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  • [Solved] Business Finance – Management Week 5 Assignment- Improving Business Performance

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    **An Analysis of the Customer Service Issues at Starbucks, Part 1** In this Assignment, you will integrate your systems thinking and management skills and you will prepare an organizational improvement plan based on your analysis of a case study. With this case in mind, this week you will put yourse…

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    Assignment Prompt & Instructions

    **An Analysis of the Customer Service Issues at Starbucks, Part 1**
    In this Assignment, you will integrate your systems thinking and management skills and you will prepare an organizational improvement plan based on your analysis of a case study. With this case in mind, this week you will put yourself in the shoes of a paid consultant and perform a thoughtful systems analysis. Then, based on that analysis, you will write an effective and concise plan that you believe would help improve the performance of the organization.
    After reviewing the latest marketing data, Christine Day, senior vice president of administration at Starbucks, is concerned with the company’s performance in meeting customer expectations in the area of customer satisfaction. She is contemplating an annual investment of $40 million to increase the weekly labor hours in the North American stores, but before she makes this recommendation, she wants to better understand the cause of the decrease in customer satisfaction. She calls on your consulting service to investigate the cause of this issue and to recommend improvements. You are selected for this consulting job based on your knowledge of system thinking. After reviewing the case, you will compile an improvement plan, using the template provided.
    The final plan will include two parts plus an executive summary. This week, you will submit Part 1, and next week you will submit Part 2 and your executive summary. As you develop your plan, be sure to include specific examples from the case as well as relevant citations from the Learning Resources, the Walden Library, and/or other appropriate academic sources to support your analysis.
    **To prepare for this Assignment:**
    · Read and review the following case study:
    o Moon, Y., & Quelch, J. (2018). [_Starbucks: Delivering customer service_](https://waldenu.instructure.com/courses/169294/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2F504016-PDF-ENG%2Frich-text). HBS Case 9-504-016. Harvard Business School Publishing. http://hbr.org
    · Refer to the following article:
    o Kim, D. H., & Lannon, C. (1997). [_Applying systems archetypes_ Links to an external site.](https://thesystemsthinker.com/applying-systems-archetypes/). The Systems Thinker. https://thesystemsthinker.com/applying-systems-archetypes/
    · Download the [Module 2 Assignment Template (Word document)](https://waldenu.instructure.com/courses/169294/files/13723167?wrap=1) [Download Module 2 Assignment Template (Word document)](https://waldenu.instructure.com/courses/169294/files/13723167/download?download_frd=1). **Note:** Be sure to keep a copy of your completed Assignment this week, as you will be adding to the same file for your Week 6 Assignment.
    **Submit** Part 1 of your improvement plan, to include the following:
    **Part 1: Tools for Improvement: Causal Loop Analysis**
    In Part 1 of your improvement plan (pp. 2–4), you are to analyze the customer service issue identified at Starbucks using causal loop analysis. You should address the following:
    · Create a robust causal loop diagram to capture the fundamental system behaviors, outcomes, and causes of the customer service issue at Starbucks. The causal loop diagram should identify with one of the common system archetype patterns. The diagram should describe fundamental system behaviors and outcomes. The diagram itself can be drawn by hand or with software. Tables are not appropriate; it must be in the form of a diagram.
    · In addition to the diagram, explain why you chose this particular archetype as the best fit for the situation. ( **Reminder:** The concept of systems thinking and its associated tools may not be understood by your audience.)
    · Analyze the root cause(s) of the low customer satisfaction being experienced by Starbucks. Your analysis should be substantiated by the causal loop analysis, discussing the causal flow of the chosen archetype.
    \
    Week5LearningResources-ImprovingBusinessPerformance.docx](https://www.sweetstudy.com/files/week5learningresources-improvingbusinessperformance-docx-10322503 "Week5LearningResources-ImprovingBusinessPerformance.docx")

  • [Solved] Summary Paper 5

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    please see attachment – ## Summarypaper5.docx **## Summarypaper5.docx** You must submit a 3-4 page summary of the assigned readings from this week. This is not the appropriate place to discuss whether or not you enjoyed the material but is instead a means to assess whether or not you understood the …

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    Assignment Prompt & Instructions

    please see attachment

    – ## Summarypaper5.docx

    **## Summarypaper5.docx**

    You must submit a 3-4 page summary of the assigned readings from this week. This is not the appropriate place to discuss whether or not you enjoyed the material but is instead a means to assess whether or not you understood the material well enough to briefly summarize it. In other words, do not make your own argument in the summary papers (you will do that on your exam answers), instead summarize the study or key arguments the author(s) is making.

    **Readings:**

    Weisburd, D., Majmundar, M. K., Aden, H., Braga, A., Bueermann, J., Cook, P. J., … & Tyler, T. (2019). Proactive policing: A summary of the report of the National Academies of Sciences, Engineering, and Medicine. Asian Journal of Criminology, 14, 145-177.

    Kraska, P. B. (2007). Militarization and policing—Its relevance to 21st century police. Policing: a journal of policy and practice, 1(4), 501-513.

    Velazquez, E., & Hernandez, M. (2019). Effects of police officer exposure to traumatic experiences and recognizing the stigma associated with police officer mental health: A state-of-the-art review. Policing: An International Journal, 42, 711-724.

    Moskos, P. (2008). Cop in the hood: My year policing Baltimore's eastern district. Princeton University Press.

    **## Summarypaper5.docx**

    You must submit a 3-4 page summary of the assigned readings from this week. This is not the appropriate place to discuss whether or not you enjoyed the material but is instead a means to assess whether or not you understood the material well enough to briefly summarize it. In other words, do not make your own argument in the summary papers (you will do that on your exam answers), instead summarize the study or key arguments the author(s) is making.

    **Readings:**

    Weisburd, D., Majmundar, M. K., Aden, H., Braga, A., Bueermann, J., Cook, P. J., … & Tyler, T. (2019). Proactive policing: A summary of the report of the National Academies of Sciences, Engineering, and Medicine. Asian Journal of Criminology, 14, 145-177.

    Kraska, P. B. (2007). Militarization and policing—Its relevance to 21st century police. Policing: a journal of policy and practice, 1(4), 501-513.

    Velazquez, E., & Hernandez, M. (2019). Effects of police officer exposure to traumatic experiences and recognizing the stigma associated with police officer mental health: A state-of-the-art review. Policing: An International Journal, 42, 711-724.

    Moskos, P. (2008). Cop in the hood: My year policing Baltimore's eastern district. Princeton University Press.

  • [Solved] Crises and Special Populations

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    I need help with – Describe the specific type of crisis: – Bereavement and grief – Military – Categorize the crisis you choose from among the following: developmental, ecosystemic, existential, and situational. For example, if you choose bereavement and grief, you must describe a type of crisis rela…

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    Assignment Prompt & Instructions

    I need help with
    – Describe the specific type of crisis:
    – Bereavement and grief
    – Military
    – Categorize the crisis you choose from among the following: developmental, ecosystemic, existential, and situational. For example, if you choose bereavement and grief, you must describe a type of crisis related to bereavement and grief. Then you must categorize the crisis as developmental, ecosystemic, existential, or situational. Support your reasoning with the Learning Resources and resources you found in the Walden Library.
    – Describe 3 special considerations when working with this specific type of crisis.
    – Of the possible Human Services Practitioner Professional responses (countertransference, secondary traumatic stress disorder, burnout, or vicarious traumatization), indicate which might be a concern for you if you were the responder to the crisis you chose. Explain how you would try to proactively prevent/manage this concern.
    Write 4 to 5 pages
    References to be used (see attached).
    Chambliss, T., Hsu, J.-L., & Chen, M.-L. (2024). Post-traumatic Stress Disorder in Veterans: A Concept Analysis. _Behavioral Sciences_, _14_(6), 485–485. https://doi.org/10.3390/bs14060485
    Benkel, I., Skoglund, J., Enstedt, D., Ylva Hård af Segerstad, Joakim Öhlén, & Nyblom, S. (2024). Understanding the needs for support and coping strategies in grief following the loss of a significant other: insights from a cross-sectional survey in Sweden. _Palliative Care and Social Practice_, _18_. https://doi.org/10.1177/26323524241275699
    James, R. K., & Gilliland, B. E. (2017). _Crisis intervention strategies_ (8th ed.). Boston, MA: Cengage Learning.
    Burnett Jr, H. J., & Wahl, K. (2015). [The compassion fatigue and resilience connection: A survey of resilience, compassion fatigue, burnout, and compassion satisfaction among trauma responders.Links to an external site.](https://digitalcommons.andrews.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=1004&context=pubs) _International Journal of Emergency Mental Health and Human Resilience_, 17(1), 318-326.
    \
    benkel-et-al-2024-understanding-the-needs-for-support-and-coping-strategies-in-grief-following-the-loss-of-a.pdf](https://www.sweetstudy.com/files/benkel-et-al-2024-understanding-the-needs-for-support-and-coping-strategies-in-grief-following-the-loss-of-a-pdf "benkel-et-al-2024-understanding-the-needs-for-support-and-coping-strategies-in-grief-following-the-loss-of-a.pdf")
    \
    behavsci-14-00485.pdf](https://www.sweetstudy.com/files/behavsci-14-00485-pdf "behavsci-14-00485.pdf")
    \
    TheCompassionFatigueandResilienceConnection_ASurveyofRes.pdf](https://www.sweetstudy.com/files/thecompassionfatigueandresilienceconnection-asurveyofres-pdf "TheCompassionFatigueandResilienceConnection_ASurveyofRes.pdf")
    \
    Chapter1.pdf](https://www.sweetstudy.com/files/chapter1-pdf-10322507 "Chapter1.pdf")

  • [Solved] HR 9

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    Glass Cliff Read the following article, https://www.today.com/tmrw/glass-cliff-why-women-people-color-are-often-set-fail-t189060Links to an external site.. Would you accept a desirable job title and compensation if there was a glaring glass cliff involved? Why or why not? Under what circumstances wo…

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    Assignment Prompt & Instructions

    Glass Cliff
    Read the following article, https://www.today.com/tmrw/glass-cliff-why-women-people-color-are-often-set-fail-t189060Links to an external site..
    Would you accept a desirable job title and compensation if there was a glaring glass cliff involved? Why or why not? Under what circumstances would you want to keep the role long-term, or would you use it as a stepping stone to a more desirable opportunity elsewhere

  • [Solved] Business Finance – Management Week 5 Assignment- Managing People and Promoting Collab

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    **Developing Individuals and Teams** Module 2 Assignment Overview In this module, you will complete a three-part Assignment that is submitted over the course of 3 weeks. This week, you will complete and submit Part 1. You will complete and submit Part 2 in Week 6, and you will complete and submit Pa…

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    Assignment Prompt & Instructions

    **Developing Individuals and Teams**
    Module 2 Assignment Overview
    In this module, you will complete a three-part Assignment that is submitted over the course of 3 weeks. This week, you will complete and submit Part 1. You will complete and submit Part 2 in Week 6, and you will complete and submit Part 3 in Week 7.
    In this three-part Assignment, you will play the role of a new manager who is engaging in development activities for your team. As a new manager, you are being asked to provide evidence to your senior leader of the types of activities you are engaging in to further develop individuals on your team—and the team as a whole. In line with that request, you will complete three activities and create three documents that you will present to your manager. In Part 1 this week, you will develop and submit a coaching preparation and strategy document that you will use to conduct your required simulation to be completed ideally sometime later this week or early in Week 6. In Part 2, you will use the simulation platform to conduct a one-on-one coaching session with an employee, reflect on this experience as it relates to your individual development as a manager and as a coach, and submit a coaching plan (for individual performance management). Finally, in Part 3, you will research and develop a team charter for a team you know well.
    By demonstrating skills in these areas, you will develop foundational competence in helping both individuals and teams achieve results and stay motivated and engaged.
    This Assignment incorporates the _Business Skill for Good_ coaching and mentoring. Understanding and demonstrating the principles, benefits, and best practices of coaching and mentoring promotes strong interpersonal, social, and people skills, improves one’s management and leadership skills, and encourages teamwork and collaboration. In today's dynamic work environment, coaching and mentoring have emerged as a crucial employability skill that can significantly enhance one's career success and job performance.
    **Part 1: Coaching for Performance: Coaching Conversation Preparation and Strategy**
    For this part of the Assignment, you will act as a new manager who has become concerned about what appears to be declining motivation and engagement on the part of one of your employees. You have spoken to your senior leader about your concerns, and she has asked you to document your interactions with the employee so that she can support you in becoming a more seasoned coach for your team. Your task is to prepare for an appropriate and effective coaching conversation with this employee. You will conduct this conversation using the online simulation platform that you booked your session through earlier in the course. Although your appointment window is 30 minutes in length, you should be prepared to spend approximately 10 to 15 minutes engaging in your simulated coaching conversation after being guided through a brief introduction by a friendly host avatar. This week, you will draft and submit a Coaching Conversation Preparation and Strategy document for your coaching session.
    You will conduct this conversation using an online simulation platform. This week, you will draft and submit a Coaching Conversation Preparation and Strategy document for your coaching session.
    **To prepare for this Assignment:**
    · Download the [MBAX 6010/MLDR 6010 Simulation Preparation (PDF)](https://waldenu.instructure.com/courses/171484/files/13724905?wrap=1) [Download MBAX 6010/MLDR 6010 Simulation Preparation (PDF)](https://waldenu.instructure.com/courses/171484/files/13724905/download?download_frd=1) document.
    · Download the [Week 5 Assignment Template: Coaching Conversation Preparation and Strategy (Word document)](https://waldenu.instructure.com/courses/171484/files/13724894?wrap=1) [Download Week 5 Assignment Template: Coaching Conversation Preparation and Strategy (Word document)](https://waldenu.instructure.com/courses/171484/files/13724894/download?download_frd=1).
    o Review the scenario for the simulation, as well as the points under each section that you will flesh out to develop the outline for your coaching conversation. The title for each section of the outline represents one of the challenges you will complete in the simulation.
    **Submit** your completed Coaching Conversation Preparation and Strategy document as follows:
    · For each section of the Coaching Conversation Checklist, use the space beneath each item to take detailed notes of what you plan to say to the employee during your coaching conversation. You may choose either to compose a script (understanding that this may need to change in the moment depending on how the employee responds), or you may instead choose to include bullet points with key phrases for the ideas you want to cover and strategies for how you might help put the employee at ease, establish trust, or anticipate how he may respond to your feedback. Be sure to address all parts of each item.
    \
    Week5LearningResources-ManagingPeopleandPromotingCollab.docx](https://www.sweetstudy.com/files/week5learningresources-managingpeopleandpromotingcollab-docx-10322525 "Week5LearningResources-ManagingPeopleandPromotingCollab.docx")

  • [Solved] LE1

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    In-depth study guidance and analytical solution covering LE1.

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    Assignment Prompt & Instructions

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

  • [Solved] MODULE 6 DISCUSSION

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    Explain how to measure and monitor the quality of care delivered and the outcomes achieved by an Advanced Practice Nurse. – post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources

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    Assignment Prompt & Instructions

    Explain how to measure and monitor the quality of care delivered and the outcomes achieved by an Advanced Practice Nurse.
    –  post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources

  • [Solved] Nursing homework assist

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    In-depth study guidance and analytical solution covering Nursing homework assist.

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    Assignment Prompt & Instructions

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

  • [Solved] PICOT

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    See attached – ## QAPI1.docx – ## downloadfile8.PDF **## QAPI1.docx** 2 **Discussion** Student’s Name Institutional Affiliation Professor’s Name Course Name Due Date The uniqueness of Continuing Care Retirement Communities (CCRCs) needs to be maintained as their services are extended. Learning from …

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    See attached

    – ## QAPI1.docx

    – ## downloadfile8.PDF

    **## QAPI1.docx**

    2

    **Discussion**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    The uniqueness of Continuing Care Retirement Communities (CCRCs) needs to be maintained as their services are extended. Learning from the market, the demographics of the immediate area, and the changing needs of older persons is the first step towards strategic expansion. CCRCs need to advocate for health, independence, and care continuity in a person-centered manner. The SQUIRE 2.0 framework fosters responsible expansion through contextual awareness, theory-guided interventions, and careful evaluation (Ogrinc et al., 2015). Adapting expansion plans to the surrounding area's values, interests, and needs facilitates scaling and sustaining healthcare ecosystems.

    One of the most critical aspects of a CCRC's growth plan must be developing successful, not competing, relationships with the hospital and other long-term care organizations. Partnerships with local hospitals, university programs, and telemedicine providers may enhance specialist care and reduce hospital readmissions without compromising the CCRC's goal. Using external knowledge and internal autonomy, CCRCs may become major healthcare players. Integrating electronic health records and predictive analytics for resident health monitoring increases operational efficiency and resident outcomes, harmonizing with SQUIRE 2.0's "systems" approach to linked healthcare services (Ogrinc et al., 2015).

    Growing without losing its identity requires a solid communication strategy that defines the CCRC. Comprehensive care, resident empowerment, and aging continuity must be promoted in community marketing. Service design should include regular needs assessments and stakeholder input to enhance quality (Brown et al., 2021). It creates a feedback-rich environment where growth attempts match resident and community expectations. Transparency in decision-making and resident and family participation in governance committees may strengthen community ownership and reduce alienation as the organization grows.

    The importance of ethical considerations in growth cannot be overstated. Expanding too quickly or without enough infrastructure might undermine care quality and staff well-being, breaking quality improvement framework ethics (Ogrinc et al., 2015). Before implementing interventions, CCRCs must consider opportunity costs, such as diverting resources from current programs, and rigorously analyze treatments. Sustainable development must be iterative and led by real-world data, as SQUIRE studies treatments and adapts depending on contextual input. CCRCs may grow while retaining their identity and value to communities by following this balanced, ethical, and data-driven plan.

    **References**

    Brown, H., Jacobson, S., Cockrell, M., Sutt, J., Allen, K., & Copeland, A. (2021). A Five-Step Stakeholder Communication Plan for More Effective Natural Resource Management.
    _Journal of Extension_,
    _59_(Autumn 2021). https://doi.org/10.34068/joe.59.04.06

    Ogrinc, G., Davies, L., Goodman, D., Batalden, P., Davidoff, F., & Stevens, D. (2015). Squire 2.0 (Standards for Quality Improvement Reporting Excellence): Revised Publication Guidelines From a Detailed Consensus Process.
    _American Journal of Critical Care_,
    _24_(6), 466–473. https://doi.org/10.4037/ajcc2015455

    **## downloadfile8.PDF**

    Adapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.

    Template
    for
    Asking
    PICOT
    Questions

    INTERVENTION

    In
    ____________________(P),
    how
    does
    ____________________
    (I)
    compared
    to

    ____________________(C)
    affect
    _____________________(O)
    within
    ___________(T)?

    THERAPY

    In
    __________________(P),
    what
    is
    the
    effect
    of
    __________________(I)
    compared
    to

    \_\_\___________
    (C)
    on
    ________________(O
    within
    _____________(T)?

    PROGNOSIS/PREDICTION

    In
    ______________
    (P),
    how
    does
    ___________________
    (I)
    compared
    to
    _____________(C)

    influence
    __________________
    (O)
    over
    _______________
    (T)?

    DIAGNOSIS
    OR
    DIAGNOSTIC
    TEST

    In
    ___________________(P)
    are/is
    ____________________(I)

    compared
    with

    _______________________(C)
    more
    accurate
    in
    diagnosing
    _________________(O)?

    ETIOLOGY

    Are____________________
    (P),
    who
    have
    ____________________
    (I)
    compared
    with
    those

    without
    ____________________(C)
    at
    ____________
    risk
    for/of

    ____________________(O)
    over
    ________________(T)?

    MEANING

    How
    do
    _______________________
    (P)
    with
    _______________________
    (I)

    perceive

    \_\_\_____________________
    (O)
    during
    ________________(T)?

    Adapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.

    Short
    Definitions
    of
    Different
    Types
    of
    Questions

    Intervention/Therapy:
    Questions
    addressing
    the
    treatment
    of
    an
    illness
    or
    disability.

    Etiology:
    Questions
    addressing
    the
    causes
    or
    origins
    of
    disease
    (i.e.,
    factors
    that
    produce
    or

    predispose
    toward
    a
    certain
    disease
    or
    disorder).

    Diagnosis:
    Questions
    addressing
    the
    act
    or
    process
    of
    identifying
    or
    determining
    the
    nature
    and

    cause
    of
    a
    disease
    or
    injury
    through
    evaluation.

    Prognosis/Prediction:
    Questions
    addressing
    the
    prediction
    of
    the
    course
    of
    a
    disease.

    Meaning:
    Questions
    addressing
    how
    one
    experiences
    a
    phenomenon.

    Sample
    Questions:

    Intervention:
    In
    African-­‐American
    female
    adolescents
    with
    hepatitis
    B
    (P),
    how
    does

    acetaminophen
    (I)
    compared
    to
    ibuprofen
    (C)
    affect
    liver
    function
    (O)?

    Therapy:
    In
    children
    with
    spastic
    cerebral
    palsy
    (P),
    what
    is
    the
    effect
    of
    splinting
    and
    casting(I)

    compared
    to
    constraint-­‐
    induced
    therapy
    (C)
    on
    two-­‐handed
    skill
    development
    (O)?

    Prognosis/Prediction:

    1)
    For
    patients
    65
    years
    and
    older
    (P),
    how
    does
    the
    use
    of
    an
    influenza
    vaccine
    (I)
    compared
    to

    not
    received
    the
    vaccine
    (C)
    influence
    the
    risk
    of
    developing
    pneumonia
    (O)
    during
    flu
    season

    (T)?

    2)
    In
    patients
    who
    have
    experienced
    an
    acute
    myocardial
    infarction
    (P),
    how
    does
    being
    a

    smoker
    (I)
    compared
    to
    a
    non-­‐smoker
    (C)
    influence
    death
    and
    infarction
    rates
    (O)
    during
    the

    first
    5
    years
    after
    the
    myocardial
    infarction
    (T)?

    Diagnosis:
    In
    middle-­‐aged
    males
    with
    suspected
    myocardial
    infarction
    (P),
    are
    serial
    12-­‐lead

    ECGs
    (I)
    compared
    to
    one
    initial
    12-­‐lead
    ECG
    (C)
    more
    accurate
    in
    diagnosing
    an
    acute

    myocardial
    infarction
    (O)?

    Etiology:
    Are
    30-­‐
    to
    50-­‐year-­‐old
    women
    (P)
    who
    have
    high
    blood
    pressure
    (I)
    compared
    with

    those
    without
    high
    blood
    pressure
    (C)
    at
    increased
    risk
    for
    an
    acute
    myocardial
    infarction
    (O)

    during
    the
    first
    year
    after
    hysterectomy
    (T)?

    Meaning:
    How
    do
    young
    males
    (P)
    with
    a
    diagnosis
    of
    below
    the
    waist
    paralysis
    (I)
    perceive

    their
    interactions
    with
    their
    romantic
    significant
    others
    (O)
    during
    the
    first
    year
    after
    their

    diagnosis
    (T)?

    **## downloadfile8.PDF**

    Adapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.

    Template
    for
    Asking
    PICOT
    Questions

    INTERVENTION

    In
    ____________________(P),
    how
    does
    ____________________
    (I)
    compared
    to

    ____________________(C)
    affect
    _____________________(O)
    within
    ___________(T)?

    THERAPY

    In
    __________________(P),
    what
    is
    the
    effect
    of
    __________________(I)
    compared
    to

    \_\_\___________
    (C)
    on
    ________________(O
    within
    _____________(T)?

    PROGNOSIS/PREDICTION

    In
    ______________
    (P),
    how
    does
    ___________________
    (I)
    compared
    to
    _____________(C)

    influence
    __________________
    (O)
    over
    _______________
    (T)?

    DIAGNOSIS
    OR
    DIAGNOSTIC
    TEST

    In
    ___________________(P)
    are/is
    ____________________(I)

    compared
    with

    _______________________(C)
    more
    accurate
    in
    diagnosing
    _________________(O)?

    ETIOLOGY

    Are____________________
    (P),
    who
    have
    ____________________
    (I)
    compared
    with
    those

    without
    ____________________(C)
    at
    ____________
    risk
    for/of

    ____________________(O)
    over
    ________________(T)?

    MEANING

    How
    do
    _______________________
    (P)
    with
    _______________________
    (I)

    perceive

    \_\_\_____________________
    (O)
    during
    ________________(T)?

    Adapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.

    Short
    Definitions
    of
    Different
    Types
    of
    Questions

    Intervention/Therapy:
    Questions
    addressing
    the
    treatment
    of
    an
    illness
    or
    disability.

    Etiology:
    Questions
    addressing
    the
    causes
    or
    origins
    of
    disease
    (i.e.,
    factors
    that
    produce
    or

    predispose
    toward
    a
    certain
    disease
    or
    disorder).

    Diagnosis:
    Questions
    addressing
    the
    act
    or
    process
    of
    identifying
    or
    determining
    the
    nature
    and

    cause
    of
    a
    disease
    or
    injury
    through
    evaluation.

    Prognosis/Prediction:
    Questions
    addressing
    the
    prediction
    of
    the
    course
    of
    a
    disease.

    Meaning:
    Questions
    addressing
    how
    one
    experiences
    a
    phenomenon.

    Sample
    Questions:

    Intervention:
    In
    African-­‐American
    female
    adolescents
    with
    hepatitis
    B
    (P),
    how
    does

    acetaminophen
    (I)
    compared
    to
    ibuprofen
    (C)
    affect
    liver
    function
    (O)?

    Therapy:
    In
    children
    with
    spastic
    cerebral
    palsy
    (P),
    what
    is
    the
    effect
    of
    splinting
    and
    casting(I)

    compared
    to
    constraint-­‐
    induced
    therapy
    (C)
    on
    two-­‐handed
    skill
    development
    (O)?

    Prognosis/Prediction:

    1)
    For
    patients
    65
    years
    and
    older
    (P),
    how
    does
    the
    use
    of
    an
    influenza
    vaccine
    (I)
    compared
    to

    not
    received
    the
    vaccine
    (C)
    influence
    the
    risk
    of
    developing
    pneumonia
    (O)
    during
    flu
    season

    (T)?

    2)
    In
    patients
    who
    have
    experienced
    an
    acute
    myocardial
    infarction
    (P),
    how
    does
    being
    a

    smoker
    (I)
    compared
    to
    a
    non-­‐smoker
    (C)
    influence
    death
    and
    infarction
    rates
    (O)
    during
    the

    first
    5
    years
    after
    the
    myocardial
    infarction
    (T)?

    Diagnosis:
    In
    middle-­‐aged
    males
    with
    suspected
    myocardial
    infarction
    (P),
    are
    serial
    12-­‐lead

    ECGs
    (I)
    compared
    to
    one
    initial
    12-­‐lead
    ECG
    (C)
    more
    accurate
    in
    diagnosing
    an
    acute

    myocardial
    infarction
    (O)?

    Etiology:
    Are
    30-­‐
    to
    50-­‐year-­‐old
    women
    (P)
    who
    have
    high
    blood
    pressure
    (I)
    compared
    with

    those
    without
    high
    blood
    pressure
    (C)
    at
    increased
    risk
    for
    an
    acute
    myocardial
    infarction
    (O)

    during
    the
    first
    year
    after
    hysterectomy
    (T)?

    Meaning:
    How
    do
    young
    males
    (P)
    with
    a
    diagnosis
    of
    below
    the
    waist
    paralysis
    (I)
    perceive

    their
    interactions
    with
    their
    romantic
    significant
    others
    (O)
    during
    the
    first
    year
    after
    their

    diagnosis
    (T)?

    **## QAPI1.docx**

    2

    **Discussion**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    The uniqueness of Continuing Care Retirement Communities (CCRCs) needs to be maintained as their services are extended. Learning from the market, the demographics of the immediate area, and the changing needs of older persons is the first step towards strategic expansion. CCRCs need to advocate for health, independence, and care continuity in a person-centered manner. The SQUIRE 2.0 framework fosters responsible expansion through contextual awareness, theory-guided interventions, and careful evaluation (Ogrinc et al., 2015). Adapting expansion plans to the surrounding area's values, interests, and needs facilitates scaling and sustaining healthcare ecosystems.

    One of the most critical aspects of a CCRC's growth plan must be developing successful, not competing, relationships with the hospital and other long-term care organizations. Partnerships with local hospitals, university programs, and telemedicine providers may enhance specialist care and reduce hospital readmissions without compromising the CCRC's goal. Using external knowledge and internal autonomy, CCRCs may become major healthcare players. Integrating electronic health records and predictive analytics for resident health monitoring increases operational efficiency and resident outcomes, harmonizing with SQUIRE 2.0's "systems" approach to linked healthcare services (Ogrinc et al., 2015).

    Growing without losing its identity requires a solid communication strategy that defines the CCRC. Comprehensive care, resident empowerment, and aging continuity must be promoted in community marketing. Service design should include regular needs assessments and stakeholder input to enhance quality (Brown et al., 2021). It creates a feedback-rich environment where growth attempts match resident and community expectations. Transparency in decision-making and resident and family participation in governance committees may strengthen community ownership and reduce alienation as the organization grows.

    The importance of ethical considerations in growth cannot be overstated. Expanding too quickly or without enough infrastructure might undermine care quality and staff well-being, breaking quality improvement framework ethics (Ogrinc et al., 2015). Before implementing interventions, CCRCs must consider opportunity costs, such as diverting resources from current programs, and rigorously analyze treatments. Sustainable development must be iterative and led by real-world data, as SQUIRE studies treatments and adapts depending on contextual input. CCRCs may grow while retaining their identity and value to communities by following this balanced, ethical, and data-driven plan.

    **References**

    Brown, H., Jacobson, S., Cockrell, M., Sutt, J., Allen, K., & Copeland, A. (2021). A Five-Step Stakeholder Communication Plan for More Effective Natural Resource Management.
    _Journal of Extension_,
    _59_(Autumn 2021). https://doi.org/10.34068/joe.59.04.06

    Ogrinc, G., Davies, L., Goodman, D., Batalden, P., Davidoff, F., & Stevens, D. (2015). Squire 2.0 (Standards for Quality Improvement Reporting Excellence): Revised Publication Guidelines From a Detailed Consensus Process.
    _American Journal of Critical Care_,
    _24_(6), 466–473. https://doi.org/10.4037/ajcc2015455

    **## downloadfile8.PDF**

    Adapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.

    Template
    for
    Asking
    PICOT
    Questions

    INTERVENTION

    In
    ____________________(P),
    how
    does
    ____________________
    (I)
    compared
    to

    ____________________(C)
    affect
    _____________________(O)
    within
    ___________(T)?

    THERAPY

    In
    __________________(P),
    what
    is
    the
    effect
    of
    __________________(I)
    compared
    to

    \_\_\___________
    (C)
    on
    ________________(O
    within
    _____________(T)?

    PROGNOSIS/PREDICTION

    In
    ______________
    (P),
    how
    does
    ___________________
    (I)
    compared
    to
    _____________(C)

    influence
    __________________
    (O)
    over
    _______________
    (T)?

    DIAGNOSIS
    OR
    DIAGNOSTIC
    TEST

    In
    ___________________(P)
    are/is
    ____________________(I)

    compared
    with

    _______________________(C)
    more
    accurate
    in
    diagnosing
    _________________(O)?

    ETIOLOGY

    Are____________________
    (P),
    who
    have
    ____________________
    (I)
    compared
    with
    those

    without
    ____________________(C)
    at
    ____________
    risk
    for/of

    ____________________(O)
    over
    ________________(T)?

    MEANING

    How
    do
    _______________________
    (P)
    with
    _______________________
    (I)

    perceive

    \_\_\_____________________
    (O)
    during
    ________________(T)?

    Adapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.

    Short
    Definitions
    of
    Different
    Types
    of
    Questions

    Intervention/Therapy:
    Questions
    addressing
    the
    treatment
    of
    an
    illness
    or
    disability.

    Etiology:
    Questions
    addressing
    the
    causes
    or
    origins
    of
    disease
    (i.e.,
    factors
    that
    produce
    or

    predispose
    toward
    a
    certain
    disease
    or
    disorder).

    Diagnosis:
    Questions
    addressing
    the
    act
    or
    process
    of
    identifying
    or
    determining
    the
    nature
    and

    cause
    of
    a
    disease
    or
    injury
    through
    evaluation.

    Prognosis/Prediction:
    Questions
    addressing
    the
    prediction
    of
    the
    course
    of
    a
    disease.

    Meaning:
    Questions
    addressing
    how
    one
    experiences
    a
    phenomenon.

    Sample
    Questions:

    Intervention:
    In
    African-­‐American
    female
    adolescents
    with
    hepatitis
    B
    (P),
    how
    does

    acetaminophen
    (I)
    compared
    to
    ibuprofen
    (C)
    affect
    liver
    function
    (O)?

    Therapy:
    In
    children
    with
    spastic
    cerebral
    palsy
    (P),
    what
    is
    the
    effect
    of
    splinting
    and
    casting(I)

    compared
    to
    constraint-­‐
    induced
    therapy
    (C)
    on
    two-­‐handed
    skill
    development
    (O)?

    Prognosis/Prediction:

    1)
    For
    patients
    65
    years
    and
    older
    (P),
    how
    does
    the
    use
    of
    an
    influenza
    vaccine
    (I)
    compared
    to

    not
    received
    the
    vaccine
    (C)
    influence
    the
    risk
    of
    developing
    pneumonia
    (O)
    during
    flu
    season

    (T)?

    2)
    In
    patients
    who
    have
    experienced
    an
    acute
    myocardial
    infarction
    (P),
    how
    does
    being
    a

    smoker
    (I)
    compared
    to
    a
    non-­‐smoker
    (C)
    influence
    death
    and
    infarction
    rates
    (O)
    during
    the

    first
    5
    years
    after
    the
    myocardial
    infarction
    (T)?

    Diagnosis:
    In
    middle-­‐aged
    males
    with
    suspected
    myocardial
    infarction
    (P),
    are
    serial
    12-­‐lead

    ECGs
    (I)
    compared
    to
    one
    initial
    12-­‐lead
    ECG
    (C)
    more
    accurate
    in
    diagnosing
    an
    acute

    myocardial
    infarction
    (O)?

    Etiology:
    Are
    30-­‐
    to
    50-­‐year-­‐old
    women
    (P)
    who
    have
    high
    blood
    pressure
    (I)
    compared
    with

    those
    without
    high
    blood
    pressure
    (C)
    at
    increased
    risk
    for
    an
    acute
    myocardial
    infarction
    (O)

    during
    the
    first
    year
    after
    hysterectomy
    (T)?

    Meaning:
    How
    do
    young
    males
    (P)
    with
    a
    diagnosis
    of
    below
    the
    waist
    paralysis
    (I)
    perceive

    their
    interactions
    with
    their
    romantic
    significant
    others
    (O)
    during
    the
    first
    year
    after
    their

    diagnosis
    (T)?

    **## QAPI1.docx**

    2

    **Discussion**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    The uniqueness of Continuing Care Retirement Communities (CCRCs) needs to be maintained as their services are extended. Learning from the market, the demographics of the immediate area, and the changing needs of older persons is the first step towards strategic expansion. CCRCs need to advocate for health, independence, and care continuity in a person-centered manner. The SQUIRE 2.0 framework fosters responsible expansion through contextual awareness, theory-guided interventions, and careful evaluation (Ogrinc et al., 2015). Adapting expansion plans to the surrounding area's values, interests, and needs facilitates scaling and sustaining healthcare ecosystems.

    One of the most critical aspects of a CCRC's growth plan must be developing successful, not competing, relationships with the hospital and other long-term care organizations. Partnerships with local hospitals, university programs, and telemedicine providers may enhance specialist care and reduce hospital readmissions without compromising the CCRC's goal. Using external knowledge and internal autonomy, CCRCs may become major healthcare players. Integrating electronic health records and predictive analytics for resident health monitoring increases operational efficiency and resident outcomes, harmonizing with SQUIRE 2.0's "systems" approach to linked healthcare services (Ogrinc et al., 2015).

    Growing without losing its identity requires a solid communication strategy that defines the CCRC. Comprehensive care, resident empowerment, and aging continuity must be promoted in community marketing. Service design should include regular needs assessments and stakeholder input to enhance quality (Brown et al., 2021). It creates a feedback-rich environment where growth attempts match resident and community expectations. Transparency in decision-making and resident and family participation in governance committees may strengthen community ownership and reduce alienation as the organization grows.

    The importance of ethical considerations in growth cannot be overstated. Expanding too quickly or without enough infrastructure might undermine care quality and staff well-being, breaking quality improvement framework ethics (Ogrinc et al., 2015). Before implementing interventions, CCRCs must consider opportunity costs, such as diverting resources from current programs, and rigorously analyze treatments. Sustainable development must be iterative and led by real-world data, as SQUIRE studies treatments and adapts depending on contextual input. CCRCs may grow while retaining their identity and value to communities by following this balanced, ethical, and data-driven plan.

    **References**

    Brown, H., Jacobson, S., Cockrell, M., Sutt, J., Allen, K., & Copeland, A. (2021). A Five-Step Stakeholder Communication Plan for More Effective Natural Resource Management.
    _Journal of Extension_,
    _59_(Autumn 2021). https://doi.org/10.34068/joe.59.04.06

    Ogrinc, G., Davies, L., Goodman, D., Batalden, P., Davidoff, F., & Stevens, D. (2015). Squire 2.0 (Standards for Quality Improvement Reporting Excellence): Revised Publication Guidelines From a Detailed Consensus Process.
    _American Journal of Critical Care_,
    _24_(6), 466–473. https://doi.org/10.4037/ajcc2015455

    **## downloadfile8.PDF**

    Adapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.

    Template
    for
    Asking
    PICOT
    Questions

    INTERVENTION

    In
    ____________________(P),
    how
    does
    ____________________
    (I)
    compared
    to

    ____________________(C)
    affect
    _____________________(O)
    within
    ___________(T)?

    THERAPY

    In
    __________________(P),
    what
    is
    the
    effect
    of
    __________________(I)
    compared
    to

    \_\_\___________
    (C)
    on
    ________________(O
    within
    _____________(T)?

    PROGNOSIS/PREDICTION

    In
    ______________
    (P),
    how
    does
    ___________________
    (I)
    compared
    to
    _____________(C)

    influence
    __________________
    (O)
    over
    _______________
    (T)?

    DIAGNOSIS
    OR
    DIAGNOSTIC
    TEST

    In
    ___________________(P)
    are/is
    ____________________(I)

    compared
    with

    _______________________(C)
    more
    accurate
    in
    diagnosing
    _________________(O)?

    ETIOLOGY

    Are____________________
    (P),
    who
    have
    ____________________
    (I)
    compared
    with
    those

    without
    ____________________(C)
    at
    ____________
    risk
    for/of

    ____________________(O)
    over
    ________________(T)?

    MEANING

    How
    do
    _______________________
    (P)
    with
    _______________________
    (I)

    perceive

    \_\_\_____________________
    (O)
    during
    ________________(T)?

    Adapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.

    Short
    Definitions
    of
    Different
    Types
    of
    Questions

    Intervention/Therapy:
    Questions
    addressing
    the
    treatment
    of
    an
    illness
    or
    disability.

    Etiology:
    Questions
    addressing
    the
    causes
    or
    origins
    of
    disease
    (i.e.,
    factors
    that
    produce
    or

    predispose
    toward
    a
    certain
    disease
    or
    disorder).

    Diagnosis:
    Questions
    addressing
    the
    act
    or
    process
    of
    identifying
    or
    determining
    the
    nature
    and

    cause
    of
    a
    disease
    or
    injury
    through
    evaluation.

    Prognosis/Prediction:
    Questions
    addressing
    the
    prediction
    of
    the
    course
    of
    a
    disease.

    Meaning:
    Questions
    addressing
    how
    one
    experiences
    a
    phenomenon.

    Sample
    Questions:

    Intervention:
    In
    African-­‐American
    female
    adolescents
    with
    hepatitis
    B
    (P),
    how
    does

    acetaminophen
    (I)
    compared
    to
    ibuprofen
    (C)
    affect
    liver
    function
    (O)?

    Therapy:
    In
    children
    with
    spastic
    cerebral
    palsy
    (P),
    what
    is
    the
    effect
    of
    splinting
    and
    casting(I)

    compared
    to
    constraint-­‐
    induced
    therapy
    (C)
    on
    two-­‐handed
    skill
    development
    (O)?

    Prognosis/Prediction:

    1)
    For
    patients
    65
    years
    and
    older
    (P),
    how
    does
    the
    use
    of
    an
    influenza
    vaccine
    (I)
    compared
    to

    not
    received
    the
    vaccine
    (C)
    influence
    the
    risk
    of
    developing
    pneumonia
    (O)
    during
    flu
    season

    (T)?

    2)
    In
    patients
    who
    have
    experienced
    an
    acute
    myocardial
    infarction
    (P),
    how
    does
    being
    a

    smoker
    (I)
    compared
    to
    a
    non-­‐smoker
    (C)
    influence
    death
    and
    infarction
    rates
    (O)
    during
    the

    first
    5
    years
    after
    the
    myocardial
    infarction
    (T)?

    Diagnosis:
    In
    middle-­‐aged
    males
    with
    suspected
    myocardial
    infarction
    (P),
    are
    serial
    12-­‐lead

    ECGs
    (I)
    compared
    to
    one
    initial
    12-­‐lead
    ECG
    (C)
    more
    accurate
    in
    diagnosing
    an
    acute

    myocardial
    infarction
    (O)?

    Etiology:
    Are
    30-­‐
    to
    50-­‐year-­‐old
    women
    (P)
    who
    have
    high
    blood
    pressure
    (I)
    compared
    with

    those
    without
    high
    blood
    pressure
    (C)
    at
    increased
    risk
    for
    an
    acute
    myocardial
    infarction
    (O)

    during
    the
    first
    year
    after
    hysterectomy
    (T)?

    Meaning:
    How
    do
    young
    males
    (P)
    with
    a
    diagnosis
    of
    below
    the
    waist
    paralysis
    (I)
    perceive

    their
    interactions
    with
    their
    romantic
    significant
    others
    (O)
    during
    the
    first
    year
    after
    their

    diagnosis
    (T)?

    – 1
    – 2

  • [Solved] NUR 612 Clinical SOAP Note 2

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    – ## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx – ## SOAPNoteTemplate-1.docx – ## SoapNoterubric.docx **## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx** A …

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    Assignment Prompt & Instructions

    – ## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx

    – ## SOAPNoteTemplate-1.docx

    – ## SoapNoterubric.docx

    **## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx**

    A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

    **Instructions:**

    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

    For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

    | | |
    | — | — |
    | **S** = | Subjective data: Patient’s Chief Complaint (CC). |
    | **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
    | **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
    | **P** = | Plan: Treatment, diagnostic testing, and follow up |

    **## SOAPNoteTemplate-1.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

    **## SoapNoterubric.docx**

    | | |
    | — | — |
    | Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
    | Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
    | History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
    | Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
    | Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
    | Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
    | Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
    | Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

    | | |
    | — | — |
    | Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
    | Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
    | Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
    | Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
    | Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
    | Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
    | Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

    | | |
    | — | — |
    | Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
    | Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
    | Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
    | Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
    | Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

    | | |
    | — | — |
    | Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

    **## SoapNoterubric.docx**

    | | |
    | — | — |
    | Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
    | Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
    | History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
    | Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
    | Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
    | Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
    | Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
    | Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

    | | |
    | — | — |
    | Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
    | Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
    | Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
    | Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
    | Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
    | Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
    | Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

    | | |
    | — | — |
    | Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
    | Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
    | Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
    | Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
    | Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

    | | |
    | — | — |
    | Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

    **## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx**

    A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

    **Instructions:**

    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

    For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

    | | |
    | — | — |
    | **S** = | Subjective data: Patient’s Chief Complaint (CC). |
    | **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
    | **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
    | **P** = | Plan: Treatment, diagnostic testing, and follow up |

    **## SOAPNoteTemplate-1.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

    **## SoapNoterubric.docx**

    | | |
    | — | — |
    | Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
    | Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
    | History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
    | Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
    | Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
    | Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
    | Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
    | Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

    | | |
    | — | — |
    | Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
    | Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
    | Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
    | Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
    | Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
    | Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
    | Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

    | | |
    | — | — |
    | Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
    | Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
    | Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
    | Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
    | Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

    | | |
    | — | — |
    | Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

    **## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx**

    A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

    **Instructions:**

    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

    For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

    | | |
    | — | — |
    | **S** = | Subjective data: Patient’s Chief Complaint (CC). |
    | **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
    | **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
    | **P** = | Plan: Treatment, diagnostic testing, and follow up |

    **## SOAPNoteTemplate-1.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

    **## SoapNoterubric.docx**

    | | |
    | — | — |
    | Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
    | Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
    | History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
    | Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
    | Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
    | Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
    | Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
    | Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

    | | |
    | — | — |
    | Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
    | Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
    | Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
    | Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
    | Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
    | Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
    | Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

    | | |
    | — | — |
    | Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
    | Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
    | Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
    | Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
    | Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

    | | |
    | — | — |
    | Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

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