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Category: Nursing

  • [Solved] 324High-Risk Nutritional Practices

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    In-depth study guidance and analytical solution covering 324High-Risk Nutritional Practices.

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

  • [Solved] Research skills

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    Talk about Healthcare Workforce Shortages in APA format Write a 3–5 page paper in which you include the following: ### **Topic Identification** ### Write a brief overview about Healthcare Workforce Shortages. In your overview: – Summarize the healthcare problem or issue, including describing its pro…

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    Talk about Healthcare Workforce Shortages in APA format
    Write a 3–5 page paper in which you include the following:
    ### **Topic Identification**
    ### Write a brief overview about Healthcare Workforce Shortages. In your overview:
    – Summarize the healthcare problem or issue, including describing its professional relevance.
    – Describe your interest in the problem or issue.
    – Describe any professional experience you have with this topic.
    ### **Discussion of Research**
    Discuss your research and selection process for each of the three journal articles you have chosen to include in your annotated bibliography.
    – Describe your process of applying library research skills to identify the journal articles relevant to the healthcare problem or issue you are researching.
    – Identify the keywords you used to select the articles.
    – Describe the criteria you used to select the resources, including the names of the databases you used.
    – What was the process like to locate relevant articles?
    – Assess the credibility of the information sources.
    – Determine whether each resource is from an academic, peer-reviewed journal.
    – Determine whether the publication is current (published within the last 3–5 years).
    – Determine whether information in the academic peer-reviewed journal article is still relevant.
    – Assess the relevance of the information sources.
    – Explain how the healthcare problem or issue is addressed in each source.
    – Discuss what kind of contribution each resource provides.
    ### **Annotated Bibliography**
    Summarize each of the three current academic, peer-reviewed journal articles you chose, using the annotated bibliography organizational format. The purpose of an annotated bibliography is to document a list of references along with key information about each one. The detail about the reference is the annotation. Developing this annotated bibliography will create a foundation of knowledge about the selected topic. In your annotated bibliography:
    – List each full reference in APA format, followed immediately by its annotation.
    – Present your three current, annotated references in alphabetical order, according to the reference citation.
    – Double-space each reference and format it with a hanging indent.
    – Provide the full APA reference citation, including the author, date, title, publisher or publication, and any additional information required by APA style.
    – Write the annotation (summary) for each citation in paragraph form, using approximately 150 words (or 1–3 paragraphs) for each citation. Make sure to cite the article in your summary. Include the following components for each annotation:
    – Identify the purpose of the article.
    – Summarize the article.
    – Include the conclusions and findings of the article.
    ### **Summary**
    In a separate paragraph or two at the end of the paper, summarize what you learned from the process of developing the annotated bibliography.
    Requirements:
    – **Writing:** Produce text with minimal grammar, usage, spelling, and mechanical errors.
    – **Sources:** Integrate into text appropriate use of current scholarly sources, evidence, and citation style. Use the [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) guidelines provided. Cite the reference in its summary.
    – **Formatting:** Include a title page and reference page, Times New Roman, 12 point.
    – **Length:** Complete no more than 3–5 typed, double-spaced pages, in addition to the title page and reference page.
    – **References:** Although you are citing your three scholarly or academic peer-reviewed journal articles within the Annotated Bibliography section of this paper, be sure to also list your citations on a reference page at the end of your paper, along with any other resources you may have included.
    Needs to be submitted on Microsoft word format

  • [Solved] Nursing HW

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    – ## CommunityTeachingProjectOutline.docx **## CommunityTeachingProjectOutline.docx** | | | — | | | **Community Teaching Project Outline** **Community Health Teaching Project Outline** (this could be a written paper or PowerPoint presentation- all questions are to be answered) Answer all items bel…

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    – ## CommunityTeachingProjectOutline.docx

    **## CommunityTeachingProjectOutline.docx**

    | |
    | — |
    | |

    **Community Teaching Project Outline**

    **Community Health Teaching Project Outline**

    (this could be a written paper or PowerPoint presentation- all questions are to be answered)

    Answer all items below:

    1. Assessment: Assess a targeted population in your community to see what needs to exist. This is done by researching health data for your population. Make sure you select and define your community by noting the history of your community.

    2. Capture a picture of your selected community. What are the vital statistics of your community? Think about socioeconomic statistics. What illnesses or diseases are present in your community? Do citizens in your community have easy access to primary care? What are the most prevalent health problems in your community?

    3. Formulate a community health nursing diagnosis related to this health need, based on this data, what are the strengths and needs of your community?

    4. Plan community intervention. Ask yourself if this will have a positive health impact in the designated population? How do you know?

    5. Propose an educational presentation that will address the most important needs of your population. The presentation must be arranged with your instructor. The instructor will attend your presentation virtually or in person.

    6. Propose an Evaluation Plan: How would you evaluate your intervention?

    7. APA format

    **## CommunityTeachingProjectOutline.docx**

    | |
    | — |
    | |

    **Community Teaching Project Outline**

    **Community Health Teaching Project Outline**

    (this could be a written paper or PowerPoint presentation- all questions are to be answered)

    Answer all items below:

    1. Assessment: Assess a targeted population in your community to see what needs to exist. This is done by researching health data for your population. Make sure you select and define your community by noting the history of your community.

    2. Capture a picture of your selected community. What are the vital statistics of your community? Think about socioeconomic statistics. What illnesses or diseases are present in your community? Do citizens in your community have easy access to primary care? What are the most prevalent health problems in your community?

    3. Formulate a community health nursing diagnosis related to this health need, based on this data, what are the strengths and needs of your community?

    4. Plan community intervention. Ask yourself if this will have a positive health impact in the designated population? How do you know?

    5. Propose an educational presentation that will address the most important needs of your population. The presentation must be arranged with your instructor. The instructor will attend your presentation virtually or in person.

    6. Propose an Evaluation Plan: How would you evaluate your intervention?

    7. APA format

  • [Solved] management plan

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    – ## ihumanweek7instr.docx **## ihumanweek7instr.docx** i-Human Case Study: Evaluation and Management of Gastrointestinal or Genitourinary Conditions ![A person's hand on a green hospital gown Description automatically generated](https://www.sweetstudy.com/questions/management-plan-20927885) Think a…

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    – ## ihumanweek7instr.docx

    **## ihumanweek7instr.docx**

    i-Human Case Study: Evaluation and Management of Gastrointestinal or Genitourinary Conditions

    ![A person's hand on a green hospital gown Description automatically generated](https://www.sweetstudy.com/questions/management-plan-20927885)

    Think ahead to the pediatric patients and families you may meet in this i-Human Case Study Assignment and, based on the Learning Resources, the types of gastrointestinal conditions that may be waiting for you in your virtual office on the i-Human platform. Have in mind GI conditions that you would particularly like to address in the avatar setting. Also reflect on your previous i-Human case studies and consider a child of an age, race, or ethnicity that you have not yet examined and would expand your experience to do so this week.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/172027/modules/items/7099180)

    **To prepare:**

    · Review this week’s Learning Resources. Consider how to apply knowledge of gastrointestinal conditions and understanding of socio-cultural family needs to assessing, diagnosing, and treating pediatric patients.

    · Access i-Human Patients from this week’s Learning Resources and review the i-Human Case Study. Based on the provided patient information, think about the health history you would need to collect from the patient.

    · Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. Reflect on how the results would be used to make a diagnosis.

    · Identify 3–5 possible conditions that may be considered in a differential diagnosis for the patient.

    · Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.

    · Develop a treatment plan for the patient that includes health promotion and patient education strategies for pediatric patients with gastrointestinal conditions and their families.

    **The Assignment:**

    As you interact with the i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the
    _i-Human Graduate Programs Help_ link within the i-Human platform.

    By Day 7 of Week 7

    Complete your Assignment in i-Human.

    You will access i-Human from the
    **Access i-Human** link located in the
    [Start Here module](https://waldenu.instructure.com/courses/172027/modules/1352528).

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK7Assgn+last name+first initial.**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    4. Rubric

    **NRNP_6541_Week7_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6541_Week7_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCOMPLETION of the iHuman: Students must complete the required sections: • PE • key findings • differential diagnoses • test summary. | **10 to >6.0 ptsProficient** Student successfully completed all required sections in iHuman.<br> <br>**6 to >2.0 ptsCompetent** Student missed completing 1-2 of the required sections.<br> <br>**2 to >0 ptsNovice** Student does not complete the iHuman required components. | 10 pts |
    | This criterion is linked to a Learning OutcomeSUBJECTIVE: Complete HPI including all 8 aspects and pertinent information related to chief complaint, including the pertinent positives & negatives | **15 to >9.0 ptsProficient**• Clearly written chief complaint • HPI well written including all aspects of OLDCARTS/LOCATES • Includes pertinent positives & negatives<br> <br>**9 to >3.0 ptsCompetent**• Clearly written chief complaint • Misses 1-2 key components from the history • Missing pertinent positives and negatives<br> <br>**3 to >0 ptsNovice**• Poorly written HPI • Student includes PE findings • Lacks basic history taking • Missing pertinent positives and negatives | 15 pts |
    | This criterion is linked to a Learning OutcomeOBJECTIVE: Physical exam includes appropriate areas based on the pertinent history (subjective). | **15 to >9.0 ptsProficient**• Thoroughly documents all pertinent examination components for type of note • Does not include unnecessary systems in the documentation • Utilizes the correct screening tools<br> <br>**9 to >3.0 ptsCompetent**• Documents most pertinent examination components. • Misses 1-3 components • Does not include unnecessary systems in the documentation • Utilizes the correct screening tools<br> <br>**3 to >0 ptsNovice**• Physical examination cursory • misses several pertinent components • Includes unnecessary systems in the documentation • Does not utilize the screening tools | 15 pts |
    | This criterion is linked to a Learning OutcomeASSESSMENT: Primary diagnosis and differential diagnoses are identified and supported by rationales; correct ICD codes provided, and appropriate diagnostic tests are ordered. | **15 to >9.0 ptsProficient**• Identifies the primary diagnosis with rationale and the correct ICD • 3 differential diagnoses with ICD codes are supported by findings and ruled out • Appropriate tests ordered and results documented • Rationale for differential diagnoses provided by scholarly resources<br> <br>**9 to >3.0 ptsCompetent**• Identifies the primary diagnosis with rationale and the correct ICD • 3 differential diagnoses are identified but 1-2 are not supported by findings. ICD codes included • Missing <1-2 appropriate tests ordered, and results documented • Rationale for differential diagnoses provided by scholarly resources<br> <br>**3 to >0 ptsNovice**• Incorrect primary does not provide a rationale and incorrect ICD code • <3 differential diagnoses identified, or differential diagnoses not supported by findings • Inappropriate tests ordered • Scholarly resources not provided or do not support differential diagnoses | 15 pts |
    | This criterion is linked to a Learning OutcomeMEDICATION: Ordered (including over the counter) are appropriate, evidenced based, written as a complete prescription. | **10 to >6.0 ptsProficient**• Student appropriately writes the correct medication as a prescription • Student appropriately calculates the correct doses and route<br> <br>**6 to >2.0 ptsCompetent**• Student misses 1-2 components of medication order • Student appropriately calculates the correct doses and route<br> <br>**2 to >0 ptsNovice**• Student identifies the incorrect medication • Student does not appropriately calculate the correct doses and route | 10 pts |
    | This criterion is linked to a Learning OutcomePLAN: Comprehensive plan to address the diagnosis should include the following: • Appropriate interventions & referrals (if needed) • Pt education • SDOH • Health promotion/anticipatory guidance | **20 to >12.0 ptsProficient**• Clearly written plan covering all critical components proper intervention, including referrals for the patient’s final diagnosis • Student addresses 6 components of SDOH • Student includes 4 health maintenance • Comprehensive patient education is included related to current health visit, must list 5. • Supported 3 by peer-reviewed literature<br> <br>**12 to >8.0 ptsCompetent**• Well written plan but may be missing 1-2 key issues critical to patient’s diagnosis • Some aspects of SDOH are addressed • Some aspects of Health Promotion/anticipatory guidance are addressed. • Patient education is present but missing 1 or 2 key pieces of information • Supported by only 2 peer reviewed literature<br> <br>**8 to >0 ptsNovice**• Poorly written plan. May be missing 3 or more key issues that are critical to patient's diagnosis • There are missing aspects of SDOH • There are missing aspects health promotion anticipatory guidance • Patient education is missing many aspects related to current visit • Supported by less than 2 peer reviewed literature | 20 pts |
    | This criterion is linked to a Learning OutcomeFOLLOW-UP: Instructions | **5 to >3.0 ptsProficient** Follow up instructions are complete and include time to next visit and specific symptoms to prompt a return visit sooner.<br> <br>**3 to >1.0 ptsCompetent**• Follow up instructions are generally complete but missing 1 or 2 aspects • Symptoms that would prompt a return visit sooner are included but some are missing<br> <br>**1 to >0 ptsNovice**• Follow up instructions are missing important timing aspects • Symptoms prompting return visit sooner are incomplete or missing | 5 pts |
    | This criterion is linked to a Learning OutcomeOFFICE BILLING/VISIT CODE: CPT CODES | **5 to >3.0 ptsProficient**• Student identifies the correct office billing code • Student identifies the correct CPT codes<br> <br>**3 to >1.0 ptsCompetent**• Student does not correctly identify the correct office billing code • Student does not correctly identify the correct CPT codes<br> <br>**1 to >0 ptsNovice** Student does not address the billing and CPT codes. | 5 pts |
    | This criterion is linked to a Learning OutcomeClinical Guidelines | **5 to >3.0 ptsProficient** Student identifies the clinical guidelines utilized and rationale.<br> <br>**3 to >1.0 ptsCompetent** Student identifies the clinical guidelines but does not provide a rationale.<br> <br>**1 to >0 ptsNovice** Student does not address the clinical guidelines. | 5 pts |

    Total Points: 100

    ## image1.jpeg

    **## ihumanweek7instr.docx**

    i-Human Case Study: Evaluation and Management of Gastrointestinal or Genitourinary Conditions

    ![A person's hand on a green hospital gown Description automatically generated](https://www.sweetstudy.com/questions/management-plan-20927885)

    Think ahead to the pediatric patients and families you may meet in this i-Human Case Study Assignment and, based on the Learning Resources, the types of gastrointestinal conditions that may be waiting for you in your virtual office on the i-Human platform. Have in mind GI conditions that you would particularly like to address in the avatar setting. Also reflect on your previous i-Human case studies and consider a child of an age, race, or ethnicity that you have not yet examined and would expand your experience to do so this week.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/172027/modules/items/7099180)

    **To prepare:**

    · Review this week’s Learning Resources. Consider how to apply knowledge of gastrointestinal conditions and understanding of socio-cultural family needs to assessing, diagnosing, and treating pediatric patients.

    · Access i-Human Patients from this week’s Learning Resources and review the i-Human Case Study. Based on the provided patient information, think about the health history you would need to collect from the patient.

    · Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. Reflect on how the results would be used to make a diagnosis.

    · Identify 3–5 possible conditions that may be considered in a differential diagnosis for the patient.

    · Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.

    · Develop a treatment plan for the patient that includes health promotion and patient education strategies for pediatric patients with gastrointestinal conditions and their families.

    **The Assignment:**

    As you interact with the i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the
    _i-Human Graduate Programs Help_ link within the i-Human platform.

    By Day 7 of Week 7

    Complete your Assignment in i-Human.

    You will access i-Human from the
    **Access i-Human** link located in the
    [Start Here module](https://waldenu.instructure.com/courses/172027/modules/1352528).

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK7Assgn+last name+first initial.**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    4. Rubric

    **NRNP_6541_Week7_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6541_Week7_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCOMPLETION of the iHuman: Students must complete the required sections: • PE • key findings • differential diagnoses • test summary. | **10 to >6.0 ptsProficient** Student successfully completed all required sections in iHuman.<br> <br>**6 to >2.0 ptsCompetent** Student missed completing 1-2 of the required sections.<br> <br>**2 to >0 ptsNovice** Student does not complete the iHuman required components. | 10 pts |
    | This criterion is linked to a Learning OutcomeSUBJECTIVE: Complete HPI including all 8 aspects and pertinent information related to chief complaint, including the pertinent positives & negatives | **15 to >9.0 ptsProficient**• Clearly written chief complaint • HPI well written including all aspects of OLDCARTS/LOCATES • Includes pertinent positives & negatives<br> <br>**9 to >3.0 ptsCompetent**• Clearly written chief complaint • Misses 1-2 key components from the history • Missing pertinent positives and negatives<br> <br>**3 to >0 ptsNovice**• Poorly written HPI • Student includes PE findings • Lacks basic history taking • Missing pertinent positives and negatives | 15 pts |
    | This criterion is linked to a Learning OutcomeOBJECTIVE: Physical exam includes appropriate areas based on the pertinent history (subjective). | **15 to >9.0 ptsProficient**• Thoroughly documents all pertinent examination components for type of note • Does not include unnecessary systems in the documentation • Utilizes the correct screening tools<br> <br>**9 to >3.0 ptsCompetent**• Documents most pertinent examination components. • Misses 1-3 components • Does not include unnecessary systems in the documentation • Utilizes the correct screening tools<br> <br>**3 to >0 ptsNovice**• Physical examination cursory • misses several pertinent components • Includes unnecessary systems in the documentation • Does not utilize the screening tools | 15 pts |
    | This criterion is linked to a Learning OutcomeASSESSMENT: Primary diagnosis and differential diagnoses are identified and supported by rationales; correct ICD codes provided, and appropriate diagnostic tests are ordered. | **15 to >9.0 ptsProficient**• Identifies the primary diagnosis with rationale and the correct ICD • 3 differential diagnoses with ICD codes are supported by findings and ruled out • Appropriate tests ordered and results documented • Rationale for differential diagnoses provided by scholarly resources<br> <br>**9 to >3.0 ptsCompetent**• Identifies the primary diagnosis with rationale and the correct ICD • 3 differential diagnoses are identified but 1-2 are not supported by findings. ICD codes included • Missing <1-2 appropriate tests ordered, and results documented • Rationale for differential diagnoses provided by scholarly resources<br> <br>**3 to >0 ptsNovice**• Incorrect primary does not provide a rationale and incorrect ICD code • <3 differential diagnoses identified, or differential diagnoses not supported by findings • Inappropriate tests ordered • Scholarly resources not provided or do not support differential diagnoses | 15 pts |
    | This criterion is linked to a Learning OutcomeMEDICATION: Ordered (including over the counter) are appropriate, evidenced based, written as a complete prescription. | **10 to >6.0 ptsProficient**• Student appropriately writes the correct medication as a prescription • Student appropriately calculates the correct doses and route<br> <br>**6 to >2.0 ptsCompetent**• Student misses 1-2 components of medication order • Student appropriately calculates the correct doses and route<br> <br>**2 to >0 ptsNovice**• Student identifies the incorrect medication • Student does not appropriately calculate the correct doses and route | 10 pts |
    | This criterion is linked to a Learning OutcomePLAN: Comprehensive plan to address the diagnosis should include the following: • Appropriate interventions & referrals (if needed) • Pt education • SDOH • Health promotion/anticipatory guidance | **20 to >12.0 ptsProficient**• Clearly written plan covering all critical components proper intervention, including referrals for the patient’s final diagnosis • Student addresses 6 components of SDOH • Student includes 4 health maintenance • Comprehensive patient education is included related to current health visit, must list 5. • Supported 3 by peer-reviewed literature<br> <br>**12 to >8.0 ptsCompetent**• Well written plan but may be missing 1-2 key issues critical to patient’s diagnosis • Some aspects of SDOH are addressed • Some aspects of Health Promotion/anticipatory guidance are addressed. • Patient education is present but missing 1 or 2 key pieces of information • Supported by only 2 peer reviewed literature<br> <br>**8 to >0 ptsNovice**• Poorly written plan. May be missing 3 or more key issues that are critical to patient's diagnosis • There are missing aspects of SDOH • There are missing aspects health promotion anticipatory guidance • Patient education is missing many aspects related to current visit • Supported by less than 2 peer reviewed literature | 20 pts |
    | This criterion is linked to a Learning OutcomeFOLLOW-UP: Instructions | **5 to >3.0 ptsProficient** Follow up instructions are complete and include time to next visit and specific symptoms to prompt a return visit sooner.<br> <br>**3 to >1.0 ptsCompetent**• Follow up instructions are generally complete but missing 1 or 2 aspects • Symptoms that would prompt a return visit sooner are included but some are missing<br> <br>**1 to >0 ptsNovice**• Follow up instructions are missing important timing aspects • Symptoms prompting return visit sooner are incomplete or missing | 5 pts |
    | This criterion is linked to a Learning OutcomeOFFICE BILLING/VISIT CODE: CPT CODES | **5 to >3.0 ptsProficient**• Student identifies the correct office billing code • Student identifies the correct CPT codes<br> <br>**3 to >1.0 ptsCompetent**• Student does not correctly identify the correct office billing code • Student does not correctly identify the correct CPT codes<br> <br>**1 to >0 ptsNovice** Student does not address the billing and CPT codes. | 5 pts |
    | This criterion is linked to a Learning OutcomeClinical Guidelines | **5 to >3.0 ptsProficient** Student identifies the clinical guidelines utilized and rationale.<br> <br>**3 to >1.0 ptsCompetent** Student identifies the clinical guidelines but does not provide a rationale.<br> <br>**1 to >0 ptsNovice** Student does not address the clinical guidelines. | 5 pts |

    Total Points: 100

    ## image1.jpeg

  • [Solved] Social Media

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    In-depth study guidance and analytical solution covering Social Media.

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    Assignment Prompt & Instructions

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

  • [Solved] Help

    ✓ Verified Academic Solution Available

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    In-depth study guidance and analytical solution covering Help.

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    Assignment Prompt & Instructions

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  • [Solved] Nutrition

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    see doc below – ## NutritionSheet6.docx **## NutritionSheet6.docx** NSC 325L- Medical Nutrition Therapy Lab Activity Sheet 6: Lab Activity: Functional Assessments 25 Points Name: ____________________________________ 1. Ms. Smith is a 73-year-old female. Her measu…

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    Assignment Prompt & Instructions

    see doc below

    – ## NutritionSheet6.docx

    **## NutritionSheet6.docx**

    NSC 325L- Medical Nutrition Therapy Lab

    Activity Sheet 6: Lab Activity: Functional Assessments

    25 Points

    Name: ____________________________________

    1. Ms. Smith is a 73-year-old female. Her measured HGS values are listed below. Using the Jamar normative values posted in D2L calculate the following: (5 points)

    Right hand: Left hand:

    Value 1 40 38

    Value 2 45 38

    Value 3 42 36

    Calculate Average for Right hand ________

    Calculate Average for Left hand _________

    Normative value for sex and age

    Right _____________ SD __________ Alert level________

    Left _____________ SD ___________ Alert level________

    Ms. Smith’s HGS is: (circle one) within normal / measurably reduced

    2. Numerous factors influence handgrip strength including which of the following? (2 pts)

    a. Age and gender

    b. Depression

    c. Physical activity level

    d. All of the above

    3. Handgrip strength has been found to correlate with which of the following? (2 pts)

    a. Peak expiratory flow

    b. SGA (subjective global assessment)

    c. Karnofsky score of 90

    d. Both A and B

    e. Both A and C

    4. List the 4 examples of functional assessment modalities discussed in this week’s power point (2 pts)

    5. JS is a 70-year-old male. During his clinic visit he completed a 30-second chair stand test with the following results: stand 8 time in 30 seconds. How might you interpret these results? (hint: refer to CDC handout in D2L) (4 pts)

    6. Malnutrition can affect 5 key areas related to functional ability which include: (2 pts)

    1-

    2-

    3-

    4-

    5-

    7. Attempt the back scratch test. Where your hands able to: (circle one) touch/ overlapped / there was a gap. How is this test associated with lifestyle activities? (3 points)

    | | | |
    | — | — | — |
    | Matching: match the following statement to the correct answers below. (5 points) |
    | | To tap on the surface of the body to determine condition of internal organs | A- Vitamin C |
    | | Typical respiratory sound when percussing chest | B- Zinc |
    | | May cause splinter hemorrhages on nails | C- Resonance |
    | | Is associated with dysgeusia | D- Percussion |
    | | My manifest as pale gum color | E- Hyperresonance |
    | | | F- Auscultation |
    | | | G- Iron deficiency |

    **## NutritionSheet6.docx**

    NSC 325L- Medical Nutrition Therapy Lab

    Activity Sheet 6: Lab Activity: Functional Assessments

    25 Points

    Name: ____________________________________

    1. Ms. Smith is a 73-year-old female. Her measured HGS values are listed below. Using the Jamar normative values posted in D2L calculate the following: (5 points)

    Right hand: Left hand:

    Value 1 40 38

    Value 2 45 38

    Value 3 42 36

    Calculate Average for Right hand ________

    Calculate Average for Left hand _________

    Normative value for sex and age

    Right _____________ SD __________ Alert level________

    Left _____________ SD ___________ Alert level________

    Ms. Smith’s HGS is: (circle one) within normal / measurably reduced

    2. Numerous factors influence handgrip strength including which of the following? (2 pts)

    a. Age and gender

    b. Depression

    c. Physical activity level

    d. All of the above

    3. Handgrip strength has been found to correlate with which of the following? (2 pts)

    a. Peak expiratory flow

    b. SGA (subjective global assessment)

    c. Karnofsky score of 90

    d. Both A and B

    e. Both A and C

    4. List the 4 examples of functional assessment modalities discussed in this week’s power point (2 pts)

    5. JS is a 70-year-old male. During his clinic visit he completed a 30-second chair stand test with the following results: stand 8 time in 30 seconds. How might you interpret these results? (hint: refer to CDC handout in D2L) (4 pts)

    6. Malnutrition can affect 5 key areas related to functional ability which include: (2 pts)

    1-

    2-

    3-

    4-

    5-

    7. Attempt the back scratch test. Where your hands able to: (circle one) touch/ overlapped / there was a gap. How is this test associated with lifestyle activities? (3 points)

    | | | |
    | — | — | — |
    | Matching: match the following statement to the correct answers below. (5 points) |
    | | To tap on the surface of the body to determine condition of internal organs | A- Vitamin C |
    | | Typical respiratory sound when percussing chest | B- Zinc |
    | | May cause splinter hemorrhages on nails | C- Resonance |
    | | Is associated with dysgeusia | D- Percussion |
    | | My manifest as pale gum color | E- Hyperresonance |
    | | | F- Auscultation |
    | | | G- Iron deficiency |

  • [Solved] SCIENCES – CARE

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  • [Solved] Assigment .Apa seven . All instructions attached.

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    use the rubric this assigment is evaluated for the rubric – ## ComparingHumanistic.docx **## ComparingHumanistic.docx** Com In a 2-page paper, address the following: 3 reference paring Humanistic-Existential Psychotherapy with Other Approaches ![A person holding her hands together AI-generated conte…

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    Assignment Prompt & Instructions

    use the rubric this assigment is evaluated for the rubric

    – ## ComparingHumanistic.docx

    **## ComparingHumanistic.docx**

    Com In a 2-page paper, address the following: 3 reference

    paring Humanistic-Existential Psychotherapy with Other Approaches

    ![A person holding her hands together AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20927841)

    Understanding the strengths of each type of therapy and which type of therapy is most appropriate for each patient is an essential skill of the psychiatric-mental health nurse practitioner. In this Assignment, you will compare humanistic-existential therapy to another psychotherapeutic approach. You will identify the strengths and challenges of each approach and describe expected potential outcomes.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175910/modules/items/7211115)

    **To prepare:**

    · Review the humanistic-existential psychotherapy videos in this week’s Learning Resources.

    · Reflect on humanistic-existential psychotherapeutic approaches.

    · Then, select another psychotherapeutic approach to compare with humanistic-existential psychotherapy. The approach you choose may be one you previously explored in the course or one you are familiar with and especially interested in.

    The Assignment

    In a 2- to 3-page paper, address the following:

    · Briefly describe humanistic-existential psychotherapy and the second approach you selected.

    · Explain at least three differences between these therapies. Include how these differences might impact your practice as a PMHNP.

    · Focusing on one video you viewed, explain why humanistic-existential psychotherapy was utilized with the patient in the video and why it was the treatment of choice. Describe the expected potential outcome if the second approach had been used with the patient.

    · Support your response with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

    ·
    **NRNP_6645_Week7_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6645_Week7_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDevelop a 2- to 3-page paper comparing humanistic-existential therapy to another psychotherapeutic approach of your choice. Be sure to address the following: ·  Briefly describe humanistic-existential psychotherapy and the second approach you selected. | **25 to >22.0 ptsExcellent 90%–100%** The response includes an accurate and concise description of humanistic-existential psychotherapy and your selected approach. | |
    | Explain at least three differences between humanistic-existential psychotherapy and the approach you selected. ·   Include how these differences might impact your practice as a PMHNP. | **25 to >22.0 ptsExcellent 90%–100%** The response includes an accurate and clear explanation of three differences between humanistic-existential psychotherapy and your selected approach. The response includes a thoughtful and throrough explanation of how the differences between humanistic-existential psychotherapy and your selected approach might impact your practice as a PMHNP. |
    | Explain why humanistic-existential psychotherapy was utilized with the client in the video and why it was the treatment of choice. ·   Describe the expected potential outcome if the second approach had been used with the client. ·   Support your response with at least three peer-reviewed, evidence-based sources from the literature. PDFs are attached. | **35 to >31.0 ptsExcellent 90%–100%** The response includes a thorough and accurate explanation of why humanistic-existential psychotherapy was utilized with the client and why it was the treatment of choice. The response includes a thorough and accurate description of the expected potential outcome had the second approach been used with the client. The response is supported by at least three peer-reviewed, evidence-based sources from the literature that provide strong support for the rationale provided. PDFs are attached. |
    | Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **5 to >4.0 ptsExcellent 90%–100%** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria. |
    | Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent 90%–100%** Uses correct grammar, spelling, and punctuation with no errors. |
    | Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4.0 ptsExcellent 90%–100%** Uses correct APA format with no errors. |

    ## image1.jpeg

    **## ComparingHumanistic.docx**

    Com In a 2-page paper, address the following: 3 reference

    paring Humanistic-Existential Psychotherapy with Other Approaches

    ![A person holding her hands together AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20927841)

    Understanding the strengths of each type of therapy and which type of therapy is most appropriate for each patient is an essential skill of the psychiatric-mental health nurse practitioner. In this Assignment, you will compare humanistic-existential therapy to another psychotherapeutic approach. You will identify the strengths and challenges of each approach and describe expected potential outcomes.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175910/modules/items/7211115)

    **To prepare:**

    · Review the humanistic-existential psychotherapy videos in this week’s Learning Resources.

    · Reflect on humanistic-existential psychotherapeutic approaches.

    · Then, select another psychotherapeutic approach to compare with humanistic-existential psychotherapy. The approach you choose may be one you previously explored in the course or one you are familiar with and especially interested in.

    The Assignment

    In a 2- to 3-page paper, address the following:

    · Briefly describe humanistic-existential psychotherapy and the second approach you selected.

    · Explain at least three differences between these therapies. Include how these differences might impact your practice as a PMHNP.

    · Focusing on one video you viewed, explain why humanistic-existential psychotherapy was utilized with the patient in the video and why it was the treatment of choice. Describe the expected potential outcome if the second approach had been used with the patient.

    · Support your response with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

    ·
    **NRNP_6645_Week7_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6645_Week7_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDevelop a 2- to 3-page paper comparing humanistic-existential therapy to another psychotherapeutic approach of your choice. Be sure to address the following: ·  Briefly describe humanistic-existential psychotherapy and the second approach you selected. | **25 to >22.0 ptsExcellent 90%–100%** The response includes an accurate and concise description of humanistic-existential psychotherapy and your selected approach. | |
    | Explain at least three differences between humanistic-existential psychotherapy and the approach you selected. ·   Include how these differences might impact your practice as a PMHNP. | **25 to >22.0 ptsExcellent 90%–100%** The response includes an accurate and clear explanation of three differences between humanistic-existential psychotherapy and your selected approach. The response includes a thoughtful and throrough explanation of how the differences between humanistic-existential psychotherapy and your selected approach might impact your practice as a PMHNP. |
    | Explain why humanistic-existential psychotherapy was utilized with the client in the video and why it was the treatment of choice. ·   Describe the expected potential outcome if the second approach had been used with the client. ·   Support your response with at least three peer-reviewed, evidence-based sources from the literature. PDFs are attached. | **35 to >31.0 ptsExcellent 90%–100%** The response includes a thorough and accurate explanation of why humanistic-existential psychotherapy was utilized with the client and why it was the treatment of choice. The response includes a thorough and accurate description of the expected potential outcome had the second approach been used with the client. The response is supported by at least three peer-reviewed, evidence-based sources from the literature that provide strong support for the rationale provided. PDFs are attached. |
    | Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **5 to >4.0 ptsExcellent 90%–100%** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria. |
    | Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent 90%–100%** Uses correct grammar, spelling, and punctuation with no errors. |
    | Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4.0 ptsExcellent 90%–100%** Uses correct APA format with no errors. |

    ## image1.jpeg

  • [Solved] Theory for doctoral Nursing Practice

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    ### Formative Assessment Create a concept map that visually represents the integration of a selected nursing theory with an interdisciplinary theory. Include the following: – key concepts – relationships – potential applications in clinical practice ### Document Type/Template – Word Document \ Rubr…

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    ### Formative Assessment
    Create a concept map that visually represents the integration of a selected nursing theory with an interdisciplinary theory. Include the following:
    – key concepts
    – relationships
    – potential applications in clinical practice
    ### Document Type/Template
    – Word Document
    \
    Rubric.pdf](https://www.sweetstudy.com/files/rubric-pdf-10343825 "Rubric.pdf")