Tag: Homework Solution

[Solved] Week # 3

✓ Verified Academic Solution Available

Executive Solution Overview

Follow the document instructions uploaded – ## DNP7500-Week3-Guideandrubric.._.docx **## DNP7500-Week3-Guideandrubric.._.docx** ![](https://www.sweetstudy.com/questions/week-3-20929155)**DNP 7500** **Systems Change for Quality Improvement of Patient Safety Assignment** **Organizational and Managem…

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Follow the document instructions uploaded

– ## DNP7500-Week3-Guideandrubric.._.docx

**## DNP7500-Week3-Guideandrubric.._.docx**

![](https://www.sweetstudy.com/questions/week-3-20929155)**DNP 7500**

**Systems Change for Quality Improvement of Patient Safety Assignment**

**Organizational and Management Theory**

![](https://www.sweetstudy.com/questions/week-3-20929155)**DNP 7500 Systems Change for Quality**

**Improvement of Patient Safety Assignment**

**Systems Change for Quality Improvement of Patient Safety**

![](https://www.sweetstudy.com/questions/week-3-20929155)

## Purpose

This assignment aims to help the student design systems change project for quality improvement of patient safety. As future DNP leaders in the healthcare system, DNP students are expected to help decrease medical errors and adverse outcomes in the healthcare system. Identifying safety issue in the systems is imperative to change and improve the care. In this assignment, the student will be able to distinguish the impact of complexity, chaos, change, and innovation theory on the future of advanced nursing practice. Additionally, this assignment will help the student analyze mandatory reporting threats to the future of healthcare and patient safety improvements. Lastly, this assignment will help student examine selected quality improvement and professional practice models that serve to support patient safety and advance nursing practice.

## Course Outcomes

This assignment provides documentation of student ability to meet the following course outcomes.

· Distinguish the impact of complexity, chaos, change, and innovation theory on the future of advanced nursing practice (EOPSLO’s I, II, III, VI).

· Analyze mandatory reporting threats to the future of healthcare and patient safety improvements (EOPSLO’s I, II, III, V).

· Examine selected quality improvement and professional practice models that serve to support patient safety and advanced nursing practice (EOPSLO’s I, II, III, V, VII).

· Formulate selected strategies for increasing interprofessional collaboration and influence across diverse personal, professional and/or practice settings EOPSLO’s I, II, III, VI, VII, VIII).

· Describe management and organization theories. (EOPSLO’s I, III).

· Recognize the strengths and weaknesses of various theories. (EOPSLO’s I, III).

· Continue developing their possible practicum project from a leadership standpoint by examining various organizational and management theories for future research (EOPSLO’s I, III).

· Apply concepts from various theories to scholarly work (EOPSLO’s I, III).

**Program Outcomes**

· I-Integrate Scientific Underpinnings into Practice

· II-Develop Organizational and Systems Leadership for Quality Improvement and Systems Thinking

· III-Apply Clinical Scholarship and Analytical Methods for Evidence-Based Practice

· V-Influence Health Care Policy for Advocacy in Health Care

· VI-Employ Interprofessional Collaboration for Improving Patient and Population Health Outcomes

· VII-Synthesize Clinical Prevention and Population Health concepts for Improving the Nation’s Health

· VIII-Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcome

**AONL Nurse Executive Role-Specific Competencies**

·
**Communication**

· Produce written materials on nursing health care topics & organizational issues

·
**Knowledge of the Healthcare Environment**

· Demonstrate current knowledge of patient care delivery systems across the continuum

· Describe various delivery systems and age-appropriate patient care models and the advantages/disadvantages of each

· Assess the effectiveness of delivery models

· Develop new delivery models

·
**Leadership**

· Apply critical analysis to organizational issues after a review of the evidence

·
**Professionalism**

· Promote clinical perspective in organizational decisions

**Due Date:** Submit to the Moodle by Saturday of the end Week 3 at 11:59 p.m. ET.

**Points:** This assignment is worth a total of 100 points.

## Requirements:

· To complete this application, you will need to access to the Miami Regional University virtual library database. following databases: CINAHL Complete Database, MEDLINE Complete Database, LIRN, and so forth.
**Remember, we now have the ask a librarian option in Moodle**. Our Librarian is available to help on campus from Monday to Friday 7:30 am to 9:00 pm & Saturday 8:00 am to 3:00 pm. Furthermore, please read the proposed articles in the week #3 Moodle to help you select a model change should you need idea.

· This assignment is worth 100 points and will be graded on the required components as summarized in the directions and grading criteria/rubric. This assignment will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria and rubric.

· APA format and effective writing is required for the paper. Use your APA manual or Purdue Owl to check and correct your formatting. Use Grammarly, Tutor Source, and the grammar and spelling check on your Word Processor and criteria for effective writing to assure that your paper well written. APA format is required, with both a title page and reference page. Use the required components of the review as Level 1 headings (upper and lower case, centered, boldface).

· Create your manuscript using the version of Microsoft Word. You can tell that the document is saved as a MS Word document because it will end in “.docx”.

· Follow the directions and grading criteria closely. Any questions about this paper may be posted under the Q & A Forum.

· The length of the project report is to be
**no fewer than four and no greater than six pages**, excluding the title page and reference pages.

· A minimum of 2 scholarly references (not your textbooks but primary sources of theory and research).

· The textbook required for this course may be used as a reference for this assignment but does not count towards the required minimum number of scholarly references.

a. Description of selected systems change for quality improvement proposal

b. Presentation of selected systems change for quality improvement analysis

c. Conclusion

## Preparing the Project Report

The following are best practices for preparing this project report.

a) When introducing the selected advanced nursing practice patient safety concern, be sure to include pertinent background information regarding your concern (who, what, where, when, and why).

b) When describing the selected systems change for quality improvement proposal, be sure to fully identify and address each step the change model encompasses. Please explain why you believe that this system change/theory of change is best fit for the practice change/threat to healthcare that you are trying to address.

c) When presenting the selected systems change for quality improvement analysis, be sure to fully address expected outcomes and the role of the DNP-prepared nursing leader in outcomes evaluation and sustainability of the proposed change. Please include which DNP essentials you are exploring with this assignment.

## Directions and Grading Criteria

| | | | |
| — | — | — | — |
| Category | Points | % | Description |
| Introduction to selected advanced nursing practice patient safety concern | 10 | 10 | Introduces the selected advanced nursing practice patient safety concern and includes pertinent background information regarding concern <br>**(who, what, where, when, and why).** |
| Description of selected change model for quality improvement proposal | 30 | 30 | Identifies and addresses each step of the selected change model; uses examples from current evidence that supports assertions and relevant examples from advanced nursing practice. |
| Presentation of selected change model for quality improvement analysis | 30 | 30 | Addresses expected outcomes and the role of the DNP-prepared nursing leader in outcomes evaluation and sustainability of the proposed change; uses examples from current evidence that supports assertions and relevant examples from advanced nursing practice. |
| Conclusion | 10 | 10 | Identifies the main ideas and major conclusions from the body of your report, with minor details left out; summarize the benefits of the proposed change to advanced nursing practice quality improvement and patient safety. |
| Clarity of writing | 10 | 10 | Use of standard English grammar and sentence structure; no spelling errors or typographical errors; organized around the required components using appropriate headers. |
| APA format | 10 | 10 | All information taken from another source (even if summarized) appropriately cited in the report (including citation of interview) and listed in references using APA (6th ed.) format<br>1. Document setup<br>2. Title and reference pages<br>3. Citations in the text and references |
| Total: | 100 | 100 | A quality report will meet or exceed all of the above requirements. |

## Grading Rubric

| | | | |
| — | — | — | — |
| Assignment Criteria | Meets Criteria | Partially Meets Criteria | Does Not Meet Criteria |
| Introduction to selected advanced nursing practice patient safety concern<br>(10 points) | Excellent introduction of patient safety concern; rationale well presented and purpose fully developed<br>**8–10 points** | Basic understanding and/or limited explanation of patient safety concern and/or inappropriate emphasis<br>**3–7 points** | Little or very general introduction of patient safety concern; little to no explanation; inappropriate emphasis<br>**0–2 points** |
| Description of selected change model for quality improvement proposal<br>(30 points) | Excellent discussion of selected change model; change model steps supported with examples<br>**20–30 points** | Basic discussion of selected change model; change model steps not supported with examples<br>**09 – 19 points** | Little or very general discussion of selected change model; little or no application of change model steps not supported with examples<br>**0 – 8 points** |
| Presentation of selected change model for quality improvement analysis<br>(30 points) | Excellent discussion of expected outcomes and role of DNP-prepared nurse in outcomes evaluation and sustainability; presentation of change model analysis supported with examples. <br>**Include DNP essentials explored with this assignment.**<br>**20–30 points** | Basic discussion of expected outcomes and role of DNP-prepared nurse in outcomes evaluation and sustainability, and/or presentation of change model analysis not supported with examples. <br>**Include at least one DNP essential explored with this assignment.**<br>**09 – 19 points** | Little or very general discussion of expected outcomes, or missing discussion of role of DNP-prepared nurse in outcomes evaluation/ sustainability; little or no application to change model and/or practice examples. <br>**Does not Include DNP essentials explored with this assignment.**<br>**0 – 8 points** |
| Conclusion<br>(10 points) | Excellent understanding of change model and quality improvement process; conclusions well evidenced and fully developed<br>**8–10 points** | Basic understanding and/or limited application of change model and quality improvement and/or inappropriate emphasis on an area<br>**3–7 points** | Little understanding of change model and quality improvement; little to no explanation; inappropriate emphasis on an area<br>**0–2 points** |
| Clarity of writing<br>(10 points) | Excellent use of standard English showing original thought; no spelling or grammar errors; well organized with proper flow of meaning <br>**8–10 points** | Some evidence of own expression and competent use of language; no more than three spelling or grammar errors; well organized thoughts and concepts<br>**3–7 points** | Language needs development; four or more spelling and/or grammar errors; poorly organized thoughts and concepts<br>**0–2 points** |
| APA format<br>(10 points) | APA format correct with no more than 1–2 minor errors<br>**8–10 points** | Three to five errors in APA format and/or 1–2 citations missing.<br>**3–7 points** | APA formatting contains multiple errors and/or several citations missing<br>**0–2 points** |
| Total Points Possible = <br>__100 points |

| | |
| — | — |
| **DNP 7500 Organizational and Management Theory – Week #3**<br>**Contributors from the DNP team: Dr. Dionne, Dr. K. Perez, Dr. A. Gonzalez, Dr. Vega Crespo, Dr. Garcia, Dr. Trabanco 03/19 R. 07/20** | 5 |

## image2.jpeg

## image3.jpg

**## DNP7500-Week3-Guideandrubric.._.docx**

![](https://www.sweetstudy.com/questions/week-3-20929155)**DNP 7500**

**Systems Change for Quality Improvement of Patient Safety Assignment**

**Organizational and Management Theory**

![](https://www.sweetstudy.com/questions/week-3-20929155)**DNP 7500 Systems Change for Quality**

**Improvement of Patient Safety Assignment**

**Systems Change for Quality Improvement of Patient Safety**

![](https://www.sweetstudy.com/questions/week-3-20929155)

## Purpose

This assignment aims to help the student design systems change project for quality improvement of patient safety. As future DNP leaders in the healthcare system, DNP students are expected to help decrease medical errors and adverse outcomes in the healthcare system. Identifying safety issue in the systems is imperative to change and improve the care. In this assignment, the student will be able to distinguish the impact of complexity, chaos, change, and innovation theory on the future of advanced nursing practice. Additionally, this assignment will help the student analyze mandatory reporting threats to the future of healthcare and patient safety improvements. Lastly, this assignment will help student examine selected quality improvement and professional practice models that serve to support patient safety and advance nursing practice.

## Course Outcomes

This assignment provides documentation of student ability to meet the following course outcomes.

· Distinguish the impact of complexity, chaos, change, and innovation theory on the future of advanced nursing practice (EOPSLO’s I, II, III, VI).

· Analyze mandatory reporting threats to the future of healthcare and patient safety improvements (EOPSLO’s I, II, III, V).

· Examine selected quality improvement and professional practice models that serve to support patient safety and advanced nursing practice (EOPSLO’s I, II, III, V, VII).

· Formulate selected strategies for increasing interprofessional collaboration and influence across diverse personal, professional and/or practice settings EOPSLO’s I, II, III, VI, VII, VIII).

· Describe management and organization theories. (EOPSLO’s I, III).

· Recognize the strengths and weaknesses of various theories. (EOPSLO’s I, III).

· Continue developing their possible practicum project from a leadership standpoint by examining various organizational and management theories for future research (EOPSLO’s I, III).

· Apply concepts from various theories to scholarly work (EOPSLO’s I, III).

**Program Outcomes**

· I-Integrate Scientific Underpinnings into Practice

· II-Develop Organizational and Systems Leadership for Quality Improvement and Systems Thinking

· III-Apply Clinical Scholarship and Analytical Methods for Evidence-Based Practice

· V-Influence Health Care Policy for Advocacy in Health Care

· VI-Employ Interprofessional Collaboration for Improving Patient and Population Health Outcomes

· VII-Synthesize Clinical Prevention and Population Health concepts for Improving the Nation’s Health

· VIII-Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcome

**AONL Nurse Executive Role-Specific Competencies**

·
**Communication**

· Produce written materials on nursing health care topics & organizational issues

·
**Knowledge of the Healthcare Environment**

· Demonstrate current knowledge of patient care delivery systems across the continuum

· Describe various delivery systems and age-appropriate patient care models and the advantages/disadvantages of each

· Assess the effectiveness of delivery models

· Develop new delivery models

·
**Leadership**

· Apply critical analysis to organizational issues after a review of the evidence

·
**Professionalism**

· Promote clinical perspective in organizational decisions

**Due Date:** Submit to the Moodle by Saturday of the end Week 3 at 11:59 p.m. ET.

**Points:** This assignment is worth a total of 100 points.

## Requirements:

· To complete this application, you will need to access to the Miami Regional University virtual library database. following databases: CINAHL Complete Database, MEDLINE Complete Database, LIRN, and so forth.
**Remember, we now have the ask a librarian option in Moodle**. Our Librarian is available to help on campus from Monday to Friday 7:30 am to 9:00 pm & Saturday 8:00 am to 3:00 pm. Furthermore, please read the proposed articles in the week #3 Moodle to help you select a model change should you need idea.

· This assignment is worth 100 points and will be graded on the required components as summarized in the directions and grading criteria/rubric. This assignment will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria and rubric.

· APA format and effective writing is required for the paper. Use your APA manual or Purdue Owl to check and correct your formatting. Use Grammarly, Tutor Source, and the grammar and spelling check on your Word Processor and criteria for effective writing to assure that your paper well written. APA format is required, with both a title page and reference page. Use the required components of the review as Level 1 headings (upper and lower case, centered, boldface).

· Create your manuscript using the version of Microsoft Word. You can tell that the document is saved as a MS Word document because it will end in “.docx”.

· Follow the directions and grading criteria closely. Any questions about this paper may be posted under the Q & A Forum.

· The length of the project report is to be
**no fewer than four and no greater than six pages**, excluding the title page and reference pages.

· A minimum of 2 scholarly references (not your textbooks but primary sources of theory and research).

· The textbook required for this course may be used as a reference for this assignment but does not count towards the required minimum number of scholarly references.

a. Description of selected systems change for quality improvement proposal

b. Presentation of selected systems change for quality improvement analysis

c. Conclusion

## Preparing the Project Report

The following are best practices for preparing this project report.

a) When introducing the selected advanced nursing practice patient safety concern, be sure to include pertinent background information regarding your concern (who, what, where, when, and why).

b) When describing the selected systems change for quality improvement proposal, be sure to fully identify and address each step the change model encompasses. Please explain why you believe that this system change/theory of change is best fit for the practice change/threat to healthcare that you are trying to address.

c) When presenting the selected systems change for quality improvement analysis, be sure to fully address expected outcomes and the role of the DNP-prepared nursing leader in outcomes evaluation and sustainability of the proposed change. Please include which DNP essentials you are exploring with this assignment.

## Directions and Grading Criteria

| | | | |
| — | — | — | — |
| Category | Points | % | Description |
| Introduction to selected advanced nursing practice patient safety concern | 10 | 10 | Introduces the selected advanced nursing practice patient safety concern and includes pertinent background information regarding concern <br>**(who, what, where, when, and why).** |
| Description of selected change model for quality improvement proposal | 30 | 30 | Identifies and addresses each step of the selected change model; uses examples from current evidence that supports assertions and relevant examples from advanced nursing practice. |
| Presentation of selected change model for quality improvement analysis | 30 | 30 | Addresses expected outcomes and the role of the DNP-prepared nursing leader in outcomes evaluation and sustainability of the proposed change; uses examples from current evidence that supports assertions and relevant examples from advanced nursing practice. |
| Conclusion | 10 | 10 | Identifies the main ideas and major conclusions from the body of your report, with minor details left out; summarize the benefits of the proposed change to advanced nursing practice quality improvement and patient safety. |
| Clarity of writing | 10 | 10 | Use of standard English grammar and sentence structure; no spelling errors or typographical errors; organized around the required components using appropriate headers. |
| APA format | 10 | 10 | All information taken from another source (even if summarized) appropriately cited in the report (including citation of interview) and listed in references using APA (6th ed.) format<br>1. Document setup<br>2. Title and reference pages<br>3. Citations in the text and references |
| Total: | 100 | 100 | A quality report will meet or exceed all of the above requirements. |

## Grading Rubric

| | | | |
| — | — | — | — |
| Assignment Criteria | Meets Criteria | Partially Meets Criteria | Does Not Meet Criteria |
| Introduction to selected advanced nursing practice patient safety concern<br>(10 points) | Excellent introduction of patient safety concern; rationale well presented and purpose fully developed<br>**8–10 points** | Basic understanding and/or limited explanation of patient safety concern and/or inappropriate emphasis<br>**3–7 points** | Little or very general introduction of patient safety concern; little to no explanation; inappropriate emphasis<br>**0–2 points** |
| Description of selected change model for quality improvement proposal<br>(30 points) | Excellent discussion of selected change model; change model steps supported with examples<br>**20–30 points** | Basic discussion of selected change model; change model steps not supported with examples<br>**09 – 19 points** | Little or very general discussion of selected change model; little or no application of change model steps not supported with examples<br>**0 – 8 points** |
| Presentation of selected change model for quality improvement analysis<br>(30 points) | Excellent discussion of expected outcomes and role of DNP-prepared nurse in outcomes evaluation and sustainability; presentation of change model analysis supported with examples. <br>**Include DNP essentials explored with this assignment.**<br>**20–30 points** | Basic discussion of expected outcomes and role of DNP-prepared nurse in outcomes evaluation and sustainability, and/or presentation of change model analysis not supported with examples. <br>**Include at least one DNP essential explored with this assignment.**<br>**09 – 19 points** | Little or very general discussion of expected outcomes, or missing discussion of role of DNP-prepared nurse in outcomes evaluation/ sustainability; little or no application to change model and/or practice examples. <br>**Does not Include DNP essentials explored with this assignment.**<br>**0 – 8 points** |
| Conclusion<br>(10 points) | Excellent understanding of change model and quality improvement process; conclusions well evidenced and fully developed<br>**8–10 points** | Basic understanding and/or limited application of change model and quality improvement and/or inappropriate emphasis on an area<br>**3–7 points** | Little understanding of change model and quality improvement; little to no explanation; inappropriate emphasis on an area<br>**0–2 points** |
| Clarity of writing<br>(10 points) | Excellent use of standard English showing original thought; no spelling or grammar errors; well organized with proper flow of meaning <br>**8–10 points** | Some evidence of own expression and competent use of language; no more than three spelling or grammar errors; well organized thoughts and concepts<br>**3–7 points** | Language needs development; four or more spelling and/or grammar errors; poorly organized thoughts and concepts<br>**0–2 points** |
| APA format<br>(10 points) | APA format correct with no more than 1–2 minor errors<br>**8–10 points** | Three to five errors in APA format and/or 1–2 citations missing.<br>**3–7 points** | APA formatting contains multiple errors and/or several citations missing<br>**0–2 points** |
| Total Points Possible = <br>__100 points |

| | |
| — | — |
| **DNP 7500 Organizational and Management Theory – Week #3**<br>**Contributors from the DNP team: Dr. Dionne, Dr. K. Perez, Dr. A. Gonzalez, Dr. Vega Crespo, Dr. Garcia, Dr. Trabanco 03/19 R. 07/20** | 5 |

## image2.jpeg

## image3.jpg

November 5, 2026
[Solved] project

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering project.

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

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

November 5, 2026
[Solved] assessment 2

✓ Verified Academic Solution Available

Executive Solution Overview

Create a 3–5 page double-spaced paper that examines how holistic nursing care and pathophysiology, pharmacology, and physical assessment intersect to help nurses provide safe and quality care. Expand All ## **Introduction** Holistic nursing care is crucial for driving positive health outcomes becaus…

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Create a 3–5 page double-spaced paper that examines how holistic nursing care and pathophysiology, pharmacology, and physical assessment intersect to help nurses provide safe and quality care.
Expand All
## **Introduction**
Holistic nursing care is crucial for driving positive health outcomes because it considers the whole person, including their physical, emotional, social, and spiritual needs. This comprehensive approach allows for more personalized care, leading to better patient satisfaction and improved health outcomes. For Bachelor of Science in Nursing (BSN) nurses, understanding holistic nursing care is vital as it equips nurses with the skills to provide comprehensive care, enhancing their ability to promote health and wellness effectively. Furthermore, a solid understanding of pathophysiology, pharmacology, and physical assessment is essential in providing evidence-based holistic nursing care. Together, these elements enable nurses to develop a comprehensive care plan that addresses all aspects of a patient's health, thereby promoting holistic care and improving patient outcomes.
## **Instructions**
For this assessment you will be creating a paper that explores holistic nursing care and how pathophysiology, pharmacology, and physical assessment play a role in delivering holistic care. Your paper should be 3–5 double spaced pages, not counting the title or reference page. You should also be prepared to support your paper with evidence from the literature and professional best practices.
Your assessment submission will be assessed on the following criteria:
– Define holistic nursing care.
– **Definition of Holistic Nursing Care and its Benefits for Patients and Nurses:** The section should provide a clear definition of holistic nursing care and explain its benefits for both patients and nurses. The definition should be accurate and comprehensive, and the benefits should be supported by evidence-based research.
– Explain how pathophysiology can help nurses understand the underlying causes and mechanisms of diseases and disorders, and how they affect the whole person.
– **Explanation of Pathophysiology and Its Role in Nursing Practice:** This section should explain how pathophysiology can help nurses understand the underlying causes and mechanisms of diseases and disorders, and how they affect the whole person. The explanation should be detailed and supported by relevant examples.
– Discuss how pharmacology can help nurses select, administer, and monitor the effects of medications, and how they interact with the patient’s physical, psychological, and social needs.
– **Discussion of Pharmacology and Its Role in Nursing Practice:** This section should discuss how pharmacology can help nurses select, administer, and monitor the effects of medications, and how they interact with the patient’s physical, psychological, and social needs. The discussion should be comprehensive and supported by relevant examples.
– Describe how nurses can use physical assessment to collect, analyze, and interpret data about the patient’s health status, and how they can use this information to plan, implement, and evaluate care.
– **Description of Physical Assessment and Its Role in Nursing Practice:** This section should describe how physical assessment can help nurses collect, analyze, and interpret data about the patient’s health status, and how they can use this information to plan, implement, and evaluate care. The description should be detailed and supported by relevant examples.
– Identify two examples of how these three domains of knowledge (pathophysiology, pharmacology, and physical assessment) can be integrated and applied in different clinical scenarios and settings.
– **Examples of Integration and Application of Knowledge in Clinical Scenarios:** This section should provide examples of how these three domains of knowledge (pathophysiology, pharmacology, and physical assessment) can be integrated and applied in different clinical scenarios and settings. The examples should be relevant and supported by evidence-based research.
– Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
## **Additional Requirements**
– **Length of submission:** 3–5 pages of content plus title and reference pages.
– **Number of references:** Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. Use the [Capella University Library](https://lat.strategiced.com/redirect?linkid=1651) and [BSN Program Library Research Guide](https://capellauniversity.libguides.com/BSN) as needed.
– **APA formatting:** References and citations are formatted according to current APA style. See the [APA Module](https://lat.strategiced.com/redirect?linkid=2586).
## **Competencies Measured**
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
– Competency 1: Explain how pathophysiology, pharmacology, and physical assessment comprise a holistic approach to nursing care.
– Define holistic nursing care.
– Explain how pathophysiology can help nurses understand the underlying causes and mechanisms of diseases and disorders, and how they affect the whole person.
– Discuss how pharmacology can help nurses select, administer, and monitor the effects of medications, and how they interact with the patient's physical, psychological, and social needs.
– Identify two examples of how these three domains of knowledge (pathophysiology, pharmacology, and physical assessment) can be integrated and applied in different clinical scenarios and settings.
– Competency 2: Create evidence based interventions to address the health needs, risks, and resources of individuals from diverse backgrounds and cultures.
– Describe how nurses can use physical assessment to collect, analyze, and interpret data about the patient’s health status, and how they can use this information to plan, implement, and evaluate care.
– Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.
– Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

November 5, 2026
[Solved] WORK2

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering WORK2.

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

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

November 5, 2026
[Solved] Need soap note asap rw

✓ Verified Academic Solution Available

Executive Solution Overview

Need soap note asap – ## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx – ## SOAPNoteTemplate-Final.docx **## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx** Over the course of the semester you will choose 1 patient encounter each week to document an extended SOAP note for. In Weeks 2…

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Need soap note asap

– ## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx

– ## SOAPNoteTemplate-Final.docx

**## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx**

Over the course of the semester you will choose 1 patient encounter each week to document an extended SOAP note for. In Weeks 2, 3, and 4, you will submit only the subjective and objective data sets for your chosen encounter.

It is expected that you vary the primary focus of each note to ensure you are receiving quality feedback for several types of patient encounters to include acute, chronic and wellness encounters. You are not to utilize the same type of encounter, acute/chronic health condition or wellness exam, more than once unless you have received approval to do so from your clinical faculty person.

Each SOAP note carries a 30-point value.

SOAP notes will be evaluated using a standardized rubric. Please review the evaluation criterion to ensure that your SOAP notes are constructed to address the required elements and desired level of achievement.

For planned weekly clinical experiences submission of the SOAP notes would be accomplished by submitting one SOAP note weekly for weeks 2 through week 7.

For planned and approved condensed, compressed or alternate clinical experiences, submission of the SOAP note would be dependent on the approved clinical schedule. This may mean that more than 1 SOAP note would need to be submitted on a weekly basis. If you are not in clinical for weeks where a SOAP note is due a ‘0’ will be input into the Grade Center as a place holder until you have submitted the required assignment.

**## SOAPNoteTemplate-Final.docx**

| | |
| — | — |
| **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

| | | |
| — | — | — |
| S: SUBJECTIVE DATA |
| CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
| HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
| PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
| ALLERGIES | State the offending medication/food and the reactions. |
| MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
| SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
| FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
| HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
| ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
| | Head | |
| | Eyes | |
| | Ears, Nose, Mouth, Throat | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |

| | | | | |
| — | — | — | — | — |
| O: OBJECTIVE DATA |
| VITALS: | HR: | RR: | BP: | Temp: |
| | SpO2%: | Ht: | Wt: | BMI: |
| | Age: | LMP: | PAIN: | |
| PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
| | Head | |
| | Eyes | |
| | ENT, Mouth | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary Male |
| | · External Exam | |
| | · Internal Exam | |
| | Genitourinary Female |
| | · External Exam | |
| | · Internal Exam | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |

| | | |
| — | — | — |
| A: ASSESSMENT AND DIAGNOSIS |
| | DIAGNOSIS | ICD-10 CODES |
| PRIORITIZE DIAGNOSIS | 1. | |
| | 2. | |
| | 3. | |

| | | | |
| — | — | — | — |
| VISIT CODES | | CPT BILLING CODES | |
| DIAGNOSTICS | | POC TESTING | |
| | | TESTS REVIEWED | |

| | | |
| — | — | — |
| P: PLAN |
| ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
| | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
| FOLLOW UP | | |

**## SOAPNoteTemplate-Final.docx**

| | |
| — | — |
| **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

| | | |
| — | — | — |
| S: SUBJECTIVE DATA |
| CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
| HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
| PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
| ALLERGIES | State the offending medication/food and the reactions. |
| MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
| SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
| FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
| HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
| ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
| | Head | |
| | Eyes | |
| | Ears, Nose, Mouth, Throat | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |

| | | | | |
| — | — | — | — | — |
| O: OBJECTIVE DATA |
| VITALS: | HR: | RR: | BP: | Temp: |
| | SpO2%: | Ht: | Wt: | BMI: |
| | Age: | LMP: | PAIN: | |
| PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
| | Head | |
| | Eyes | |
| | ENT, Mouth | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary Male |
| | · External Exam | |
| | · Internal Exam | |
| | Genitourinary Female |
| | · External Exam | |
| | · Internal Exam | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |

| | | |
| — | — | — |
| A: ASSESSMENT AND DIAGNOSIS |
| | DIAGNOSIS | ICD-10 CODES |
| PRIORITIZE DIAGNOSIS | 1. | |
| | 2. | |
| | 3. | |

| | | | |
| — | — | — | — |
| VISIT CODES | | CPT BILLING CODES | |
| DIAGNOSTICS | | POC TESTING | |
| | | TESTS REVIEWED | |

| | | |
| — | — | — |
| P: PLAN |
| ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
| | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
| FOLLOW UP | | |

**## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx**

Over the course of the semester you will choose 1 patient encounter each week to document an extended SOAP note for. In Weeks 2, 3, and 4, you will submit only the subjective and objective data sets for your chosen encounter.

It is expected that you vary the primary focus of each note to ensure you are receiving quality feedback for several types of patient encounters to include acute, chronic and wellness encounters. You are not to utilize the same type of encounter, acute/chronic health condition or wellness exam, more than once unless you have received approval to do so from your clinical faculty person.

Each SOAP note carries a 30-point value.

SOAP notes will be evaluated using a standardized rubric. Please review the evaluation criterion to ensure that your SOAP notes are constructed to address the required elements and desired level of achievement.

For planned weekly clinical experiences submission of the SOAP notes would be accomplished by submitting one SOAP note weekly for weeks 2 through week 7.

For planned and approved condensed, compressed or alternate clinical experiences, submission of the SOAP note would be dependent on the approved clinical schedule. This may mean that more than 1 SOAP note would need to be submitted on a weekly basis. If you are not in clinical for weeks where a SOAP note is due a ‘0’ will be input into the Grade Center as a place holder until you have submitted the required assignment.

**## SOAPNoteTemplate-Final.docx**

| | |
| — | — |
| **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

| | | |
| — | — | — |
| S: SUBJECTIVE DATA |
| CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
| HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
| PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
| ALLERGIES | State the offending medication/food and the reactions. |
| MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
| SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
| FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
| HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
| ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
| | Head | |
| | Eyes | |
| | Ears, Nose, Mouth, Throat | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |

| | | | | |
| — | — | — | — | — |
| O: OBJECTIVE DATA |
| VITALS: | HR: | RR: | BP: | Temp: |
| | SpO2%: | Ht: | Wt: | BMI: |
| | Age: | LMP: | PAIN: | |
| PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
| | Head | |
| | Eyes | |
| | ENT, Mouth | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary Male |
| | · External Exam | |
| | · Internal Exam | |
| | Genitourinary Female |
| | · External Exam | |
| | · Internal Exam | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |

| | | |
| — | — | — |
| A: ASSESSMENT AND DIAGNOSIS |
| | DIAGNOSIS | ICD-10 CODES |
| PRIORITIZE DIAGNOSIS | 1. | |
| | 2. | |
| | 3. | |

| | | | |
| — | — | — | — |
| VISIT CODES | | CPT BILLING CODES | |
| DIAGNOSTICS | | POC TESTING | |
| | | TESTS REVIEWED | |

| | | |
| — | — | — |
| P: PLAN |
| ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
| | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
| FOLLOW UP | | |

**## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx**

Over the course of the semester you will choose 1 patient encounter each week to document an extended SOAP note for. In Weeks 2, 3, and 4, you will submit only the subjective and objective data sets for your chosen encounter.

It is expected that you vary the primary focus of each note to ensure you are receiving quality feedback for several types of patient encounters to include acute, chronic and wellness encounters. You are not to utilize the same type of encounter, acute/chronic health condition or wellness exam, more than once unless you have received approval to do so from your clinical faculty person.

Each SOAP note carries a 30-point value.

SOAP notes will be evaluated using a standardized rubric. Please review the evaluation criterion to ensure that your SOAP notes are constructed to address the required elements and desired level of achievement.

For planned weekly clinical experiences submission of the SOAP notes would be accomplished by submitting one SOAP note weekly for weeks 2 through week 7.

For planned and approved condensed, compressed or alternate clinical experiences, submission of the SOAP note would be dependent on the approved clinical schedule. This may mean that more than 1 SOAP note would need to be submitted on a weekly basis. If you are not in clinical for weeks where a SOAP note is due a ‘0’ will be input into the Grade Center as a place holder until you have submitted the required assignment.

**## SOAPNoteTemplate-Final.docx**

| | |
| — | — |
| **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

| | | |
| — | — | — |
| S: SUBJECTIVE DATA |
| CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
| HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
| PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
| ALLERGIES | State the offending medication/food and the reactions. |
| MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
| SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
| FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
| HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
| ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
| | Head | |
| | Eyes | |
| | Ears, Nose, Mouth, Throat | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |

| | | | | |
| — | — | — | — | — |
| O: OBJECTIVE DATA |
| VITALS: | HR: | RR: | BP: | Temp: |
| | SpO2%: | Ht: | Wt: | BMI: |
| | Age: | LMP: | PAIN: | |
| PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
| | Head | |
| | Eyes | |
| | ENT, Mouth | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary Male |
| | · External Exam | |
| | · Internal Exam | |
| | Genitourinary Female |
| | · External Exam | |
| | · Internal Exam | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |

| | | |
| — | — | — |
| A: ASSESSMENT AND DIAGNOSIS |
| | DIAGNOSIS | ICD-10 CODES |
| PRIORITIZE DIAGNOSIS | 1. | |
| | 2. | |
| | 3. | |

| | | | |
| — | — | — | — |
| VISIT CODES | | CPT BILLING CODES | |
| DIAGNOSTICS | | POC TESTING | |
| | | TESTS REVIEWED | |

| | | |
| — | — | — |
| P: PLAN |
| ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
| | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
| FOLLOW UP | | |

– 1
– 2

November 5, 2026
[Solved] Statistical type of work

✓ Verified Academic Solution Available

Executive Solution Overview

experience in statistics, excel functions and formulas REQUIRED

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

experience in statistics, excel functions and formulas REQUIRED

November 5, 2026
[Solved] 2 pager

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering 2 pager.

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

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

November 5, 2026
[Solved] Statistic

✓ Verified Academic Solution Available

Executive Solution Overview

I need help understanding JASP – ## cf_GSS_30s_19.jasp – ## Overview_19.docx – ## cf_PSYC3700_Assignment_2_Worksheet_19.docx **## cf_GSS_30s_19.jasp** ## manifest.json { "jaspArchiveVersion" : "5", "jaspVersion" : "0.19.3" } ## analyses.json { "analyses" : [], "meta" : null } ## index….

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

I need help understanding JASP

– ## cf_GSS_30s_19.jasp

– ## Overview_19.docx

– ## cf_PSYC3700_Assignment_2_Worksheet_19.docx

**## cf_GSS_30s_19.jasp**

## manifest.json

{
"jaspArchiveVersion" : "5",
"jaspVersion" : "0.19.3"
}

## analyses.json

{
"analyses" : [],
"meta" : null
}

## index.html

## Results

## internal.sqlite

**## Overview_19.docx**

**Overview**

For this week’s assignment you will demonstrate your ability to use JASP to compute descriptive statistics. You will also summarize key descriptive statistics in a sentence consistent with APA style.

**Preparation**

Before you begin this assignment, complete the following:

· Obtain access to JASPLinks to an external site. Statistical Software.

· Download the
[Week 2 Assignment Worksheet [DOCX]](https://courseroom.capella.edu/courses/49502/files/8833988/download).

· Download the
[GSS_30.csv](https://courseroom.capella.edu/courses/49502/files/8833972/download). These data were extracted from
[The General Social Society (GSS)Links to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/4849111430006731?auth=SAML&section=4849111480006731). In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022.

**Instructions**

Complete and submit the Week 2 Assignment worksheet.

**Competencies Measured**

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

· Competency 3: Conduct statistical analyses to address research questions in the social sciences

· Open a dataset in JASP

· Select the correct variable types in JASP

· Compute descriptive statistics for a variable in JASP

· Compute descriptive statistics for a variable, with a split variable, in JASP

· Competency 7: Explain the results of statistical analyses in common language.

· Write a sentence to report descriptive statistics that is consistent with APA standards.

**## cf_PSYC3700_Assignment_2_Worksheet_19.docx**

![](https://www.sweetstudy.com/questions/statistic-20929173)**Remove or Replace: Header Is Not Doc Title**

![](https://www.sweetstudy.com/questions/statistic-20929173)

## Week 2 Assignment

**PART 1: Getting Started with JASP**

You will need to have access to JASP to complete this assignment and all remaining assignments in this course. For installation information, troubleshooting guides, and support, please refer to the
[JASP Statistical Software](https://campus.capella.edu/quantitative-skills-center/tools-and-software/jasp) page on Campus.

For this part of the assignment you will use the GSS_30s.csv file, which can be found on the Week 2 Assignment page in Canvas. These data were extracted from the General Social Survey (GSS). In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022. While it is not necessary for this assignment, if you are interested, you can learn more about the GSS
[here](https://gss.norc.org/).

The dataset includes the following variables:

·
**_year_**: Year in which that participant's data were collected

·
**_id__**: A unique nominal-level identification number assigned to each participant

·
**_childs_**: Number of children the participant has

·
**_age_**: Age in years

·
**_sex_**: Sex assigned at birth; options were limited to "Male" and "Female"

·
**_race_**: Race; options were limited to "Black," "White," and "Other"

·
**_income_**: Annual income range

·
**_mntlhlth_**: Number of days with poor mental health in the last 30 days

·
**_depress_**: Whether the participant has ever been told by a medical professional that they have depression; options were limited to "Yes" and "No"

**Directions:**

1. Download the GSS_30s.csv file from the Week 2 Assignment page in Canvas.

2. Open JASP.

3. Open the GSS_30s dataset in JASP.

4. Update any variable types that are incorrect by default.

5. Take a screenshot of JASP showing the variables with the updated variable types and copy+paste it below.

_[Insert screenshot of your JASP worksheet here showing all of the variables types]_

### PART 2: Computing Descriptive Statistics in JASP

For this part of the assignment, you will continue to use the GSS_30s.csv file. You will compute descriptive statistics using JASP then write-up your results following APA standards. Note that the descriptive statistics you are asked to compute in JASP are not all checked by default, so you will need to manually select some of the requested statistics.

**Directions:** Use the GSS_30s.csv dataset discussed above to answer the questions below.

| |
| — |
| **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable.** |
| _[Insert a screenshot of your descriptive statistics table here]_ |
| **Write a sentence or two summarizing the results of your analysis above (i.e., descriptive statistics for the**<br>**_mntlhlth_ variable). Your summary should be consistent with APA style (e.g., appropriate use of abbreviations) and include the following elements: sample size, mean, and standard deviation.** |
| |
| **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable split by the**<br>**_race_ variable.** |
| _[Insert a screenshot of your descriptive statistics table here]_ |

1

1

## image1.emf

**## cf_PSYC3700_Assignment_2_Worksheet_19.docx**

![](https://www.sweetstudy.com/questions/statistic-20929173)**Remove or Replace: Header Is Not Doc Title**

![](https://www.sweetstudy.com/questions/statistic-20929173)

## Week 2 Assignment

**PART 1: Getting Started with JASP**

You will need to have access to JASP to complete this assignment and all remaining assignments in this course. For installation information, troubleshooting guides, and support, please refer to the
[JASP Statistical Software](https://campus.capella.edu/quantitative-skills-center/tools-and-software/jasp) page on Campus.

For this part of the assignment you will use the GSS_30s.csv file, which can be found on the Week 2 Assignment page in Canvas. These data were extracted from the General Social Survey (GSS). In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022. While it is not necessary for this assignment, if you are interested, you can learn more about the GSS
[here](https://gss.norc.org/).

The dataset includes the following variables:

·
**_year_**: Year in which that participant's data were collected

·
**_id__**: A unique nominal-level identification number assigned to each participant

·
**_childs_**: Number of children the participant has

·
**_age_**: Age in years

·
**_sex_**: Sex assigned at birth; options were limited to "Male" and "Female"

·
**_race_**: Race; options were limited to "Black," "White," and "Other"

·
**_income_**: Annual income range

·
**_mntlhlth_**: Number of days with poor mental health in the last 30 days

·
**_depress_**: Whether the participant has ever been told by a medical professional that they have depression; options were limited to "Yes" and "No"

**Directions:**

1. Download the GSS_30s.csv file from the Week 2 Assignment page in Canvas.

2. Open JASP.

3. Open the GSS_30s dataset in JASP.

4. Update any variable types that are incorrect by default.

5. Take a screenshot of JASP showing the variables with the updated variable types and copy+paste it below.

_[Insert screenshot of your JASP worksheet here showing all of the variables types]_

### PART 2: Computing Descriptive Statistics in JASP

For this part of the assignment, you will continue to use the GSS_30s.csv file. You will compute descriptive statistics using JASP then write-up your results following APA standards. Note that the descriptive statistics you are asked to compute in JASP are not all checked by default, so you will need to manually select some of the requested statistics.

**Directions:** Use the GSS_30s.csv dataset discussed above to answer the questions below.

| |
| — |
| **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable.** |
| _[Insert a screenshot of your descriptive statistics table here]_ |
| **Write a sentence or two summarizing the results of your analysis above (i.e., descriptive statistics for the**<br>**_mntlhlth_ variable). Your summary should be consistent with APA style (e.g., appropriate use of abbreviations) and include the following elements: sample size, mean, and standard deviation.** |
| |
| **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable split by the**<br>**_race_ variable.** |
| _[Insert a screenshot of your descriptive statistics table here]_ |

1

1

## image1.emf

**## cf_GSS_30s_19.jasp**

## manifest.json

{
"jaspArchiveVersion" : "5",
"jaspVersion" : "0.19.3"
}

## analyses.json

{
"analyses" : [],
"meta" : null
}

## index.html

## Results

## internal.sqlite

**## Overview_19.docx**

**Overview**

For this week’s assignment you will demonstrate your ability to use JASP to compute descriptive statistics. You will also summarize key descriptive statistics in a sentence consistent with APA style.

**Preparation**

Before you begin this assignment, complete the following:

· Obtain access to JASPLinks to an external site. Statistical Software.

· Download the
[Week 2 Assignment Worksheet [DOCX]](https://courseroom.capella.edu/courses/49502/files/8833988/download).

· Download the
[GSS_30.csv](https://courseroom.capella.edu/courses/49502/files/8833972/download). These data were extracted from
[The General Social Society (GSS)Links to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/4849111430006731?auth=SAML&section=4849111480006731). In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022.

**Instructions**

Complete and submit the Week 2 Assignment worksheet.

**Competencies Measured**

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

· Competency 3: Conduct statistical analyses to address research questions in the social sciences

· Open a dataset in JASP

· Select the correct variable types in JASP

· Compute descriptive statistics for a variable in JASP

· Compute descriptive statistics for a variable, with a split variable, in JASP

· Competency 7: Explain the results of statistical analyses in common language.

· Write a sentence to report descriptive statistics that is consistent with APA standards.

**## cf_PSYC3700_Assignment_2_Worksheet_19.docx**

![](https://www.sweetstudy.com/questions/statistic-20929173)**Remove or Replace: Header Is Not Doc Title**

![](https://www.sweetstudy.com/questions/statistic-20929173)

## Week 2 Assignment

**PART 1: Getting Started with JASP**

You will need to have access to JASP to complete this assignment and all remaining assignments in this course. For installation information, troubleshooting guides, and support, please refer to the
[JASP Statistical Software](https://campus.capella.edu/quantitative-skills-center/tools-and-software/jasp) page on Campus.

For this part of the assignment you will use the GSS_30s.csv file, which can be found on the Week 2 Assignment page in Canvas. These data were extracted from the General Social Survey (GSS). In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022. While it is not necessary for this assignment, if you are interested, you can learn more about the GSS
[here](https://gss.norc.org/).

The dataset includes the following variables:

·
**_year_**: Year in which that participant's data were collected

·
**_id__**: A unique nominal-level identification number assigned to each participant

·
**_childs_**: Number of children the participant has

·
**_age_**: Age in years

·
**_sex_**: Sex assigned at birth; options were limited to "Male" and "Female"

·
**_race_**: Race; options were limited to "Black," "White," and "Other"

·
**_income_**: Annual income range

·
**_mntlhlth_**: Number of days with poor mental health in the last 30 days

·
**_depress_**: Whether the participant has ever been told by a medical professional that they have depression; options were limited to "Yes" and "No"

**Directions:**

1. Download the GSS_30s.csv file from the Week 2 Assignment page in Canvas.

2. Open JASP.

3. Open the GSS_30s dataset in JASP.

4. Update any variable types that are incorrect by default.

5. Take a screenshot of JASP showing the variables with the updated variable types and copy+paste it below.

_[Insert screenshot of your JASP worksheet here showing all of the variables types]_

### PART 2: Computing Descriptive Statistics in JASP

For this part of the assignment, you will continue to use the GSS_30s.csv file. You will compute descriptive statistics using JASP then write-up your results following APA standards. Note that the descriptive statistics you are asked to compute in JASP are not all checked by default, so you will need to manually select some of the requested statistics.

**Directions:** Use the GSS_30s.csv dataset discussed above to answer the questions below.

| |
| — |
| **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable.** |
| _[Insert a screenshot of your descriptive statistics table here]_ |
| **Write a sentence or two summarizing the results of your analysis above (i.e., descriptive statistics for the**<br>**_mntlhlth_ variable). Your summary should be consistent with APA style (e.g., appropriate use of abbreviations) and include the following elements: sample size, mean, and standard deviation.** |
| |
| **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable split by the**<br>**_race_ variable.** |
| _[Insert a screenshot of your descriptive statistics table here]_ |

1

1

## image1.emf

**## cf_GSS_30s_19.jasp**

## manifest.json

{
"jaspArchiveVersion" : "5",
"jaspVersion" : "0.19.3"
}

## analyses.json

{
"analyses" : [],
"meta" : null
}

## index.html

## Results

## internal.sqlite

**## Overview_19.docx**

**Overview**

For this week’s assignment you will demonstrate your ability to use JASP to compute descriptive statistics. You will also summarize key descriptive statistics in a sentence consistent with APA style.

**Preparation**

Before you begin this assignment, complete the following:

· Obtain access to JASPLinks to an external site. Statistical Software.

· Download the
[Week 2 Assignment Worksheet [DOCX]](https://courseroom.capella.edu/courses/49502/files/8833988/download).

· Download the
[GSS_30.csv](https://courseroom.capella.edu/courses/49502/files/8833972/download). These data were extracted from
[The General Social Society (GSS)Links to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/4849111430006731?auth=SAML&section=4849111480006731). In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022.

**Instructions**

Complete and submit the Week 2 Assignment worksheet.

**Competencies Measured**

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

· Competency 3: Conduct statistical analyses to address research questions in the social sciences

· Open a dataset in JASP

· Select the correct variable types in JASP

· Compute descriptive statistics for a variable in JASP

· Compute descriptive statistics for a variable, with a split variable, in JASP

· Competency 7: Explain the results of statistical analyses in common language.

· Write a sentence to report descriptive statistics that is consistent with APA standards.

**## cf_PSYC3700_Assignment_2_Worksheet_19.docx**

![](https://www.sweetstudy.com/questions/statistic-20929173)**Remove or Replace: Header Is Not Doc Title**

![](https://www.sweetstudy.com/questions/statistic-20929173)

## Week 2 Assignment

**PART 1: Getting Started with JASP**

You will need to have access to JASP to complete this assignment and all remaining assignments in this course. For installation information, troubleshooting guides, and support, please refer to the
[JASP Statistical Software](https://campus.capella.edu/quantitative-skills-center/tools-and-software/jasp) page on Campus.

For this part of the assignment you will use the GSS_30s.csv file, which can be found on the Week 2 Assignment page in Canvas. These data were extracted from the General Social Survey (GSS). In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022. While it is not necessary for this assignment, if you are interested, you can learn more about the GSS
[here](https://gss.norc.org/).

The dataset includes the following variables:

·
**_year_**: Year in which that participant's data were collected

·
**_id__**: A unique nominal-level identification number assigned to each participant

·
**_childs_**: Number of children the participant has

·
**_age_**: Age in years

·
**_sex_**: Sex assigned at birth; options were limited to "Male" and "Female"

·
**_race_**: Race; options were limited to "Black," "White," and "Other"

·
**_income_**: Annual income range

·
**_mntlhlth_**: Number of days with poor mental health in the last 30 days

·
**_depress_**: Whether the participant has ever been told by a medical professional that they have depression; options were limited to "Yes" and "No"

**Directions:**

1. Download the GSS_30s.csv file from the Week 2 Assignment page in Canvas.

2. Open JASP.

3. Open the GSS_30s dataset in JASP.

4. Update any variable types that are incorrect by default.

5. Take a screenshot of JASP showing the variables with the updated variable types and copy+paste it below.

_[Insert screenshot of your JASP worksheet here showing all of the variables types]_

### PART 2: Computing Descriptive Statistics in JASP

For this part of the assignment, you will continue to use the GSS_30s.csv file. You will compute descriptive statistics using JASP then write-up your results following APA standards. Note that the descriptive statistics you are asked to compute in JASP are not all checked by default, so you will need to manually select some of the requested statistics.

**Directions:** Use the GSS_30s.csv dataset discussed above to answer the questions below.

| |
| — |
| **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable.** |
| _[Insert a screenshot of your descriptive statistics table here]_ |
| **Write a sentence or two summarizing the results of your analysis above (i.e., descriptive statistics for the**<br>**_mntlhlth_ variable). Your summary should be consistent with APA style (e.g., appropriate use of abbreviations) and include the following elements: sample size, mean, and standard deviation.** |
| |
| **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable split by the**<br>**_race_ variable.** |
| _[Insert a screenshot of your descriptive statistics table here]_ |

1

1

## image1.emf

– 1
– 2
– 3

November 5, 2026
[Solved] pye

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering pye.

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

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

November 5, 2026
[Solved] Prof Double R

✓ Verified Academic Solution Available

Executive Solution Overview

In response to the peers post, discuss the information they have provided. How is the information useful or not useful to you as a professional in this field of study? Patti post The first challenge in scenario 2 was leaving the computer with their colleague. If the person could not wait to use the …

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

In response to the peers post, discuss the information they have provided. How is the information useful or not useful to you as a professional in this field of study?
Patti post
The first challenge in scenario 2 was leaving the computer with their colleague. If the person could not wait to use the restroom after boarding the plane, then they should have taken the laptop with them, especially since they knew there was sensitive information that could be accessed. If the person didn’t want to take the laptop with them, they should have locked and secured it in a piece of luggage, rather than leaving it on their chair, where it could be forgotten. The colleague could have waited for the fellow traveler to return before boarding the plane, which would have eliminated forgetting the laptop. Policies for data management and equipment should be implemented during the hiring process, annually, and even after a person leaves the company to ensure the security of sensitive information.
Ethics is the framework for determining what is right or wrong. Policies are actionable rules and guidelines for behavior. In healthcare, ethical principles like autonomy and beneficence are what guide healthcare polices and are related to informed consent and treatments. Ethics and policy should match up; ethics provides the moral compass for policy development, while policy provides the practical means for achieving ethical goals. In this scenario, the policy was not followed because the employee left their laptop “unattended”, which could cause a breach in information. Ethically, the employee did not do the right thing by leaving it with their colleague in a busy airport.
When individual ethics don’t align with an organization's policy, it can lead to stress, decreased job satisfaction, absenteeism, and both legal and reputation damage for the individual and company. These can be mitigated through clear ethical guidelines, ethical and policy training, and fostering a culture of integrity.
Key POST
With any healthcare system, it is always vital to keep accurate records on all patients and it’s of equal importance to keep them safe and filed correctly, per HIPAA. Furthermore, the Joint Commission standards require that the patient record contain patient-specific information appropriate to the care, treatment, and services provided (Bowie, 2022). This is one major issue in scenario 1. While the data was collected on these patients, it was not all retained and was also tampered with.
In an effort to prevent further damage, the associate that noticed that those who experienced adverse reactions were removed from the database needs to follow the proper chain of command to alert them of this–regardless of it this means grant money will no longer be awarded for the project. All data needs to be collected, accurate, and complete to ensure the accurate measurement of the quality of care given. Quality documentation is essential to the entire health care system impacting patients, providers, accreditation, utilization review to name a few (Bowie, 2022).
Ethics are a code of conduct, establishing a clear guideline for what’s right and wrong. There was an ethical dilemma involved with scenario 1 as information that could determine the fate of said patient(s) as well as potential future patients could be negatively impacted due to intentional deception. Ethics and policy in a sense work together as policies are created in an effort to ensure healthcare professionals do the right thing by the patient and practice in every scope–however, they don’t always align.
Someone can disagree with a policy due to their own personal beliefs or religion, and thus could be less inclined to follow the policies set forth. If an individual decides to still work for an organization that has policies that don’t align with what they feel is right, it could end up posing both legal and ethical lawsuits, loss of business revenue and more.

November 5, 2026