Tag: Nursing

  • [Solved] Wk4 disc inte/sys

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    Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following: – A description of you…

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    Assignment Prompt & Instructions

    Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:
    – A description of your core values.
    – A personal mission and vision statement.
    – An analysis of your CliftonStrengths Assessment summarizing the results of your profile
    – A description of two key behaviors that you wish to strengthen.
    – A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples.
    – Be sure to incorporate your colleagues’ feedback on your CliftonStrengths Assessment from this Module’s Discussion 2.

  • [Solved] case study

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    – ## Week5SoapNotedraft.docx **## Week5SoapNotedraft.docx** Week 5 Soap Note Submit a correctly formatted SOAP note on the identified patient type in a Word document. If the identified patient type was not seen during your clinical, please contact your professor for a patient profile. **Patient type…

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    – ## Week5SoapNotedraft.docx

    **## Week5SoapNotedraft.docx**

    Week 5 Soap Note

    Submit a correctly formatted SOAP note on the identified patient type in a Word document. If the identified patient type was not seen during your clinical, please contact your professor for a patient profile.

    **Patient type:** Adult Psychiatric – A 30-year-old African American male presented to the clinic with his female partner with complaints and symptoms of major depression.

    **Please add citations to every idea in the assessment, planning, Education, follow-up, and diagnosis areas. Every idea must be cited and referenced in 7th APA format.**

    **It requires a primary Diagnosis and 3 different diagnoses, all with ICD-10 codes.**

    ·
    **Please use evidence-based references, guidelines used in the management of major depression.**

    **Sample required Soap Note:**

    **SOAP Note Week Four**

    Student Name

    Name of Institution

    Course Name:

    Professor's Name followed by credentials

    October 1, 2020

    **SOAP Note Week Two**

    ID: M M, DOB 1/1/2000, age 20, Hispanic male presents to the clinic unaccompanied and appears to be a reliable historian.

    **Subjective:**

    **CC:** “Cough, runny nose, and sore throat for 7 days”

    **HPI:**

    28 year old Hispanic male presents to the clinic unaccompanied, complaining of non-productive cough, runny nose and sore throat x 7 days (1/7/2020). Currently, he reports his symptoms are controlled with Dayquil and Nyquil. He reports his cough as mild, worsened when lying flat. Reports intermittent chills with highest temp at home was 99 degrees. Patient is here to see if he needs antibiotics. He rates his pain in his throat as 4/10, described as “aching, swallowing makes it worse”, relieved by Dayquil/nyquil but returns when that wears off after an hour. Denies headache, denies being around any other sick contacts and denies recent travel.

    **Past Medical History:**

    ·
    **Medical problem list**

    Asthma until high school,

    Chickenpox at age 2

    Sinus infections-chronic, GERD

    ·
    **Surgical**:

    Tonsillectomy (1998),

    Wisdom Teeth Removal (2005)

    **Allergies:**

    No known drug allergies.

    Food allergies:Strawberries (rash),

    Denies seasonal allergies

    **Medications:**

    1. Dayquil 15ml 3-4 times daily

    2. Nyquil 15ml HS

    3. No prescription medications, denies NSAID use or Tylenol

    **Vaccinations:**

    Received all childhood vaccines

    Last flu shot given Oct 2019.

    **Social History:**

    Chemical history:

    Denies tobacco/e-cigarette use.

    Engaged, works in IT, Hobbies include archery.

    **Family History:**

    Mother age 60-Diabetes II (deceased)

    Father age 61, HTN, DM
    Sister 42yo HTN
    Maternal Grandma Dementia Deceased age 67

    **ROS:**

    General: Denies weight change, weakness, fatigue,
    **(+)fevers.**.

    Eyes: no vision change, corrective lenses, pain redness, excessive tearing, double vision, blurred vision, or blindness.
    EarsNose/Throat/mouth: no hearing changes, tinnitus, earaches, infection, discharge.

    **(+) FOR RHINORRHEA**. No sinus pain or epistaxis.
    **(+) SORE THROAT,**

    **(+) HOARSE VOICE**. No bleeding gums, dentures, sore tongue, dry mouth.

    C/V: Denies chest pain, palpitations.
    Pulmonary:
    **(+)NON-PRODUCTIVE COUGH**, denies hemoptysis, dyspnea, wheezing, pleuritic pain
    Neuro: Denies headache, dizziness, focal numbness/weakness, nausea, vomiting.

    Lymph: Denies swollen lymph nodes in neck.

    Allergy/immunology: Denies seasonal or environmental allergies
    **(+) chronic sinus**

    **infections**

    **Objective**

    **VS**: T – 98 P – 80 R – 16 BP – 128/72 O2 sat – 99% – 4/10 pain in throat. Wt: 205 Ht: 72 in BMI: 27.8

    **Labs, radiology or other pertinent studies:** Rapid strep negative this visit

    Skin: Natural in color, warm, smooth and dry. Good skin turgor, no lesions, rashes, ecchymosis or moles. Nails without clubbing or cyanosis.

    HEENT:
    Ears: pinna clean, no exudate noted. TM intact and pearly gray with cone of light bilat.
    Nose: nasal mucosa
    **reddened.** **Inferior turbinates with bilateral erythema with**

    **clear exudate.** Nares patent bilat. No sinus pain upon palpation. Septum midline.
    Throat: oral mucosa with
    **erythema,** tongue mobile without lesions, tonsils absent.
    Neck: non-tender cervical area, no lymph nodes palpable. Non-enlarged thyroid

    palpated. Trachea midline.
    Neuro: Alert and oriented x 4. Appropriate, answers all questions.
    Cardio: RRR. Crisp S1 S2 without clicks or murmurs.

    Thorax and lungs: Thorax is symmetric with good expansion. Respirations are even and unlabored. No use of accessory muscles, stridor, grunting, or nasal flaring. Lungs CTA Bilaterally.

    (***notice not all systems are in the PE when doing a focused exam on a problem)

    **A:**

    Differential DDX: INCLUDE AT LEAST 3 DIFFERENTIALS

    1. Viral pharyngitis – most likely as evidenced by clear exudate in nares, sore throat, cough, low grade fever (Stead, 2019). (←←←←←that is a practice treatment guideline)

    2. Strep Throat – not as likely; low grade fever could be higher but Nyquil/Dayquil contains Tylenol but appearance and 7 days duration, lack of sick contacts and negative rapid strep test performed here in office this visit (Stead, 2019).

    3. Allergic rhinitis – no report of sx increasing with outdoor activity or exposure to allergens, sx with sore throat are less likely for allergies.

    4. Sinusitis- he has chronic infections with current erythema in turbinates, however he has no pain on palpation of sinus cavities, exudate is clear, his nares are patent, and he reports no pressure.

    **DX: Viral pharyngitis**

    **Plan:**

    · Diagnostics

    In house throat swab for rapid strep – negative.

    Chest Xray, CBC, BMP (Stead, 2019).

    · Treatment (specific medication with dosages here if this applies)

    – Continue to rest and drink lots of fluids (Cash & Glass, 2017; Stead, 2019).

    – Continue OTC Dayquil/Nyquil 15ml PRN per directions on the box

    · Education

    – Safe dosing discussed, sedation may occur with Nyquil, avoid driving or

    operating heavy machinery after taking. Do not exceed 4000 mg tylenol in

    a day or take additional products with Tylenol.

    – Do not drink alcohol while taking these medications.

    – Encourage tea with honey and lemon to help with cough and sore throat.

    – Gargle with warm salt water 2-3 times a day for 30 sec, swish and spit.

    – Do not drink alcohol while taking these medications.

    – Cover mouth when coughing, do not drink after other people

    · Follow-up

    Return to office in 3-4 days if symptoms do not start to improve, or the

    emergency room.
    Call 911 or go to ER for trouble breathing or any other emergent concern

    (Stead, 2019).

    References:

    Cash, J. & Glass, C. (2019).
    _Family practice guidelines_. New York, NY. Springer.

    Stead, W. (2019). Symptomatic treatment of acute pharyngitis in adults. In L. Kunnis

    (Ed.).
    _UpToDate_ Retrieved February 12, 2020 from:

    https://www.uptodate.com/contents/symptomatic-treatment-of-acute-pharyngitis-

    in-adults

    **## Week5SoapNotedraft.docx**

    Week 5 Soap Note

    Submit a correctly formatted SOAP note on the identified patient type in a Word document. If the identified patient type was not seen during your clinical, please contact your professor for a patient profile.

    **Patient type:** Adult Psychiatric – A 30-year-old African American male presented to the clinic with his female partner with complaints and symptoms of major depression.

    **Please add citations to every idea in the assessment, planning, Education, follow-up, and diagnosis areas. Every idea must be cited and referenced in 7th APA format.**

    **It requires a primary Diagnosis and 3 different diagnoses, all with ICD-10 codes.**

    ·
    **Please use evidence-based references, guidelines used in the management of major depression.**

    **Sample required Soap Note:**

    **SOAP Note Week Four**

    Student Name

    Name of Institution

    Course Name:

    Professor's Name followed by credentials

    October 1, 2020

    **SOAP Note Week Two**

    ID: M M, DOB 1/1/2000, age 20, Hispanic male presents to the clinic unaccompanied and appears to be a reliable historian.

    **Subjective:**

    **CC:** “Cough, runny nose, and sore throat for 7 days”

    **HPI:**

    28 year old Hispanic male presents to the clinic unaccompanied, complaining of non-productive cough, runny nose and sore throat x 7 days (1/7/2020). Currently, he reports his symptoms are controlled with Dayquil and Nyquil. He reports his cough as mild, worsened when lying flat. Reports intermittent chills with highest temp at home was 99 degrees. Patient is here to see if he needs antibiotics. He rates his pain in his throat as 4/10, described as “aching, swallowing makes it worse”, relieved by Dayquil/nyquil but returns when that wears off after an hour. Denies headache, denies being around any other sick contacts and denies recent travel.

    **Past Medical History:**

    ·
    **Medical problem list**

    Asthma until high school,

    Chickenpox at age 2

    Sinus infections-chronic, GERD

    ·
    **Surgical**:

    Tonsillectomy (1998),

    Wisdom Teeth Removal (2005)

    **Allergies:**

    No known drug allergies.

    Food allergies:Strawberries (rash),

    Denies seasonal allergies

    **Medications:**

    1. Dayquil 15ml 3-4 times daily

    2. Nyquil 15ml HS

    3. No prescription medications, denies NSAID use or Tylenol

    **Vaccinations:**

    Received all childhood vaccines

    Last flu shot given Oct 2019.

    **Social History:**

    Chemical history:

    Denies tobacco/e-cigarette use.

    Engaged, works in IT, Hobbies include archery.

    **Family History:**

    Mother age 60-Diabetes II (deceased)

    Father age 61, HTN, DM
    Sister 42yo HTN
    Maternal Grandma Dementia Deceased age 67

    **ROS:**

    General: Denies weight change, weakness, fatigue,
    **(+)fevers.**.

    Eyes: no vision change, corrective lenses, pain redness, excessive tearing, double vision, blurred vision, or blindness.
    EarsNose/Throat/mouth: no hearing changes, tinnitus, earaches, infection, discharge.

    **(+) FOR RHINORRHEA**. No sinus pain or epistaxis.
    **(+) SORE THROAT,**

    **(+) HOARSE VOICE**. No bleeding gums, dentures, sore tongue, dry mouth.

    C/V: Denies chest pain, palpitations.
    Pulmonary:
    **(+)NON-PRODUCTIVE COUGH**, denies hemoptysis, dyspnea, wheezing, pleuritic pain
    Neuro: Denies headache, dizziness, focal numbness/weakness, nausea, vomiting.

    Lymph: Denies swollen lymph nodes in neck.

    Allergy/immunology: Denies seasonal or environmental allergies
    **(+) chronic sinus**

    **infections**

    **Objective**

    **VS**: T – 98 P – 80 R – 16 BP – 128/72 O2 sat – 99% – 4/10 pain in throat. Wt: 205 Ht: 72 in BMI: 27.8

    **Labs, radiology or other pertinent studies:** Rapid strep negative this visit

    Skin: Natural in color, warm, smooth and dry. Good skin turgor, no lesions, rashes, ecchymosis or moles. Nails without clubbing or cyanosis.

    HEENT:
    Ears: pinna clean, no exudate noted. TM intact and pearly gray with cone of light bilat.
    Nose: nasal mucosa
    **reddened.** **Inferior turbinates with bilateral erythema with**

    **clear exudate.** Nares patent bilat. No sinus pain upon palpation. Septum midline.
    Throat: oral mucosa with
    **erythema,** tongue mobile without lesions, tonsils absent.
    Neck: non-tender cervical area, no lymph nodes palpable. Non-enlarged thyroid

    palpated. Trachea midline.
    Neuro: Alert and oriented x 4. Appropriate, answers all questions.
    Cardio: RRR. Crisp S1 S2 without clicks or murmurs.

    Thorax and lungs: Thorax is symmetric with good expansion. Respirations are even and unlabored. No use of accessory muscles, stridor, grunting, or nasal flaring. Lungs CTA Bilaterally.

    (***notice not all systems are in the PE when doing a focused exam on a problem)

    **A:**

    Differential DDX: INCLUDE AT LEAST 3 DIFFERENTIALS

    1. Viral pharyngitis – most likely as evidenced by clear exudate in nares, sore throat, cough, low grade fever (Stead, 2019). (←←←←←that is a practice treatment guideline)

    2. Strep Throat – not as likely; low grade fever could be higher but Nyquil/Dayquil contains Tylenol but appearance and 7 days duration, lack of sick contacts and negative rapid strep test performed here in office this visit (Stead, 2019).

    3. Allergic rhinitis – no report of sx increasing with outdoor activity or exposure to allergens, sx with sore throat are less likely for allergies.

    4. Sinusitis- he has chronic infections with current erythema in turbinates, however he has no pain on palpation of sinus cavities, exudate is clear, his nares are patent, and he reports no pressure.

    **DX: Viral pharyngitis**

    **Plan:**

    · Diagnostics

    In house throat swab for rapid strep – negative.

    Chest Xray, CBC, BMP (Stead, 2019).

    · Treatment (specific medication with dosages here if this applies)

    – Continue to rest and drink lots of fluids (Cash & Glass, 2017; Stead, 2019).

    – Continue OTC Dayquil/Nyquil 15ml PRN per directions on the box

    · Education

    – Safe dosing discussed, sedation may occur with Nyquil, avoid driving or

    operating heavy machinery after taking. Do not exceed 4000 mg tylenol in

    a day or take additional products with Tylenol.

    – Do not drink alcohol while taking these medications.

    – Encourage tea with honey and lemon to help with cough and sore throat.

    – Gargle with warm salt water 2-3 times a day for 30 sec, swish and spit.

    – Do not drink alcohol while taking these medications.

    – Cover mouth when coughing, do not drink after other people

    · Follow-up

    Return to office in 3-4 days if symptoms do not start to improve, or the

    emergency room.
    Call 911 or go to ER for trouble breathing or any other emergent concern

    (Stead, 2019).

    References:

    Cash, J. & Glass, C. (2019).
    _Family practice guidelines_. New York, NY. Springer.

    Stead, W. (2019). Symptomatic treatment of acute pharyngitis in adults. In L. Kunnis

    (Ed.).
    _UpToDate_ Retrieved February 12, 2020 from:

    https://www.uptodate.com/contents/symptomatic-treatment-of-acute-pharyngitis-

    in-adults

  • [Solved] Discussion

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    Executive Solution Overview

    Please look at the files \ IMG_8478.png](https://www.sweetstudy.com/files/img-8478-png "IMG_8478.png") \ IMG_8479.png](https://www.sweetstudy.com/files/img-8479-png "IMG_8479.png")

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    Please look at the files
    \
    IMG_8478.png](https://www.sweetstudy.com/files/img-8478-png "IMG_8478.png")
    \
    IMG_8479.png](https://www.sweetstudy.com/files/img-8479-png "IMG_8479.png")

  • [Solved] XC04

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## XC4004_Presentation_Evaluation_Survey.docx – ## XC4004_PerformanceTask_Template_TrainingAgenda.docx – ## XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery1.docx – ## Instructions.docx **## XC4004_Presentation_Evaluation_Survey.docx** ## **XC4004** ### **Implementati…

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    Assignment Prompt & Instructions

    – ## XC4004_Presentation_Evaluation_Survey.docx

    – ## XC4004_PerformanceTask_Template_TrainingAgenda.docx

    – ## XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery1.docx

    – ## Instructions.docx

    **## XC4004_Presentation_Evaluation_Survey.docx**

    ## **XC4004**

    ### **Implementation of Educational Component of Practice Change**

    #### **Presentation Evaluation Survey**

    What went well?

    What could have been done better?

    What did you learn from this training materials?

    On a scale of 1 to 10, how would you rate the efficacy, usefulness, and clarity of the information presented?

    Efficacy 1 2 3 4 5 6 7 8 9 10

    Usefulness 1 2 3 4 5 6 7 8 9 10

    Clarity 1 2 3 4 5 6 7 8 9 10

    **## XC4004_PerformanceTask_Template_TrainingAgenda.docx**

    ## **XC4004**

    ### **Part 4 of Change Plan: Planning and Implementation of Educational Component of Change Plan**

    #### **Module 1**

    ##### **Training Goals**

    1. List 3–5 objectives/goals of your training (i.e., what health goals and relevant behavioral outcomes are you looking for?)

    2. What evidence-based research is the education/training based on?

    3. Describe the target audience of your training/education session. What are the individual values, attitudes, and beliefs of your audience, and how will you address them in your training session?

    4. How will your training provide functional health knowledge that promotes health-promoting decisions and behaviors?

    5. What teaching medium will you use (i.e. PPT, infographic, or poster) and how will ensure you engage the participants? Explain the rationale for your choices.

    **## XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery1.docx**

    ## **XC4004**

    ### **Part 5 of Change Plan: Self-Evaluation of Training Delivery**

    #### **Module 2**

    Based on the survey results you distributed to your audience after the delivery of the training, evaluate the success of the training by answering the following questions.

    1. When and where was the training complete? Provide date, time, and location. Who was the training provided to? Who are the stakeholders for your practice problem and were they in your audience? How many people were in the audience?

    2. What was the purpose of the training?

    3. What went well?

    4. What didn’t go well? Why? What would you have done differently if you could do it again?

    5. What driving/resistance forces did you run into?

    6. Based on the evaluation survey results, overall, how successful was the training? How would you measure the success of the training?

    **## Instructions.docx**

    For your Module 1 Pre-Assessment, respond to the following prompts.

    **Prompts:**

    **Module 1: Part 4 of Change Plan–Planning and Implementation of Educational Component of Change Plan**

    **Assessment Submission 1: Training Agenda**

    1. Complete the Learning Activities in Module 1, especially the
    [_Characteristics of an effective health education curriculum_](https://www.cdc.gov/healthyschools/sher/characteristics/).

    2. Download and complete the
    [Training Agenda template](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_PerformanceTask_Template_TrainingAgenda.docx) for planning your training delivery.

    a. The Training Agenda Template is meant to help you create an educational training delivery targeted to your specific audience. Most importantly, it helps you outline the educational goals of your training and create a roadmap for reaching them. Complete the template before you begin working on Part 2—the development of the educational materials to be shared with your target audience.

    3. Plan and implement the educational component of your Change Plan.

    a. At your practicum site, the educational/training component of your change plan may be delivered to your audience using the following formats: infographic, PowerPoint presentation, or poster. The time and format of the presentation may be determined based on your practicum site, the topic, and suggestions from your preceptor. It is common for a presentation to take about 20–30 minutes to allow adequate time for questions and answers from your audience.

    b.
    **Reminder:** Make sure you distribute the
    [Evaluation Survey](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_Presentation_Evaluation_Survey.docx) to your audience and preceptor after your presentation. Anticipating the number of participants, make the correct number of copies of this survey and distribute it to your audience after your training delivery. You will use the results of the Survey for your Week 5 Assignment: Self-Evaluation of Training Delivery.

    [Assessment Submission 2: Educational Materials](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Submit a copy of your infographic, PowerPoint Presentation, or poster.

    [Assessment Submission 3: Video Presentation (3–5 minutes)](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Create a 3–5-minute video presentation that offers an overview of the key concepts covered during your educational training at your practicum site. Your summary should include the key points you made during your presentation to your audience at your practicum site. Use the same PowerPoint, poster, or infographic that you used during your training delivery, but condense the content of your presentation into 3—5 minutes.

    When recording your video presentation, you may either share a digital copy of your poster, infographic, or PowerPoint along with a talking head of your face (commonly known as a talking head video). Alternatively, if you used a hard copy poster for your training delivery, you may record a 3—5-minute video of yourself speaking in front of the poster and referring to relevant visuals on the poster as needed.

    **Module 2: Part 5 of Change Plan–Self-Evaluation of Training Delivery**

    [Assessment Submission 4: Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Download and complete the
    [XC4004 Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/assets/XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery.docx?isCourseFile=true&ou=309719).

    Submit all four required documents for your Assessment.

    **## Instructions.docx**

    For your Module 1 Pre-Assessment, respond to the following prompts.

    **Prompts:**

    **Module 1: Part 4 of Change Plan–Planning and Implementation of Educational Component of Change Plan**

    **Assessment Submission 1: Training Agenda**

    1. Complete the Learning Activities in Module 1, especially the
    [_Characteristics of an effective health education curriculum_](https://www.cdc.gov/healthyschools/sher/characteristics/).

    2. Download and complete the
    [Training Agenda template](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_PerformanceTask_Template_TrainingAgenda.docx) for planning your training delivery.

    a. The Training Agenda Template is meant to help you create an educational training delivery targeted to your specific audience. Most importantly, it helps you outline the educational goals of your training and create a roadmap for reaching them. Complete the template before you begin working on Part 2—the development of the educational materials to be shared with your target audience.

    3. Plan and implement the educational component of your Change Plan.

    a. At your practicum site, the educational/training component of your change plan may be delivered to your audience using the following formats: infographic, PowerPoint presentation, or poster. The time and format of the presentation may be determined based on your practicum site, the topic, and suggestions from your preceptor. It is common for a presentation to take about 20–30 minutes to allow adequate time for questions and answers from your audience.

    b.
    **Reminder:** Make sure you distribute the
    [Evaluation Survey](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_Presentation_Evaluation_Survey.docx) to your audience and preceptor after your presentation. Anticipating the number of participants, make the correct number of copies of this survey and distribute it to your audience after your training delivery. You will use the results of the Survey for your Week 5 Assignment: Self-Evaluation of Training Delivery.

    [Assessment Submission 2: Educational Materials](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Submit a copy of your infographic, PowerPoint Presentation, or poster.

    [Assessment Submission 3: Video Presentation (3–5 minutes)](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Create a 3–5-minute video presentation that offers an overview of the key concepts covered during your educational training at your practicum site. Your summary should include the key points you made during your presentation to your audience at your practicum site. Use the same PowerPoint, poster, or infographic that you used during your training delivery, but condense the content of your presentation into 3—5 minutes.

    When recording your video presentation, you may either share a digital copy of your poster, infographic, or PowerPoint along with a talking head of your face (commonly known as a talking head video). Alternatively, if you used a hard copy poster for your training delivery, you may record a 3—5-minute video of yourself speaking in front of the poster and referring to relevant visuals on the poster as needed.

    **Module 2: Part 5 of Change Plan–Self-Evaluation of Training Delivery**

    [Assessment Submission 4: Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Download and complete the
    [XC4004 Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/assets/XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery.docx?isCourseFile=true&ou=309719).

    Submit all four required documents for your Assessment.

    **## XC4004_Presentation_Evaluation_Survey.docx**

    ## **XC4004**

    ### **Implementation of Educational Component of Practice Change**

    #### **Presentation Evaluation Survey**

    What went well?

    What could have been done better?

    What did you learn from this training materials?

    On a scale of 1 to 10, how would you rate the efficacy, usefulness, and clarity of the information presented?

    Efficacy 1 2 3 4 5 6 7 8 9 10

    Usefulness 1 2 3 4 5 6 7 8 9 10

    Clarity 1 2 3 4 5 6 7 8 9 10

    **## XC4004_PerformanceTask_Template_TrainingAgenda.docx**

    ## **XC4004**

    ### **Part 4 of Change Plan: Planning and Implementation of Educational Component of Change Plan**

    #### **Module 1**

    ##### **Training Goals**

    1. List 3–5 objectives/goals of your training (i.e., what health goals and relevant behavioral outcomes are you looking for?)

    2. What evidence-based research is the education/training based on?

    3. Describe the target audience of your training/education session. What are the individual values, attitudes, and beliefs of your audience, and how will you address them in your training session?

    4. How will your training provide functional health knowledge that promotes health-promoting decisions and behaviors?

    5. What teaching medium will you use (i.e. PPT, infographic, or poster) and how will ensure you engage the participants? Explain the rationale for your choices.

    **## XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery1.docx**

    ## **XC4004**

    ### **Part 5 of Change Plan: Self-Evaluation of Training Delivery**

    #### **Module 2**

    Based on the survey results you distributed to your audience after the delivery of the training, evaluate the success of the training by answering the following questions.

    1. When and where was the training complete? Provide date, time, and location. Who was the training provided to? Who are the stakeholders for your practice problem and were they in your audience? How many people were in the audience?

    2. What was the purpose of the training?

    3. What went well?

    4. What didn’t go well? Why? What would you have done differently if you could do it again?

    5. What driving/resistance forces did you run into?

    6. Based on the evaluation survey results, overall, how successful was the training? How would you measure the success of the training?

    **## Instructions.docx**

    For your Module 1 Pre-Assessment, respond to the following prompts.

    **Prompts:**

    **Module 1: Part 4 of Change Plan–Planning and Implementation of Educational Component of Change Plan**

    **Assessment Submission 1: Training Agenda**

    1. Complete the Learning Activities in Module 1, especially the
    [_Characteristics of an effective health education curriculum_](https://www.cdc.gov/healthyschools/sher/characteristics/).

    2. Download and complete the
    [Training Agenda template](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_PerformanceTask_Template_TrainingAgenda.docx) for planning your training delivery.

    a. The Training Agenda Template is meant to help you create an educational training delivery targeted to your specific audience. Most importantly, it helps you outline the educational goals of your training and create a roadmap for reaching them. Complete the template before you begin working on Part 2—the development of the educational materials to be shared with your target audience.

    3. Plan and implement the educational component of your Change Plan.

    a. At your practicum site, the educational/training component of your change plan may be delivered to your audience using the following formats: infographic, PowerPoint presentation, or poster. The time and format of the presentation may be determined based on your practicum site, the topic, and suggestions from your preceptor. It is common for a presentation to take about 20–30 minutes to allow adequate time for questions and answers from your audience.

    b.
    **Reminder:** Make sure you distribute the
    [Evaluation Survey](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_Presentation_Evaluation_Survey.docx) to your audience and preceptor after your presentation. Anticipating the number of participants, make the correct number of copies of this survey and distribute it to your audience after your training delivery. You will use the results of the Survey for your Week 5 Assignment: Self-Evaluation of Training Delivery.

    [Assessment Submission 2: Educational Materials](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Submit a copy of your infographic, PowerPoint Presentation, or poster.

    [Assessment Submission 3: Video Presentation (3–5 minutes)](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Create a 3–5-minute video presentation that offers an overview of the key concepts covered during your educational training at your practicum site. Your summary should include the key points you made during your presentation to your audience at your practicum site. Use the same PowerPoint, poster, or infographic that you used during your training delivery, but condense the content of your presentation into 3—5 minutes.

    When recording your video presentation, you may either share a digital copy of your poster, infographic, or PowerPoint along with a talking head of your face (commonly known as a talking head video). Alternatively, if you used a hard copy poster for your training delivery, you may record a 3—5-minute video of yourself speaking in front of the poster and referring to relevant visuals on the poster as needed.

    **Module 2: Part 5 of Change Plan–Self-Evaluation of Training Delivery**

    [Assessment Submission 4: Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Download and complete the
    [XC4004 Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/assets/XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery.docx?isCourseFile=true&ou=309719).

    Submit all four required documents for your Assessment.

    **## XC4004_Presentation_Evaluation_Survey.docx**

    ## **XC4004**

    ### **Implementation of Educational Component of Practice Change**

    #### **Presentation Evaluation Survey**

    What went well?

    What could have been done better?

    What did you learn from this training materials?

    On a scale of 1 to 10, how would you rate the efficacy, usefulness, and clarity of the information presented?

    Efficacy 1 2 3 4 5 6 7 8 9 10

    Usefulness 1 2 3 4 5 6 7 8 9 10

    Clarity 1 2 3 4 5 6 7 8 9 10

    **## XC4004_PerformanceTask_Template_TrainingAgenda.docx**

    ## **XC4004**

    ### **Part 4 of Change Plan: Planning and Implementation of Educational Component of Change Plan**

    #### **Module 1**

    ##### **Training Goals**

    1. List 3–5 objectives/goals of your training (i.e., what health goals and relevant behavioral outcomes are you looking for?)

    2. What evidence-based research is the education/training based on?

    3. Describe the target audience of your training/education session. What are the individual values, attitudes, and beliefs of your audience, and how will you address them in your training session?

    4. How will your training provide functional health knowledge that promotes health-promoting decisions and behaviors?

    5. What teaching medium will you use (i.e. PPT, infographic, or poster) and how will ensure you engage the participants? Explain the rationale for your choices.

    **## XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery1.docx**

    ## **XC4004**

    ### **Part 5 of Change Plan: Self-Evaluation of Training Delivery**

    #### **Module 2**

    Based on the survey results you distributed to your audience after the delivery of the training, evaluate the success of the training by answering the following questions.

    1. When and where was the training complete? Provide date, time, and location. Who was the training provided to? Who are the stakeholders for your practice problem and were they in your audience? How many people were in the audience?

    2. What was the purpose of the training?

    3. What went well?

    4. What didn’t go well? Why? What would you have done differently if you could do it again?

    5. What driving/resistance forces did you run into?

    6. Based on the evaluation survey results, overall, how successful was the training? How would you measure the success of the training?

    **## Instructions.docx**

    For your Module 1 Pre-Assessment, respond to the following prompts.

    **Prompts:**

    **Module 1: Part 4 of Change Plan–Planning and Implementation of Educational Component of Change Plan**

    **Assessment Submission 1: Training Agenda**

    1. Complete the Learning Activities in Module 1, especially the
    [_Characteristics of an effective health education curriculum_](https://www.cdc.gov/healthyschools/sher/characteristics/).

    2. Download and complete the
    [Training Agenda template](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_PerformanceTask_Template_TrainingAgenda.docx) for planning your training delivery.

    a. The Training Agenda Template is meant to help you create an educational training delivery targeted to your specific audience. Most importantly, it helps you outline the educational goals of your training and create a roadmap for reaching them. Complete the template before you begin working on Part 2—the development of the educational materials to be shared with your target audience.

    3. Plan and implement the educational component of your Change Plan.

    a. At your practicum site, the educational/training component of your change plan may be delivered to your audience using the following formats: infographic, PowerPoint presentation, or poster. The time and format of the presentation may be determined based on your practicum site, the topic, and suggestions from your preceptor. It is common for a presentation to take about 20–30 minutes to allow adequate time for questions and answers from your audience.

    b.
    **Reminder:** Make sure you distribute the
    [Evaluation Survey](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_Presentation_Evaluation_Survey.docx) to your audience and preceptor after your presentation. Anticipating the number of participants, make the correct number of copies of this survey and distribute it to your audience after your training delivery. You will use the results of the Survey for your Week 5 Assignment: Self-Evaluation of Training Delivery.

    [Assessment Submission 2: Educational Materials](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Submit a copy of your infographic, PowerPoint Presentation, or poster.

    [Assessment Submission 3: Video Presentation (3–5 minutes)](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Create a 3–5-minute video presentation that offers an overview of the key concepts covered during your educational training at your practicum site. Your summary should include the key points you made during your presentation to your audience at your practicum site. Use the same PowerPoint, poster, or infographic that you used during your training delivery, but condense the content of your presentation into 3—5 minutes.

    When recording your video presentation, you may either share a digital copy of your poster, infographic, or PowerPoint along with a talking head of your face (commonly known as a talking head video). Alternatively, if you used a hard copy poster for your training delivery, you may record a 3—5-minute video of yourself speaking in front of the poster and referring to relevant visuals on the poster as needed.

    **Module 2: Part 5 of Change Plan–Self-Evaluation of Training Delivery**

    [Assessment Submission 4: Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Download and complete the
    [XC4004 Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/assets/XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery.docx?isCourseFile=true&ou=309719).

    Submit all four required documents for your Assessment.

    – 1
    – 2
    – 3
    – 4

  • [Solved] NU505-6

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  • [Solved] disc 1 504

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  • [Solved] Create a Reply for a discussion using APA 7 format, and scholarly references no older than 5 years.

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    **Please ensure that the Reply includes more than 200 words with scholarly articles, and the plagiarism level must remain below 20%.** **Comparing Levels of Prevention and Service Provision Across the Lifespan.** The four levels of prevention primordial, primary, secondary, and tertiary serve as a f…

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    **Please ensure that the Reply includes more than 200 words with scholarly articles, and the plagiarism level must remain below 20%.**
    **Comparing Levels of Prevention and Service Provision Across the Lifespan.**
    The four levels of prevention primordial, primary, secondary, and tertiary serve as a foundational framework in public health to mitigate disease onset and progression. These levels align closely with the continuum of healthcare service provision across the lifespan, from early childhood to older adulthood, ensuring that interventions are tailored to developmental and health needs at each stage.
    Primordial prevention focuses on preventing the emergence of risk factors by addressing social and environmental determinants of health. This level is particularly relevant in early life stages, where policies promoting healthy behaviors, such as access to nutritious food and safe environments, are critical. For example, integrated care models that incorporate early childhood education, housing, and nutrition services exemplify primordial prevention in action (Gonzalez-Bautista et al., 2025).
    Primary prevention aims to avert the onset of disease through health promotion and specific protective measures. Vaccination programs, health education, and lifestyle interventions fall under this category. These services are typically delivered through primary care settings and are essential across all age groups. In older adults, primary prevention may include fall prevention programs and screenings for hypertension or diabetes (Bayly et al., 2021).
    Secondary prevention involves early detection and prompt intervention to halt disease progression. Screening programs for cancer, mental health assessments, and early treatment of chronic conditions are examples. These services are often integrated into routine care across the lifespan, with age-specific adaptations. For instance, mental health screenings in adolescents and mammography in middle-aged women exemplify secondary prevention tailored to life-stage needs (Stephan et al., 2025).
    Tertiary prevention focuses on managing established diseases to prevent complications and improve quality of life. Rehabilitation services, chronic disease management, and palliative care are central to this level. These services are particularly vital in older populations, where multimorbidity and functional decline are prevalent. Effective tertiary care models emphasize interdisciplinary collaboration and patient-centered approaches to optimize outcomes (Bayly et al., 2021).
    Service provision across the lifespan must be dynamic and responsive to changing health needs. A life-course approach integrates these levels of prevention into a cohesive system that supports individuals from birth to the end of life. For example, the Pan American Health Organization advocates for integrated, person-centered care models that align preventive strategies with developmental stages and social contexts (Gonzalez-Bautista et al., 2025). However, disparities in access to essential services, particularly in rural and underserved areas, persist as a barrier to equitable prevention and care (Wood et al., 2025).
    In conclusion, aligning the four levels of prevention with service provision across the lifespan enhances the effectiveness of public health interventions. A coordinated, life-course approach ensures that individuals receive appropriate preventive and therapeutic services at every stage, ultimately improving population health outcomes and reducing health disparities.
    **References**
    Bayly, J., Bone, A. E., Ellis-Smith, C., Tunnard, I., Yi, D., Nkhoma, K. B., … & Maddocks, M. (2021). Common elements of service delivery models that optimize quality of life and health service use among older people with advanced progressive conditions: A tertiary systematic review. _BMJ Open, 11_(12), e048417. https://doi.org/10.1136/bmjopen-2020-048417
    Gonzalez-Bautista, E., Morsch, P., Álvarez, D., & Vega, E. (2025). Aging in the Americas: Innovations to bring integrated and person-centered care to life. _Public Policy & Aging Report_. https://doi.org/10.1093/ppar/praf005
    Stephan, J., Gehrmann, J., Sinha, M., Stullich, A., Gabel, F., & Richter, M. (2025). A scoping review of prevention classification in mental health: Examining the application of Caplan’s and Gordon’s prevention frameworks (2018–2024). _Journal of Prevention_. https://doi.org/10.1007/s10935-025-00834-1
    Wood, S. M., Page, K., Baker, E., Beks, H., Binder, M. J., Blake, M., Versace, V. L., & Coffee, N. T. (2025). Essential service accessibility and contribution to quality of life: A systematic review. _BMC Public Health, 25_, 1608. https://doi.org/10.1186/s12889-025-22858-2

  • [Solved] home

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    500 WORDS, APA WITH 2 CITATIONS

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