Tag: Model Answer

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    Reflection paper 6 Of the multitude of strategies discussed this week for increasing work enjoyment for staff, what is your favorite/most preferred strategy discussed in this module? How will you integrate this strategy into your supervision practice in the future? What will it look like when you im…

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    Assignment Prompt & Instructions

    Reflection paper 6
    Of the multitude of strategies discussed this week for increasing work enjoyment for staff, what is your favorite/most preferred strategy discussed in this module? How will you integrate this strategy into your supervision practice in the future? What will it look like when you implement it with a supervisee/trainee? Are there any practices discussed that you will avoid in your supervision in the future, and why?
    _Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions_
    \
    reflectionpaperinstruction6.docx](https://www.sweetstudy.com/files/reflectionpaperinstruction6-docx "reflectionpaperinstruction6.docx")

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  • [Solved] module 4 perusal

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    – ## Module4perusal.docx – IMG_7647.jpg – IMG_7643.jpg – IMG_7644.jpg – IMG_7645.jpg – IMG_7646.jpg – IMG_7653.jpg – IMG_7648.jpg – IMG_7649.jpg – IMG_7650.jpg – IMG_7651.jpg – IMG_7652.jpg – IMG_7642.jpg **## Module4perusal.docx** 1. In the second paragraph of chapter 7 entitled “ **Qu…

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    – ## Module4perusal.docx

    – IMG_7647.jpg
    – IMG_7643.jpg
    – IMG_7644.jpg
    – IMG_7645.jpg
    – IMG_7646.jpg
    – IMG_7653.jpg
    – IMG_7648.jpg
    – IMG_7649.jpg
    – IMG_7650.jpg
    – IMG_7651.jpg
    – IMG_7652.jpg
    – IMG_7642.jpg

    **## Module4perusal.docx**

    1. In the second paragraph of chapter 7 entitled “
    **Quantitative research questions and Hypotheses**, talk about the first paragraph that starts with “
    in quantitative studies” Write 100 words about this and explain what it means.

    2. Go to page 7 of chapter 7, (
    **Mixed Methods Research Questions and Hypotheses**) and then go to the first paragraph entitled (the key to understanding) and just talk about that paragraph and type out 100 words. Go to the next paragraph which starts with (A mixed methods questions) and talk about this paragraph in 100 words and give an example of mixed methods).

    3. Go to summary on page 10, and write 100 words about the summary.

    **IMG_7647.jpg**

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    **IMG_7643.jpg**

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    **IMG_7644.jpg**

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    **IMG_7645.jpg**

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    **IMG_7646.jpg**

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    **IMG_7653.jpg**

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    **IMG_7648.jpg**

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    **IMG_7649.jpg**

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    **IMG_7650.jpg**

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    **IMG_7651.jpg**

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    **IMG_7652.jpg**

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    **IMG_7642.jpg**

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    **## Module4perusal.docx**

    1. In the second paragraph of chapter 7 entitled “
    **Quantitative research questions and Hypotheses**, talk about the first paragraph that starts with “
    in quantitative studies” Write 100 words about this and explain what it means.

    2. Go to page 7 of chapter 7, (
    **Mixed Methods Research Questions and Hypotheses**) and then go to the first paragraph entitled (the key to understanding) and just talk about that paragraph and type out 100 words. Go to the next paragraph which starts with (A mixed methods questions) and talk about this paragraph in 100 words and give an example of mixed methods).

    3. Go to summary on page 10, and write 100 words about the summary.

    **IMG_7647.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7647-jpg-10318423)

    **IMG_7643.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7643-jpg-10318415)

    **IMG_7644.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7644-jpg-10318417)

    **IMG_7645.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7645-jpg)

    **IMG_7646.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7646-jpg)

    **IMG_7653.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7653-jpg-10318435)

    **IMG_7648.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7648-jpg)

    **IMG_7649.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7649-jpg-10318427)

    **IMG_7650.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7650-jpg)

    **IMG_7651.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7651-jpg)

    **IMG_7652.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7652-jpg-10318433)

    **IMG_7642.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7642-jpg-10318413)

    **## Module4perusal.docx**

    1. In the second paragraph of chapter 7 entitled “
    **Quantitative research questions and Hypotheses**, talk about the first paragraph that starts with “
    in quantitative studies” Write 100 words about this and explain what it means.

    2. Go to page 7 of chapter 7, (
    **Mixed Methods Research Questions and Hypotheses**) and then go to the first paragraph entitled (the key to understanding) and just talk about that paragraph and type out 100 words. Go to the next paragraph which starts with (A mixed methods questions) and talk about this paragraph in 100 words and give an example of mixed methods).

    3. Go to summary on page 10, and write 100 words about the summary.

    **IMG_7647.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7647-jpg-10318423)

    **IMG_7643.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7643-jpg-10318415)

    **IMG_7644.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7644-jpg-10318417)

    **IMG_7645.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7645-jpg)

    **IMG_7646.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7646-jpg)

    **IMG_7653.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7653-jpg-10318435)

    **IMG_7648.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7648-jpg)

    **IMG_7649.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7649-jpg-10318427)

    **IMG_7650.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7650-jpg)

    **IMG_7651.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7651-jpg)

    **IMG_7652.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7652-jpg-10318433)

    **IMG_7642.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7642-jpg-10318413)

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  • [Solved] case

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    create a concept map using the case study in the power point and the concept map outline – ## NUR357ConceptMapinstructions.docx – DiabetesSummer251.pptx **## NUR357ConceptMapinstructions.docx** **NUR 357 Concept Map Guidelines** **Concept Map Description:** A concept map is a picture or chart that i…

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    Assignment Prompt & Instructions

    create a concept map using the case study in the power point and the concept map outline

    – ## NUR357ConceptMapinstructions.docx

    – DiabetesSummer251.pptx

    **## NUR357ConceptMapinstructions.docx**

    **NUR 357 Concept Map Guidelines**

    **Concept Map Description:**

    A concept map is a picture or chart that illustrates the relationships between the patient’s medical diagnosis(es), the symptoms he/she is demonstrating, the patient lab values, the medications he/she is on, and the clinical judgment model.

    The concept map be seen as a type of “puzzle” with all the components making up the pieces that complete the total picture. The concept map also is useful in helping you to identify priorities in nursing care by considering the whole picture of the patient’s condition and vital to clinical decision making.

    **STEPS TO COMPLETE THE CONCEPT MAP:**

    1.
    Recognize Cues: Review your patient’s History and Physical. Identify the current medical diagnoses, chronic health problems. This is often the reason for seeking health care (often a medical diagnosis). Create a Situation and Background to start the map.

    2. Recognizing Cues: what are the correlating patient signs and symptoms, and include results of labs and other diagnostic tests that have been done. (Blood tests, pulmonary function tests, x-rays, EKG’s, etc.)

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **Recognizing Cues:**<br>Which patient information is relevant: Consider signs and symptoms, lab work, patient statements, <br>H & P, and others. Consider subjective and objective data. | • Which cues were relevant? Irrelevant?<br>• What is occurring in the environment?<br>• Which laboratory data are significant?<br>• What is significant in the patient's history? <br>• What is the immediate concern? <br>• What factors may exist related to the abnormal data? |

    3. Analyze cues: Linking of recognized cues to the client's clinical presentation and establishing probable client needs, concerns, and problems.

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **Analyze cues:**<br>• Recognize patterns and cluster the cues from above together.<br>• Link cues. Recognize patterns. Name this as an issue or descriptor of your cluster<br>• Determine what is concerning. Name it. M<br> **inimum of 3 clusters/concerns**<br>• Determine if additional information is needed. | How do the data link to other information? <br>What patterns do you recognize? <br>Which patient conditions are consistent with the cues?<br>What cues are a cause for concern? <br>What other information would help to establish the significance of a cue? <br>What else do you need to know to generate a hypothesis? |

    4. Prioritize hypotheses: Identify all problems (medical/nursing diagnoses) that apply and correlate on the map with the data that supports the diagnosis. Identify and rank the medical/nursing diagnoses in order of priority.

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **Prioritize hypotheses: minimum of 3**<br>• Cluster information.<br>• Narrow possibilities.<br>• Determine order of priorities.<br>• Determine risk for action or inaction.<br>• Provide evidence for hypothesis | What conclusions can you make? <br>What explanations are most likely?<br>What other conclusions could be possible?<br>Which cues indicate the most serious risk for a health problem?<br>Which cues indicate action is required?<br>What is the priority order for safe and effective care? |

    5. Address the pathophysiology and etiology of presenting problem (reason why patient is admitted/primary complaint)

    For each presenting problem, thorough review of the Pathophysiology at cellular level, shows understanding of medical diagnosis and comorbidities (identifies most risk factors present) and identifies etiology based on the specific patient's conditions.

    6. Generate Solutions: Identify the plan of action(goal) for each problem (medical/nursing problems).

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **Generate Solutions:** **minimum of 2 SMART goals/solutions for each hypothesis**<br>establish the goals to remedy problems what would be a fix, prevention, or maintenance of desired level.<br>· Determine desired outcomes.<br>· Determine the best solution based on evidence.<br>· Determine what resources are needed (e.g., people, equipment, medications)<br>· Each goal follows the SMART format (Planning- specific, measurable, attainable, realistic/relevant,<br>time-restricted) | What are the desirable outcomes? <br>What should be avoided? <br>What solution will be most helpful for this client? <br>What is the priority to address each problem , fix over maintain or manage symptoms?<br>• What evidence did you use to choose this solution?<br>• What are the risks for choosing or not choosing this solution?<br>What is a realistic timeframe to accomplish? |

    7. Take Actions: Implement the plan: Identify the nursing actions (interventions) and rationale to address each problem (medical/nursing diagnosis)

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **TAKE ACTION Minimum of 2 actions/interventions with rationale for each SMART Goal/solution**<br>•Implement plan.<br> <br>• Perform skill/procedure.<br>• Administer medication.<br>• Collaborate with the team.<br>• Teach patients/families/staff/team.<br>• Demonstrate ethical/legal behavior | · What interventions can achieve the outcomes? <br>· How should the intervention or combination of interventions be<br>· performed, requested, communicated, taught, etc?<br>· What (e.g., people, equipment, medications) is needed to take this action? <br>· What’s the rationale for each intervention as it relates to a goal/fix connect to path and or goal? <br>· Are there contraindications to this action?<br>· What will you do if patient refuses the medication or treatment?<br>· When would the interventions be or not carried out? <br>· What will you do if there are not sufficient resources or team members?<br>· What are the priority interventions? (Mark with asterisk)<br>· Is there particular order in which to carry out the interventions? |

    8. Evaluate Outcomes: identify what criteria the patient will obtain to attain the goal. Determine the result. Evaluate all SMART goals/solutions.

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **Evaluate outcomes evaluates all SAMRT goals/solutions.**<br>· Identifies the SMART goal being evaluated<br>· Links to nursing action. <br>· Was goal Met or Not Met.<br>· How was the goal met. <br>· If not met, the revision includes what interventions didn’t work and what should be done instead in the future. | Results of taking actions:<br>Did the patient’s care outlook or status improve?<br>What signs point to improving/declining/unchanged status?<br>· What indicates your action was/was not effective? <br>· If the actions are effective, not improving indicate what data indicates a further complication?<br>· What action is need next/ what revisions need to be made?<br>· What (e.g., medications, labs, or treatments) do you need to continue monitoring? <br>· What would be a priority to report to the healthcare provider? |

    **DiabetesSummer251.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/diabetessummer251-pptx)

    **DiabetesSummer251.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/diabetessummer251-pptx)

    **## NUR357ConceptMapinstructions.docx**

    **NUR 357 Concept Map Guidelines**

    **Concept Map Description:**

    A concept map is a picture or chart that illustrates the relationships between the patient’s medical diagnosis(es), the symptoms he/she is demonstrating, the patient lab values, the medications he/she is on, and the clinical judgment model.

    The concept map be seen as a type of “puzzle” with all the components making up the pieces that complete the total picture. The concept map also is useful in helping you to identify priorities in nursing care by considering the whole picture of the patient’s condition and vital to clinical decision making.

    **STEPS TO COMPLETE THE CONCEPT MAP:**

    1.
    Recognize Cues: Review your patient’s History and Physical. Identify the current medical diagnoses, chronic health problems. This is often the reason for seeking health care (often a medical diagnosis). Create a Situation and Background to start the map.

    2. Recognizing Cues: what are the correlating patient signs and symptoms, and include results of labs and other diagnostic tests that have been done. (Blood tests, pulmonary function tests, x-rays, EKG’s, etc.)

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **Recognizing Cues:**<br>Which patient information is relevant: Consider signs and symptoms, lab work, patient statements, <br>H & P, and others. Consider subjective and objective data. | • Which cues were relevant? Irrelevant?<br>• What is occurring in the environment?<br>• Which laboratory data are significant?<br>• What is significant in the patient's history? <br>• What is the immediate concern? <br>• What factors may exist related to the abnormal data? |

    3. Analyze cues: Linking of recognized cues to the client's clinical presentation and establishing probable client needs, concerns, and problems.

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **Analyze cues:**<br>• Recognize patterns and cluster the cues from above together.<br>• Link cues. Recognize patterns. Name this as an issue or descriptor of your cluster<br>• Determine what is concerning. Name it. M<br> **inimum of 3 clusters/concerns**<br>• Determine if additional information is needed. | How do the data link to other information? <br>What patterns do you recognize? <br>Which patient conditions are consistent with the cues?<br>What cues are a cause for concern? <br>What other information would help to establish the significance of a cue? <br>What else do you need to know to generate a hypothesis? |

    4. Prioritize hypotheses: Identify all problems (medical/nursing diagnoses) that apply and correlate on the map with the data that supports the diagnosis. Identify and rank the medical/nursing diagnoses in order of priority.

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **Prioritize hypotheses: minimum of 3**<br>• Cluster information.<br>• Narrow possibilities.<br>• Determine order of priorities.<br>• Determine risk for action or inaction.<br>• Provide evidence for hypothesis | What conclusions can you make? <br>What explanations are most likely?<br>What other conclusions could be possible?<br>Which cues indicate the most serious risk for a health problem?<br>Which cues indicate action is required?<br>What is the priority order for safe and effective care? |

    5. Address the pathophysiology and etiology of presenting problem (reason why patient is admitted/primary complaint)

    For each presenting problem, thorough review of the Pathophysiology at cellular level, shows understanding of medical diagnosis and comorbidities (identifies most risk factors present) and identifies etiology based on the specific patient's conditions.

    6. Generate Solutions: Identify the plan of action(goal) for each problem (medical/nursing problems).

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **Generate Solutions:** **minimum of 2 SMART goals/solutions for each hypothesis**<br>establish the goals to remedy problems what would be a fix, prevention, or maintenance of desired level.<br>· Determine desired outcomes.<br>· Determine the best solution based on evidence.<br>· Determine what resources are needed (e.g., people, equipment, medications)<br>· Each goal follows the SMART format (Planning- specific, measurable, attainable, realistic/relevant,<br>time-restricted) | What are the desirable outcomes? <br>What should be avoided? <br>What solution will be most helpful for this client? <br>What is the priority to address each problem , fix over maintain or manage symptoms?<br>• What evidence did you use to choose this solution?<br>• What are the risks for choosing or not choosing this solution?<br>What is a realistic timeframe to accomplish? |

    7. Take Actions: Implement the plan: Identify the nursing actions (interventions) and rationale to address each problem (medical/nursing diagnosis)

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **TAKE ACTION Minimum of 2 actions/interventions with rationale for each SMART Goal/solution**<br>•Implement plan.<br> <br>• Perform skill/procedure.<br>• Administer medication.<br>• Collaborate with the team.<br>• Teach patients/families/staff/team.<br>• Demonstrate ethical/legal behavior | · What interventions can achieve the outcomes? <br>· How should the intervention or combination of interventions be<br>· performed, requested, communicated, taught, etc?<br>· What (e.g., people, equipment, medications) is needed to take this action? <br>· What’s the rationale for each intervention as it relates to a goal/fix connect to path and or goal? <br>· Are there contraindications to this action?<br>· What will you do if patient refuses the medication or treatment?<br>· When would the interventions be or not carried out? <br>· What will you do if there are not sufficient resources or team members?<br>· What are the priority interventions? (Mark with asterisk)<br>· Is there particular order in which to carry out the interventions? |

    8. Evaluate Outcomes: identify what criteria the patient will obtain to attain the goal. Determine the result. Evaluate all SMART goals/solutions.

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **Evaluate outcomes evaluates all SAMRT goals/solutions.**<br>· Identifies the SMART goal being evaluated<br>· Links to nursing action. <br>· Was goal Met or Not Met.<br>· How was the goal met. <br>· If not met, the revision includes what interventions didn’t work and what should be done instead in the future. | Results of taking actions:<br>Did the patient’s care outlook or status improve?<br>What signs point to improving/declining/unchanged status?<br>· What indicates your action was/was not effective? <br>· If the actions are effective, not improving indicate what data indicates a further complication?<br>· What action is need next/ what revisions need to be made?<br>· What (e.g., medications, labs, or treatments) do you need to continue monitoring? <br>· What would be a priority to report to the healthcare provider? |

    **DiabetesSummer251.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/diabetessummer251-pptx)

    **## NUR357ConceptMapinstructions.docx**

    **NUR 357 Concept Map Guidelines**

    **Concept Map Description:**

    A concept map is a picture or chart that illustrates the relationships between the patient’s medical diagnosis(es), the symptoms he/she is demonstrating, the patient lab values, the medications he/she is on, and the clinical judgment model.

    The concept map be seen as a type of “puzzle” with all the components making up the pieces that complete the total picture. The concept map also is useful in helping you to identify priorities in nursing care by considering the whole picture of the patient’s condition and vital to clinical decision making.

    **STEPS TO COMPLETE THE CONCEPT MAP:**

    1.
    Recognize Cues: Review your patient’s History and Physical. Identify the current medical diagnoses, chronic health problems. This is often the reason for seeking health care (often a medical diagnosis). Create a Situation and Background to start the map.

    2. Recognizing Cues: what are the correlating patient signs and symptoms, and include results of labs and other diagnostic tests that have been done. (Blood tests, pulmonary function tests, x-rays, EKG’s, etc.)

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **Recognizing Cues:**<br>Which patient information is relevant: Consider signs and symptoms, lab work, patient statements, <br>H & P, and others. Consider subjective and objective data. | • Which cues were relevant? Irrelevant?<br>• What is occurring in the environment?<br>• Which laboratory data are significant?<br>• What is significant in the patient's history? <br>• What is the immediate concern? <br>• What factors may exist related to the abnormal data? |

    3. Analyze cues: Linking of recognized cues to the client's clinical presentation and establishing probable client needs, concerns, and problems.

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **Analyze cues:**<br>• Recognize patterns and cluster the cues from above together.<br>• Link cues. Recognize patterns. Name this as an issue or descriptor of your cluster<br>• Determine what is concerning. Name it. M<br> **inimum of 3 clusters/concerns**<br>• Determine if additional information is needed. | How do the data link to other information? <br>What patterns do you recognize? <br>Which patient conditions are consistent with the cues?<br>What cues are a cause for concern? <br>What other information would help to establish the significance of a cue? <br>What else do you need to know to generate a hypothesis? |

    4. Prioritize hypotheses: Identify all problems (medical/nursing diagnoses) that apply and correlate on the map with the data that supports the diagnosis. Identify and rank the medical/nursing diagnoses in order of priority.

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **Prioritize hypotheses: minimum of 3**<br>• Cluster information.<br>• Narrow possibilities.<br>• Determine order of priorities.<br>• Determine risk for action or inaction.<br>• Provide evidence for hypothesis | What conclusions can you make? <br>What explanations are most likely?<br>What other conclusions could be possible?<br>Which cues indicate the most serious risk for a health problem?<br>Which cues indicate action is required?<br>What is the priority order for safe and effective care? |

    5. Address the pathophysiology and etiology of presenting problem (reason why patient is admitted/primary complaint)

    For each presenting problem, thorough review of the Pathophysiology at cellular level, shows understanding of medical diagnosis and comorbidities (identifies most risk factors present) and identifies etiology based on the specific patient's conditions.

    6. Generate Solutions: Identify the plan of action(goal) for each problem (medical/nursing problems).

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **Generate Solutions:** **minimum of 2 SMART goals/solutions for each hypothesis**<br>establish the goals to remedy problems what would be a fix, prevention, or maintenance of desired level.<br>· Determine desired outcomes.<br>· Determine the best solution based on evidence.<br>· Determine what resources are needed (e.g., people, equipment, medications)<br>· Each goal follows the SMART format (Planning- specific, measurable, attainable, realistic/relevant,<br>time-restricted) | What are the desirable outcomes? <br>What should be avoided? <br>What solution will be most helpful for this client? <br>What is the priority to address each problem , fix over maintain or manage symptoms?<br>• What evidence did you use to choose this solution?<br>• What are the risks for choosing or not choosing this solution?<br>What is a realistic timeframe to accomplish? |

    7. Take Actions: Implement the plan: Identify the nursing actions (interventions) and rationale to address each problem (medical/nursing diagnosis)

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **TAKE ACTION Minimum of 2 actions/interventions with rationale for each SMART Goal/solution**<br>•Implement plan.<br> <br>• Perform skill/procedure.<br>• Administer medication.<br>• Collaborate with the team.<br>• Teach patients/families/staff/team.<br>• Demonstrate ethical/legal behavior | · What interventions can achieve the outcomes? <br>· How should the intervention or combination of interventions be<br>· performed, requested, communicated, taught, etc?<br>· What (e.g., people, equipment, medications) is needed to take this action? <br>· What’s the rationale for each intervention as it relates to a goal/fix connect to path and or goal? <br>· Are there contraindications to this action?<br>· What will you do if patient refuses the medication or treatment?<br>· When would the interventions be or not carried out? <br>· What will you do if there are not sufficient resources or team members?<br>· What are the priority interventions? (Mark with asterisk)<br>· Is there particular order in which to carry out the interventions? |

    8. Evaluate Outcomes: identify what criteria the patient will obtain to attain the goal. Determine the result. Evaluate all SMART goals/solutions.

    | | |
    | — | — |
    | **CJ Tasks** | **Prompts/Considerations** |
    | **Evaluate outcomes evaluates all SAMRT goals/solutions.**<br>· Identifies the SMART goal being evaluated<br>· Links to nursing action. <br>· Was goal Met or Not Met.<br>· How was the goal met. <br>· If not met, the revision includes what interventions didn’t work and what should be done instead in the future. | Results of taking actions:<br>Did the patient’s care outlook or status improve?<br>What signs point to improving/declining/unchanged status?<br>· What indicates your action was/was not effective? <br>· If the actions are effective, not improving indicate what data indicates a further complication?<br>· What action is need next/ what revisions need to be made?<br>· What (e.g., medications, labs, or treatments) do you need to continue monitoring? <br>· What would be a priority to report to the healthcare provider? |

    **DiabetesSummer251.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/diabetessummer251-pptx)

    – 1
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  • [Solved] Week 3 Discussion Response- Managing People and Promoting Collab

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    – ## Week3DiscussionResponse-ManagingPeopleandPromotingCollab.docx **## Week3DiscussionResponse-ManagingPeopleandPromotingCollab.docx** Week 3 Discussion Response Managing People and Promoting Collab Colleague 1 Lauren Adkins, The Consequences of Passive Leadership Two strong performers in a medium-…

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    – ## Week3DiscussionResponse-ManagingPeopleandPromotingCollab.docx

    **## Week3DiscussionResponse-ManagingPeopleandPromotingCollab.docx**

    Week 3 Discussion Response

    Managing People and Promoting Collab

    Colleague 1

    Lauren Adkins,

    The Consequences of Passive Leadership

    Two strong performers in a medium-sized marketing firm began fighting, and their conflict became open and hostile. Instead of speaking up, the manager opted to stay quiet since he didn’t want difficulties. Because the leadership was not involved, the company's drama worsened, causing gossip and cliques to grow. As McQuaid (2019) points out, if team tension is not handled well, it can lower the team’s spirit and bring down their involvement.

    Because the manager was inactive, an unhealthy environment formed in the workplace. According to Cy Wakeman's (2018) ideas on emotional waste, they chose not to act and instead allowed destructive behaviors to continue. An effective way would have been to mediate first, then clearly repeat the required behavior standards, matching the company’s values.

    Managers should ensure an open communication environment to enhance their leadership (Edmondson, 2018). Also, developing emotional intelligence allows leaders to notice and manage tension among team members when it starts (Goleman, D. 2006). If a team wants to function well without dramas, it needs leaders who are emotionally intelligent and take the first step.

    References

    McQuaid, M., PhD. (2019, November 18). An interview with drama researcher Cy Wakeman. Psychology Today.
    [https://www.psychologytoday.com/us/blog/functioning-flourishing/201911/is-workplace-drama-wearing-you-down\
    Links to an external site.](https://www.psychologytoday.com/us/blog/functioning-flourishing/201911/is-workplace-drama-wearing-you-down)

    Cy Wakeman. (2018, June 14). Identifying where drama comes from & why [Video]. YouTube.
    [https://www.youtube.com/watch?v=5uX2ZG1SIHk\
    Links to an external site.](https://www.youtube.com/watch?v=5uX2ZG1SIHk)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/week-3-discussion-response-managing-people-and-promoting-collab)

    Edmondson, A. C. (2018). The Fearless Organization: Creating psychological safety in the workplace for learning, innovation, and growth.
    [https://ci.nii.ac.jp/ncid/BB2750129X\
    Links to an external site.](https://ci.nii.ac.jp/ncid/BB2750129X)

    Goleman, D. (2006). Emotional Intelligence. Bantam Books, New York, 352 p. – References – Scientific Research Publishing. (n.d.).
    [https://www.scirp.org/reference/referencespapers?referenceid=2787547\
    Links to an external site.](https://www.scirp.org/reference/referencespapers?referenceid=2787547)

    **Colleague 2**

    **Alexis Rubin,**

    **Micromanagement as a Catalyst for Workplace Drama**

    In a growing tech startup, the team leader’s way of managing things led to stress in the workplace. Even with top-notch workers on board, the manager preferred to monitor all the details and constantly change and correct work without being asked in forums. First, many considered the behavior comprehensive; it later turned into something that frustrated and distanced people. Staff started talking behind others’ backs, created groups apart from the rest of the team, and stayed far from management, as explained by Wakeman (2018).

    McQuaid (2019) states that drama often results when people feel their freedom is limited and things are not expected of them. As a result of that manager’s actions, both problems arose. They did not make people feel safe and responsible, but drove people to feel anxious and stressed. Doubting one’s decisions so much eventually caused a decrease in motivation, teamwork, and creativity.

    Managers should try to implement principles of transformational leadership, especially by empowering their teams, coaching them well, and helping them achieve their goals (Bass & Riggio, 2006). Encouraging staff to be responsible for what they do would create a stronger bond of trust and bring down unproductive tensions. Moreover, if we take a self-determination theory approach, which stresses autonomy, competence, and relatedness, the team can experience more psychological safety (Deci & Ryan, 2008).

    Letting the team lead and taking part only when there is a good reason makes leaders appear confident. Reducing micromanagement means handing out authority and removing the feelings that make drama worse.

    **References**

    Cy Wakeman. (2018, June 14).
    _Identifying where drama comes from & why_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=5uX2ZG1SIHkLinks to an external site.](https://www.youtube.com/watch?v=5uX2ZG1SIHk)![](https://www.sweetstudy.com/questions/week-3-discussion-response-managing-people-and-promoting-collab)

    McQuaid, M., PhD. (2019, November 18). An interview with drama researcher Cy Wakeman.
    _Psychology Today_.
    [https://www.psychologytoday.com/us/blog/functioning-flourishing/201911/is-workplace-drama-wearing-you-downLinks to an external site.](https://www.psychologytoday.com/us/blog/functioning-flourishing/201911/is-workplace-drama-wearing-you-down)

    _Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership. New York, NY: Psychology Press. – References – Scientific Research Publishing_. (n.d.).
    [https://www.scirp.org/reference/referencespapers?referenceid=3007266Links to an external site.](https://www.scirp.org/reference/referencespapers?referenceid=3007266)

    Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health.
    _Canadian Psychology/Psychologie Canadienne_,
    _49_(3), 182–185.
    [https://doi.org/10.1037/a0012801Links to an external site.](https://doi.org/10.1037/a0012801)

    1. reinforcement of respectful communication. The manager should have established norms around conflict resolution and professionalism, making it clear that public disputes and gossip were unacceptable.

    2.
    **Proactively Intervene in Conflicts**: Instead of waiting for issues to escalate, the manager could have initiated mediated conversations between the conflicting parties. As White (2018) suggests, neutralizing negativity involves addressing it early and directly, while remaining impartial.

    3.
    **Foster a Culture of Accountability and Recognition**: McQuaid (2019) notes that when employees feel acknowledged and supported, they’re less likely to engage in destructive behaviors. The manager could have implemented regular feedback sessions, peer recognition programs, or team-building efforts to shift focus from interpersonal conflict to collaboration.

    4.
    **Educate Staff on Emotional Intelligence**: Training on self-regulation and interpersonal dynamics would empower employees to manage their responses more constructively. As emphasized in the
    _Reality-Based Leadership_ (2017) video, drama often stems from unproductive thinking and assumptions—both of which can be minimized through reflection and awareness.

              Ultimately, the manager’s responsibility is not just to maintain productivity but to shape a psychologically safe culture where issues are addressed openly and respectfully. A drama-free workplace isn’t one without conflict, but one where conflict is navigated constructively. Through intentional leadership, proactive communication, and accountability, managers can transform toxic dynamics into opportunities for growth and cohesion.

    **References**

    Agarwal, P. (2018, August 29).
    _How to create a positive workplace culture_. Forbes.
    [https://www.forbes.com/sites/pragyaagarwaleurope/2018/08/29/how-to-create-a-positive-work-place-culture/Links to an external site.](https://www.forbes.com/sites/pragyaagarwaleurope/2018/08/29/how-to-create-a-positive-work-place-culture/)

    McQuaid, M. (2019).
    _Is workplace drama wearing you down?_ Psychology Today.
    [https://www.psychologytoday.com/us/blog/functioning-flourishing/201911/is-workplace-drama-wearing-you-downLinks to an external site.](https://www.psychologytoday.com/us/blog/functioning-flourishing/201911/is-workplace-drama-wearing-you-down)

    Reality-Based Leadership. (2017, March 16).
    _What is drama in the workplace?_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=4_57hBiOldwLinks to an external site.](https://www.youtube.com/watch?v=4_57hBiOldw)![](https://www.sweetstudy.com/questions/week-3-discussion-response-managing-people-and-promoting-collab)

    Taylor, B. (2020, February 17).
    _Don’t let negativity sink your organization_. Harvard Business Review Digital Articles, 2–4.

    Wakeman, C. (2018, June 13).
    _Identifying where drama comes from and why_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=5uX2ZG1SIHkLinks to an external site.](https://www.youtube.com/watch?v=5uX2ZG1SIHk)![](https://www.sweetstudy.com/questions/week-3-discussion-response-managing-people-and-promoting-collab)

    White, P. (2018).
    _Neutralizing a negative workplace: Understanding and dealing with negativity at the office_.
    _Personal Excellence_, 23(4), 19–20

    ## image1.png

    **## Week3DiscussionResponse-ManagingPeopleandPromotingCollab.docx**

    Week 3 Discussion Response

    Managing People and Promoting Collab

    Colleague 1

    Lauren Adkins,

    The Consequences of Passive Leadership

    Two strong performers in a medium-sized marketing firm began fighting, and their conflict became open and hostile. Instead of speaking up, the manager opted to stay quiet since he didn’t want difficulties. Because the leadership was not involved, the company's drama worsened, causing gossip and cliques to grow. As McQuaid (2019) points out, if team tension is not handled well, it can lower the team’s spirit and bring down their involvement.

    Because the manager was inactive, an unhealthy environment formed in the workplace. According to Cy Wakeman's (2018) ideas on emotional waste, they chose not to act and instead allowed destructive behaviors to continue. An effective way would have been to mediate first, then clearly repeat the required behavior standards, matching the company’s values.

    Managers should ensure an open communication environment to enhance their leadership (Edmondson, 2018). Also, developing emotional intelligence allows leaders to notice and manage tension among team members when it starts (Goleman, D. 2006). If a team wants to function well without dramas, it needs leaders who are emotionally intelligent and take the first step.

    References

    McQuaid, M., PhD. (2019, November 18). An interview with drama researcher Cy Wakeman. Psychology Today.
    [https://www.psychologytoday.com/us/blog/functioning-flourishing/201911/is-workplace-drama-wearing-you-down\
    Links to an external site.](https://www.psychologytoday.com/us/blog/functioning-flourishing/201911/is-workplace-drama-wearing-you-down)

    Cy Wakeman. (2018, June 14). Identifying where drama comes from & why [Video]. YouTube.
    [https://www.youtube.com/watch?v=5uX2ZG1SIHk\
    Links to an external site.](https://www.youtube.com/watch?v=5uX2ZG1SIHk)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/week-3-discussion-response-managing-people-and-promoting-collab)

    Edmondson, A. C. (2018). The Fearless Organization: Creating psychological safety in the workplace for learning, innovation, and growth.
    [https://ci.nii.ac.jp/ncid/BB2750129X\
    Links to an external site.](https://ci.nii.ac.jp/ncid/BB2750129X)

    Goleman, D. (2006). Emotional Intelligence. Bantam Books, New York, 352 p. – References – Scientific Research Publishing. (n.d.).
    [https://www.scirp.org/reference/referencespapers?referenceid=2787547\
    Links to an external site.](https://www.scirp.org/reference/referencespapers?referenceid=2787547)

    **Colleague 2**

    **Alexis Rubin,**

    **Micromanagement as a Catalyst for Workplace Drama**

    In a growing tech startup, the team leader’s way of managing things led to stress in the workplace. Even with top-notch workers on board, the manager preferred to monitor all the details and constantly change and correct work without being asked in forums. First, many considered the behavior comprehensive; it later turned into something that frustrated and distanced people. Staff started talking behind others’ backs, created groups apart from the rest of the team, and stayed far from management, as explained by Wakeman (2018).

    McQuaid (2019) states that drama often results when people feel their freedom is limited and things are not expected of them. As a result of that manager’s actions, both problems arose. They did not make people feel safe and responsible, but drove people to feel anxious and stressed. Doubting one’s decisions so much eventually caused a decrease in motivation, teamwork, and creativity.

    Managers should try to implement principles of transformational leadership, especially by empowering their teams, coaching them well, and helping them achieve their goals (Bass & Riggio, 2006). Encouraging staff to be responsible for what they do would create a stronger bond of trust and bring down unproductive tensions. Moreover, if we take a self-determination theory approach, which stresses autonomy, competence, and relatedness, the team can experience more psychological safety (Deci & Ryan, 2008).

    Letting the team lead and taking part only when there is a good reason makes leaders appear confident. Reducing micromanagement means handing out authority and removing the feelings that make drama worse.

    **References**

    Cy Wakeman. (2018, June 14).
    _Identifying where drama comes from & why_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=5uX2ZG1SIHkLinks to an external site.](https://www.youtube.com/watch?v=5uX2ZG1SIHk)![](https://www.sweetstudy.com/questions/week-3-discussion-response-managing-people-and-promoting-collab)

    McQuaid, M., PhD. (2019, November 18). An interview with drama researcher Cy Wakeman.
    _Psychology Today_.
    [https://www.psychologytoday.com/us/blog/functioning-flourishing/201911/is-workplace-drama-wearing-you-downLinks to an external site.](https://www.psychologytoday.com/us/blog/functioning-flourishing/201911/is-workplace-drama-wearing-you-down)

    _Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership. New York, NY: Psychology Press. – References – Scientific Research Publishing_. (n.d.).
    [https://www.scirp.org/reference/referencespapers?referenceid=3007266Links to an external site.](https://www.scirp.org/reference/referencespapers?referenceid=3007266)

    Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health.
    _Canadian Psychology/Psychologie Canadienne_,
    _49_(3), 182–185.
    [https://doi.org/10.1037/a0012801Links to an external site.](https://doi.org/10.1037/a0012801)

    1. reinforcement of respectful communication. The manager should have established norms around conflict resolution and professionalism, making it clear that public disputes and gossip were unacceptable.

    2.
    **Proactively Intervene in Conflicts**: Instead of waiting for issues to escalate, the manager could have initiated mediated conversations between the conflicting parties. As White (2018) suggests, neutralizing negativity involves addressing it early and directly, while remaining impartial.

    3.
    **Foster a Culture of Accountability and Recognition**: McQuaid (2019) notes that when employees feel acknowledged and supported, they’re less likely to engage in destructive behaviors. The manager could have implemented regular feedback sessions, peer recognition programs, or team-building efforts to shift focus from interpersonal conflict to collaboration.

    4.
    **Educate Staff on Emotional Intelligence**: Training on self-regulation and interpersonal dynamics would empower employees to manage their responses more constructively. As emphasized in the
    _Reality-Based Leadership_ (2017) video, drama often stems from unproductive thinking and assumptions—both of which can be minimized through reflection and awareness.

              Ultimately, the manager’s responsibility is not just to maintain productivity but to shape a psychologically safe culture where issues are addressed openly and respectfully. A drama-free workplace isn’t one without conflict, but one where conflict is navigated constructively. Through intentional leadership, proactive communication, and accountability, managers can transform toxic dynamics into opportunities for growth and cohesion.

    **References**

    Agarwal, P. (2018, August 29).
    _How to create a positive workplace culture_. Forbes.
    [https://www.forbes.com/sites/pragyaagarwaleurope/2018/08/29/how-to-create-a-positive-work-place-culture/Links to an external site.](https://www.forbes.com/sites/pragyaagarwaleurope/2018/08/29/how-to-create-a-positive-work-place-culture/)

    McQuaid, M. (2019).
    _Is workplace drama wearing you down?_ Psychology Today.
    [https://www.psychologytoday.com/us/blog/functioning-flourishing/201911/is-workplace-drama-wearing-you-downLinks to an external site.](https://www.psychologytoday.com/us/blog/functioning-flourishing/201911/is-workplace-drama-wearing-you-down)

    Reality-Based Leadership. (2017, March 16).
    _What is drama in the workplace?_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=4_57hBiOldwLinks to an external site.](https://www.youtube.com/watch?v=4_57hBiOldw)![](https://www.sweetstudy.com/questions/week-3-discussion-response-managing-people-and-promoting-collab)

    Taylor, B. (2020, February 17).
    _Don’t let negativity sink your organization_. Harvard Business Review Digital Articles, 2–4.

    Wakeman, C. (2018, June 13).
    _Identifying where drama comes from and why_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=5uX2ZG1SIHkLinks to an external site.](https://www.youtube.com/watch?v=5uX2ZG1SIHk)![](https://www.sweetstudy.com/questions/week-3-discussion-response-managing-people-and-promoting-collab)

    White, P. (2018).
    _Neutralizing a negative workplace: Understanding and dealing with negativity at the office_.
    _Personal Excellence_, 23(4), 19–20

    ## image1.png

  • [Solved] 612 discussion 4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## 612discussion4.docx **## 612discussion4.docx** ![icon](https://www.sweetstudy.com/questions/612-discussion-4)**_Case 4_** **Vital signs:** T 99°F, HR 80, RR 18, BP 128/78, BMI 22. **Chief Complaint:** Foul smelling urine, incontinence, restless **Discuss the following:** 1) What additional subj…

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    – ## 612discussion4.docx

    **## 612discussion4.docx**

    ![icon](https://www.sweetstudy.com/questions/612-discussion-4)**_Case 4_**

    **Vital signs:** T 99°F, HR 80, RR 18, BP 128/78, BMI 22.

    **Chief Complaint:** Foul smelling urine, incontinence, restless

    **Discuss the following:**

    1) What additional subjective data are you seeking to include past medical history, social, and relevant family history?
    2) What additional objective data will you be assessing for?
    3) What are the differential diagnoses that you are considering?
    4) What laboratory tests will help you rule out some of the differential diagnoses?
    5) What radiological examinations or additional diagnostic studies would you order?
    6) What treatment and specific information about the prescription that you will give this patient?
    7) What are the potential complications from the treatment ordered?
    8) What additional laboratory tests might you consider ordering?
    9) What additional patient teaching may be needed?
    10) Will you be looking for a consult?

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    ## image1.png

    **## 612discussion4.docx**

    ![icon](https://www.sweetstudy.com/questions/612-discussion-4)**_Case 4_**

    **Vital signs:** T 99°F, HR 80, RR 18, BP 128/78, BMI 22.

    **Chief Complaint:** Foul smelling urine, incontinence, restless

    **Discuss the following:**

    1) What additional subjective data are you seeking to include past medical history, social, and relevant family history?
    2) What additional objective data will you be assessing for?
    3) What are the differential diagnoses that you are considering?
    4) What laboratory tests will help you rule out some of the differential diagnoses?
    5) What radiological examinations or additional diagnostic studies would you order?
    6) What treatment and specific information about the prescription that you will give this patient?
    7) What are the potential complications from the treatment ordered?
    8) What additional laboratory tests might you consider ordering?
    9) What additional patient teaching may be needed?
    10) Will you be looking for a consult?

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    ## image1.png

  • [Solved] 508c3

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    **Promoting Equity in Education: The Role of Educational Policy and Leadership** #### **Introduction:** Begin with an introduction that provides an overview of the role of educational policy in addressing the needs of diverse student learners. **Educational Policy and Diverse Student Learners:** Dis…

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    **Promoting Equity in Education: The Role of Educational Policy and Leadership**
    #### **Introduction:** Begin with an introduction that provides an overview of the role of educational policy in addressing the needs of diverse student learners.
    **Educational Policy and Diverse Student Learners:** Discuss the role of educational policy in meeting the needs of diverse student learners. Explore how policies influence curriculum development, funding allocation, teacher training, and support services to address the diverse needs of students from different cultural, linguistic, and socioeconomic backgrounds.
    **Traditional Assessment of Equal Opportunity:** Discuss three ways in which policymakers have traditionally assessed equal opportunity in American schools. Provide examples of policies or initiatives that have been implemented to promote equal access to educational resources, opportunities, and outcomes for all students.
    **Culturally Responsive Strategies for Equity:** Explore culturally responsive strategies to enhance school climate and equity for diverse students. Discuss approaches such as culturally relevant curriculum, inclusive pedagogy, family and community engagement, and professional development for educators to create supportive and inclusive learning environments.
    **Role of Educational Leaders:** Reflect on the role of current or future educational leaders in promoting educational policies and practices that address the needs of diverse student learners. Discuss the importance of advocacy, collaboration, and cultural competence in leadership roles to advance equity and social justice in education.
    **Conclusion:** Summarize the key points discussed and emphasize the importance of addressing diversity and equity in educational policy and leadership practices. Highlight the ongoing need for collaborative efforts to create inclusive and equitable learning environments for all students.
    [_Equity and Inclusion in Education-Finding Strength in Diversity_](https://www.oecd-ilibrary.org/sites/ca27c1c3-en/index.html?itemId=/content/component/ca27c1c3-en):
    https://www.oecd-ilibrary.org/sites/ca27c1c3-en/index.html?itemId=/content/component/ca27c1c3-en
    https://www.idra.org/resource-center/positive-school-climates-diverse-populations/
    https://www.ascd.org/blogs/navigating-dei-in-schools-five-crucial-considerations
    Zion, S. (2020). Transformative Student Voice: Extending the role of youth in addressing systemic marginalization in U.S. schools. _Multiple Voices for Ethnically Diverse Exceptional Learners, 20_(1), 32–43.
    Lips, D. (2019). [_The state of equal opportunity in American K-12 education_](https://freopp.org/the-state-of-equal-opportunity-in-american-k-12-education-42c78f5b67d2). The Foundation for Research on Equal Opportunity. https://freopp.org/the-state-of-equal-opportunity-in-american-k-12-education-42c78f5b67d2

  • [Solved] 612 clinical discussion 4

    ✓ Verified Academic Solution Available

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    – ## 612discussion4clinical.docx **## 612discussion4clinical.docx** ![icon](https://www.sweetstudy.com/questions/612-clinical-discussion-4)**_Weekly Clinical Experience 4_** Patient came in because she is having trouble sleeping. She is 77 years old Describe your clinical experience for this week. ·…

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    – ## 612discussion4clinical.docx

    **## 612discussion4clinical.docx**

    ![icon](https://www.sweetstudy.com/questions/612-clinical-discussion-4)**_Weekly Clinical Experience 4_**

    Patient came in because she is having trouble sleeping. She is 77 years old

    Describe your clinical experience for this week.

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    ## image1.png

    **## 612discussion4clinical.docx**

    ![icon](https://www.sweetstudy.com/questions/612-clinical-discussion-4)**_Weekly Clinical Experience 4_**

    Patient came in because she is having trouble sleeping. She is 77 years old

    Describe your clinical experience for this week.

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    ## image1.png

  • [Solved] 540 c3

    ✓ Verified Academic Solution Available

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    explains the role that learning theories play (or should play) in curriculum development. Chapter 5: Knowledge and Theories about Curriculum (p. 104–128) in: Hewitt, T. W. (2006). _Understanding and shaping curriculum: What we teach and why_. Thousand Oaks, CA: Sage Publications. Karagiorgi, Y. & Sy…

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    Assignment Prompt & Instructions

    explains the role that learning theories play (or should play) in curriculum development.
    Chapter 5: Knowledge and Theories about Curriculum (p. 104–128) in:
    Hewitt, T. W. (2006). _Understanding and shaping curriculum: What we teach and why_. Thousand Oaks, CA: Sage Publications.
    Karagiorgi, Y. & Symeou, L. (2005) [_Translating constructivism into instructional design: Potential and limitations_](http://www.ifets.info/journals/8_1/5.pdf). _Educational Technology & Society, 8(1)_, 17-27. Retrieved from http://www.ifets.info/journals/8_1/5.pdf

  • [Solved] Due friday 13th ban 610

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    _Business Intelligence and Analytics_ Visit the IBM repository of white papers ( [White Paper – IBM Business Operations Blog)Links to an external site.](https://www.ibm.com/blog/tag/business-operations/). At this link, you should select five articles that are relevant to either your current role as …

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    Assignment Prompt & Instructions

    _Business Intelligence and Analytics_
    Visit the IBM repository of white papers ( [White Paper – IBM Business Operations Blog)Links to an external site.](https://www.ibm.com/blog/tag/business-operations/). At this link, you should select five articles that are relevant to either your current role as an employee and how data analytics can increase both efficiency and effectiveness. Feel free to pull from across different sectors. If your current job does not involve analytics, select an area of discipline that interests you after exploring the library of white papers. You should compose a one-page, double-spaced executive summary for each article.