outcomes that are prioritized correctly. |

    **E:GENERATING SOLUTIONS**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not include 4 solutions. | **Approaching Competence**<br>One or more solutions does not have appropriate interventions that will positively impact patient outcome or is not appropriate to the care of the patient. | **Competent**<br>The concept map includes 4 solutions with appropriate interventions that will positively impact patient outcome and they are appropriate to the care of the patient. |

    **F:TAKE ACTIONS**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is not included. | **Approaching Competence**<br>The description of how the 4 solutions will be prioritized and implemented into the patient’s plan of care is incomplete or inaccurate. | **Competent**<br>The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is accurate and complete. |

    **G:EVALUATING OUTCOMES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not include a description of how the 4 solutions were effective or ineffective in improving patient outcome or care. | **Approaching Competence**<br>The concept map includes a description of how the 4 solutions were effective or ineffective in improving patient outcome or care, but the description for 1 or more interventions does not accurately explain how that intervention was effective or ineffective in improving patient outcome or care. | **Competent**<br>The concept map includes an accurate and detailed description of how each of the 4 solutions were effective or ineffective in improving patient outcome or care. |

    **H:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)

    | | | |
    | — | — | — |
    | **Not Evident**<br>This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your Instructor. | **Approaching Competence**<br>This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. | **Competent**<br>This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission. |

    Web Links

    **## Document1444.docx**

    ·

    Ask for Help Print

    ## **YVM1 — YVM1 Task 1: Concept Map**

    **Adult Health I — D444**

    **PRFA — YVM1**

    PreparationTask OverviewSubmissionsEvaluation Report

    Competencies

    **7093.6.1** :
    **Applies Care for the HEENT and Integumentary Conditions**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common alterations of the head, eyes, ears, nose, throat, and the integumentary system.

    **7093.6.2** :
    **Applies Care for F&E, and Respiratory Conditions**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common fluid and electrolyte and acid-base imbalances and alterations in respiratory functions.

    **7093.6.3** :
    **Applies Care for the GU, Reproductive, GI, and Hepatic Conditions**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common alterations in genitourinary, reproductive, gastrointestinal, and hepatic functions.

    **7093.6.4** :
    **Applies Care for Pain, Inflammation, Immunity, and Infection**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing pain, inflammation, immunity, and infection.

    **7093.6.5** :
    **Recognizes Diverse Adult Patient Medical Conditions**

    The learner recognizes the cues of diverse adult patients' body systems using the clinical judgment model.

    **7093.6.6** :
    **Recognizes Medical Conditions for a Care Plan**

    The learner recognizes the cues of diverse adult patients' conditions to prepare a plan of care using the nursing process.

    **7093.6.7** :
    **Explains Collaboration with Interdisciplinary Teams**

    The learner explains the importance of collaborating with interdisciplinary teams to promote safety, quality, and improved patient outcomes.

    **7093.6.8** :
    **Explains Pharmacological Care Error Prevention**

    The learner explains how to provide pharmacological care to diverse adult patients using safe, person-centered practices based on principles of medication error prevention.

    **7093.6.9** :
    **Describes How to Promote Well-Being**

    The learner describes strategies to promote health and well-being.

    **7093.6.10** :
    **Describes How to Support Adult Patients**

    The learner describes professionalism, therapeutic communication, teaching, and learning strategies to use with diverse adult patients.

    Introduction

    The Clinical Judgment Measurement Model (NCJMM) provides nursing students different ways to develop care plans to reinforce clinical thinking and clinical reasoning that will prepare them to apply concepts from their didactic and lab courses in the clinical setting. In this course you will select one of the patients you cared for in your clinical intensive and complete the clinical judgement concept map for your performance assessment using the “Concept Map Template” in the Web Links section. You will need to collect information during your clinical intensive using the “NCJMMT Template” in the Web Links section. Do not include patient identifiers. During your clinical intensive, your clinical instructor will serve as a resource to guide you as you complete this assignment.

    Requirements

    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
    Tasks may
    _not_ be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    Concept Map:

    Create a concept map using the “Concept Map Template” in the Web Links section below. Please see “Concept Map Directions” in the Web Links section below for further detail. There is also an example provided in the Web Links section below, titled “Concept Map Example,” that you can use for reference. Note: Do NOT include patient identifiers.

    Please note that you may complete your template in handwritten format as long as your writing is legible and in print, not cursive.

    A.  In the box labeled “Disease Process/Pathophysiology/Risk Factors,” describe the pathophysiology related to a disease process, disorder, or injury. Include the admitting diagnosis as well as the causes and risk factors for the disease process.

    B.  In the box labeled “Recognizing Cues,” identify at least 4 critical cues that are relevant to the patient’s current condition. Describe what the patient looks like, their complaints, vital signs, and anything in their medical history that would indicate this could be a problem.

    C.  Analyze the 4 critical cues from B by making 3 supporting connections between the cues and the patient’s clinical condition. Put this information in the top box labeled “Supporting,” under “Analyzing Cues/Concerns”.

    1.  Identify 2 of the critical cues that are most concerning in regard to the patient’s overall health outcome.  Put this information in the bottom box labeled “Concerning,” under “Analyzing Cues/Concerns”.

    D.  In the box labeled “Prioritizing Hypotheses,” determine 3 hypotheses critical to positive patient outcomes, listing them in order of priority. Utilize words such as “urgency,” “likelihood,” “risk,” “difficulty,” “time,” and “constraints”.

    E.  In the box labeled “Generated Solutions,” develop 4 solutions with appropriate interventions that will positively impact patient outcome and are appropriate to the care of the patient. Use the hypotheses from D to define a set of interventions for the expected solutions.

    F.  In the box labeled “Take Actions,” describe how each of the 4 solutions from E will be prioritized and implemented into the patient’s plan of care. You will have one action for each solution, and it must be the most important action for each solution.

    G.  In the box labeled “Evaluations Outcomes,” describe how the 4 solutions from E were effective or ineffective in improving patient outcome or care. You should have four evaluations, one for each desired solution.

    H.  Demonstrate professional communication in the content and presentation of your submission.

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    Rubric

    **A:DISEASE PROCESS/PATHOPHYSIOLOGY RISK FACTORS**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The description does not include a review of pathophysiology related to a disease process, disorder, or injury. | **Approaching Competence**<br>The description includes an incomplete or inaccurate review of the pathophysiology related to a disease process, disorder, or injury. Or it is missing key disease components. | **Competent**<br>The description includes a complete and accurate review of the pathophysiology related to the disease process, disorder, or injury including key disease components. |

    **B:RECOGNIZING CUES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map is missing all 4 critical cues. | **Approaching Competence**<br>The concept map is missing 1 or more critical cues that are relevant to the patient’s current condition. | **Competent**<br>The concept map identifies at least 4 critical cues that are relevant to the patient’s current condition. |

    **C:ANALYZING CUES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The analysis does not make any supporting connections between cues and patient conditions. | **Approaching Competence**<br>The analysis is missing 1 or more supporting connections between cues and patient conditions. Or one or more of the connections is inaccurate or not related to the patient’s conditions. | **Competent**<br>The analysis makes 3 accurate supporting connections between the cues and patient conditions that are related to the patient’s conditions. |

    **C1:PATIENT OUTCOMES CUES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not identify any cues of concern. | **Approaching Competence**<br>The concept map is missing identification of 1 or more cues of concern related to patient outcome. Or one or more of the cues identified is inaccurate or not related to the patient’s conditions. | **Competent**<br>The concept map accurately identifies 2 cues of concern related to patient’s conditions and outcome. |

    **D:PRIORITIZING HYPOTHESES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not include hypotheses critical to positive patient outcomes. | **Approaching Competence**<br>One or more hypotheses critical to positive patient outcomes are missing. Or one or more of the hypotheses is inaccurate. Or the hypotheses are not prioritized correctly. | **Competent**<br>The concept map includes 3 accurate hypotheses critical to positive patient outcomes that are prioritized correctly. |

    **E:GENERATING SOLUTIONS**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not include 4 solutions. | **Approaching Competence**<br>One or more solutions does not have appropriate interventions that will positively impact patient outcome or is not appropriate to the care of the patient. | **Competent**<br>The concept map includes 4 solutions with appropriate interventions that will positively impact patient outcome and they are appropriate to the care of the patient. |

    **F:TAKE ACTIONS**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is not included. | **Approaching Competence**<br>The description of how the 4 solutions will be prioritized and implemented into the patient’s plan of care is incomplete or inaccurate. | **Competent**<br>The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is accurate and complete. |

    **G:EVALUATING OUTCOMES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not include a description of how the 4 solutions were effective or ineffective in improving patient outcome or care. | **Approaching Competence**<br>The concept map includes a description of how the 4 solutions were effective or ineffective in improving patient outcome or care, but the description for 1 or more interventions does not accurately explain how that intervention was effective or ineffective in improving patient outcome or care. | **Competent**<br>The concept map includes an accurate and detailed description of how each of the 4 solutions were effective or ineffective in improving patient outcome or care. |

    **H:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)

    | | | |
    | — | — | — |
    | **Not Evident**<br>This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your Instructor. | **Approaching Competence**<br>This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. | **Competent**<br>This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission. |

    Web Links

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