Tag: Nursing

[Solved] PHE5020 – Week 2 Project

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Executive Solution Overview

See Attached – ## BiostatisticalMethods-Week2Project.docx – Week2-Table.png **## BiostatisticalMethods-Week2Project.docx** **Week 2 Project – Nonparametric Method** This assignment focuses on nonparametric methods. When a researcher is not in a situation to be able to assume parametric statistical m…

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Assignment Prompt & Instructions

See Attached

– ## BiostatisticalMethods-Week2Project.docx

– Week2-Table.png

**## BiostatisticalMethods-Week2Project.docx**

**Week 2 Project – Nonparametric Method**

This assignment focuses on nonparametric methods. When a researcher is not in a situation to be able to assume parametric statistical methods requirements, known distribution, or dealing with small sample size, then nonparametric statistical methods need to be used, which make fewer assumptions about the distributional shape.

**Nonparametric Methods**
In this assignment, we will use the following nonparametric methods:

· The Wilcoxon signed-rank test: The Wilcoxon signed-rank test is the nonparametric test analog of the paired t-test.

· The Wilcoxon rank-sum test or the Mann-Whitney U test: The Wilcoxon rank-sum test is an analog to the two-sample t-test for independent samples.

For each exercise, there will be a sample problem that shows how the calculations are done and a subset of exercise problems that must be completed. There is a lot of course material regarding the distinctions between parametric and nonparametric statistics. The following
[table](https://myclasses.southuniversity.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=128965&type=content&rcode=southu-1176712) has been designed to help you understand the differences between both types. (Attached)

**Part 1: Wilcoxon Signed-Rank Test**

Let's take a hypothetical situation. The World Health Organization (WHO) wants to investigate whether building irrigation systems in an African region helped reduce the number of new cases of malaria and increased the public health level.

Data was collected for the following variables from ten different cities of Africa:

· The number of new cases of malaria before the irrigation systems were built

· The number of new cases of malaria after the irrigation systems were built

| | | |
| — | — | — |
| **Table 1: Cases of Malaria** |
| **City** | **Before** | **After** |
| 1 | 110 | 55 |
| 2 | 240 | 75 |
| 3 | 68 | 15 |
| 4 | 100 | 10 |
| 5 | 120 | 21 |
| 6 | 110 | 11 |
| 7 | 141 | 41 |
| 8 | 113 | 5 |
| 9 | 112 | 13 |
| 10 | 110 | 8 |

The following
(https://www.youtube.com/watch?v=WHEDLCH-Hb4) offers additional information on how to run a Wilcoxon signed-rank test within SPSS.

Use the SPSS statistical analysis program to enter the data and perform the analysis, complete the following:

· Run a sample Wilcoxon signed-rank test to show whether there is a statistically significant difference between the number of cases before and after the irrigation systems were built.

· Obtain the rank-sum.

· Determine the significance of the difference between the groups.

· Determine whether building these systems helped reduce new cases of malaria.

In addition, in a Microsoft Word document, provide a written interpretation of your results in APA format.

**Submission Details:**

· Name your SPSS output file
**SU_PHE5020_W2_A2a_LastName_FirstInitial.mtw**.

· Name your document
**SU_PHE5020_W2_A2b_LastName_FirstInitial.doc**.

· Submit your document to the
**Submissions Area** by
**the due date assigned**.

**Part 2: Wilcoxon Rank-Sum Test**

Let us consider another hypothetical situation. The WHO wants to compare the mortality rates of children under the age of five years of underdeveloped and developed regions of the world. There were two independent samples of ten countries from each of the groups drawn at the same time, and the yearly mortality rates of children under the age of five years (per 100,000) inhabitants were reported
**.**

| | | |
| — | — | — |
| **Table 2: Mortality Rates of Children** |
| **Country** | **Underdeveloped** | **Developed** |
| 1 | 120 | 11 |
| 2 | 110 | 9 |
| 3 | 105 | 13 |
| 4 | 61 | 11 |
| 5 | 45 | 14 |
| 6 | 114 | 11 |
| 7 | 118 | 10 |
| 8 | 138 | 8 |
| 9 | 85 | 6 |
| 10 | 70 | 6 |

Information in Table 2 was entered into a SPSS dataset. The dataset contains two variables: (1) Region Type (Underdeveloped or Developed); and (2) mortality rate.

Click
[here](https://myclasses.southuniversity.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=128965&type=coursefile&fileId=media%2fweek2%2fSUO_PHE_5020_Week2_Table2_data.sav) to access the SPSS dataset.

Using the SPSS statistical analysis program perform the analysis, completing the following:

· Run the Wilcoxon rank-sum test to show whether there is a statistically significant difference between the mortality rates of children under the age of five years of the regions. Results may be used in making decisions regarding which region needs to receive help to improve the public health issues of morality.

· Obtain the difference in the mortality rates and whether there is a statistically significant difference.

In addition, in a Microsoft Word document, provide a written conclusion and interpretation of your results in APA format.

**Submission Details:**

· Export your SPSS file (or cut and paste it) to a Microsoft Word file and name it
**SU_PHE5020_W2_A2c_LastName_FirstInitial.doc**.

· Name your document S
**U_PHE5020_W2_A2d_LastName_FirstInitial.do** c.

· Submit your document to the
**Submissions Area** by
**the due date assigned**.

**Week2-Table.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week2-table-png)

**Week2-Table.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week2-table-png)

**## BiostatisticalMethods-Week2Project.docx**

**Week 2 Project – Nonparametric Method**

This assignment focuses on nonparametric methods. When a researcher is not in a situation to be able to assume parametric statistical methods requirements, known distribution, or dealing with small sample size, then nonparametric statistical methods need to be used, which make fewer assumptions about the distributional shape.

**Nonparametric Methods**
In this assignment, we will use the following nonparametric methods:

· The Wilcoxon signed-rank test: The Wilcoxon signed-rank test is the nonparametric test analog of the paired t-test.

· The Wilcoxon rank-sum test or the Mann-Whitney U test: The Wilcoxon rank-sum test is an analog to the two-sample t-test for independent samples.

For each exercise, there will be a sample problem that shows how the calculations are done and a subset of exercise problems that must be completed. There is a lot of course material regarding the distinctions between parametric and nonparametric statistics. The following
[table](https://myclasses.southuniversity.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=128965&type=content&rcode=southu-1176712) has been designed to help you understand the differences between both types. (Attached)

**Part 1: Wilcoxon Signed-Rank Test**

Let's take a hypothetical situation. The World Health Organization (WHO) wants to investigate whether building irrigation systems in an African region helped reduce the number of new cases of malaria and increased the public health level.

Data was collected for the following variables from ten different cities of Africa:

· The number of new cases of malaria before the irrigation systems were built

· The number of new cases of malaria after the irrigation systems were built

| | | |
| — | — | — |
| **Table 1: Cases of Malaria** |
| **City** | **Before** | **After** |
| 1 | 110 | 55 |
| 2 | 240 | 75 |
| 3 | 68 | 15 |
| 4 | 100 | 10 |
| 5 | 120 | 21 |
| 6 | 110 | 11 |
| 7 | 141 | 41 |
| 8 | 113 | 5 |
| 9 | 112 | 13 |
| 10 | 110 | 8 |

The following
(https://www.youtube.com/watch?v=WHEDLCH-Hb4) offers additional information on how to run a Wilcoxon signed-rank test within SPSS.

Use the SPSS statistical analysis program to enter the data and perform the analysis, complete the following:

· Run a sample Wilcoxon signed-rank test to show whether there is a statistically significant difference between the number of cases before and after the irrigation systems were built.

· Obtain the rank-sum.

· Determine the significance of the difference between the groups.

· Determine whether building these systems helped reduce new cases of malaria.

In addition, in a Microsoft Word document, provide a written interpretation of your results in APA format.

**Submission Details:**

· Name your SPSS output file
**SU_PHE5020_W2_A2a_LastName_FirstInitial.mtw**.

· Name your document
**SU_PHE5020_W2_A2b_LastName_FirstInitial.doc**.

· Submit your document to the
**Submissions Area** by
**the due date assigned**.

**Part 2: Wilcoxon Rank-Sum Test**

Let us consider another hypothetical situation. The WHO wants to compare the mortality rates of children under the age of five years of underdeveloped and developed regions of the world. There were two independent samples of ten countries from each of the groups drawn at the same time, and the yearly mortality rates of children under the age of five years (per 100,000) inhabitants were reported
**.**

| | | |
| — | — | — |
| **Table 2: Mortality Rates of Children** |
| **Country** | **Underdeveloped** | **Developed** |
| 1 | 120 | 11 |
| 2 | 110 | 9 |
| 3 | 105 | 13 |
| 4 | 61 | 11 |
| 5 | 45 | 14 |
| 6 | 114 | 11 |
| 7 | 118 | 10 |
| 8 | 138 | 8 |
| 9 | 85 | 6 |
| 10 | 70 | 6 |

Information in Table 2 was entered into a SPSS dataset. The dataset contains two variables: (1) Region Type (Underdeveloped or Developed); and (2) mortality rate.

Click
[here](https://myclasses.southuniversity.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=128965&type=coursefile&fileId=media%2fweek2%2fSUO_PHE_5020_Week2_Table2_data.sav) to access the SPSS dataset.

Using the SPSS statistical analysis program perform the analysis, completing the following:

· Run the Wilcoxon rank-sum test to show whether there is a statistically significant difference between the mortality rates of children under the age of five years of the regions. Results may be used in making decisions regarding which region needs to receive help to improve the public health issues of morality.

· Obtain the difference in the mortality rates and whether there is a statistically significant difference.

In addition, in a Microsoft Word document, provide a written conclusion and interpretation of your results in APA format.

**Submission Details:**

· Export your SPSS file (or cut and paste it) to a Microsoft Word file and name it
**SU_PHE5020_W2_A2c_LastName_FirstInitial.doc**.

· Name your document S
**U_PHE5020_W2_A2d_LastName_FirstInitial.do** c.

· Submit your document to the
**Submissions Area** by
**the due date assigned**.

**Week2-Table.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week2-table-png)

**## BiostatisticalMethods-Week2Project.docx**

**Week 2 Project – Nonparametric Method**

This assignment focuses on nonparametric methods. When a researcher is not in a situation to be able to assume parametric statistical methods requirements, known distribution, or dealing with small sample size, then nonparametric statistical methods need to be used, which make fewer assumptions about the distributional shape.

**Nonparametric Methods**
In this assignment, we will use the following nonparametric methods:

· The Wilcoxon signed-rank test: The Wilcoxon signed-rank test is the nonparametric test analog of the paired t-test.

· The Wilcoxon rank-sum test or the Mann-Whitney U test: The Wilcoxon rank-sum test is an analog to the two-sample t-test for independent samples.

For each exercise, there will be a sample problem that shows how the calculations are done and a subset of exercise problems that must be completed. There is a lot of course material regarding the distinctions between parametric and nonparametric statistics. The following
[table](https://myclasses.southuniversity.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=128965&type=content&rcode=southu-1176712) has been designed to help you understand the differences between both types. (Attached)

**Part 1: Wilcoxon Signed-Rank Test**

Let's take a hypothetical situation. The World Health Organization (WHO) wants to investigate whether building irrigation systems in an African region helped reduce the number of new cases of malaria and increased the public health level.

Data was collected for the following variables from ten different cities of Africa:

· The number of new cases of malaria before the irrigation systems were built

· The number of new cases of malaria after the irrigation systems were built

| | | |
| — | — | — |
| **Table 1: Cases of Malaria** |
| **City** | **Before** | **After** |
| 1 | 110 | 55 |
| 2 | 240 | 75 |
| 3 | 68 | 15 |
| 4 | 100 | 10 |
| 5 | 120 | 21 |
| 6 | 110 | 11 |
| 7 | 141 | 41 |
| 8 | 113 | 5 |
| 9 | 112 | 13 |
| 10 | 110 | 8 |

The following
(https://www.youtube.com/watch?v=WHEDLCH-Hb4) offers additional information on how to run a Wilcoxon signed-rank test within SPSS.

Use the SPSS statistical analysis program to enter the data and perform the analysis, complete the following:

· Run a sample Wilcoxon signed-rank test to show whether there is a statistically significant difference between the number of cases before and after the irrigation systems were built.

· Obtain the rank-sum.

· Determine the significance of the difference between the groups.

· Determine whether building these systems helped reduce new cases of malaria.

In addition, in a Microsoft Word document, provide a written interpretation of your results in APA format.

**Submission Details:**

· Name your SPSS output file
**SU_PHE5020_W2_A2a_LastName_FirstInitial.mtw**.

· Name your document
**SU_PHE5020_W2_A2b_LastName_FirstInitial.doc**.

· Submit your document to the
**Submissions Area** by
**the due date assigned**.

**Part 2: Wilcoxon Rank-Sum Test**

Let us consider another hypothetical situation. The WHO wants to compare the mortality rates of children under the age of five years of underdeveloped and developed regions of the world. There were two independent samples of ten countries from each of the groups drawn at the same time, and the yearly mortality rates of children under the age of five years (per 100,000) inhabitants were reported
**.**

| | | |
| — | — | — |
| **Table 2: Mortality Rates of Children** |
| **Country** | **Underdeveloped** | **Developed** |
| 1 | 120 | 11 |
| 2 | 110 | 9 |
| 3 | 105 | 13 |
| 4 | 61 | 11 |
| 5 | 45 | 14 |
| 6 | 114 | 11 |
| 7 | 118 | 10 |
| 8 | 138 | 8 |
| 9 | 85 | 6 |
| 10 | 70 | 6 |

Information in Table 2 was entered into a SPSS dataset. The dataset contains two variables: (1) Region Type (Underdeveloped or Developed); and (2) mortality rate.

Click
[here](https://myclasses.southuniversity.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=128965&type=coursefile&fileId=media%2fweek2%2fSUO_PHE_5020_Week2_Table2_data.sav) to access the SPSS dataset.

Using the SPSS statistical analysis program perform the analysis, completing the following:

· Run the Wilcoxon rank-sum test to show whether there is a statistically significant difference between the mortality rates of children under the age of five years of the regions. Results may be used in making decisions regarding which region needs to receive help to improve the public health issues of morality.

· Obtain the difference in the mortality rates and whether there is a statistically significant difference.

In addition, in a Microsoft Word document, provide a written conclusion and interpretation of your results in APA format.

**Submission Details:**

· Export your SPSS file (or cut and paste it) to a Microsoft Word file and name it
**SU_PHE5020_W2_A2c_LastName_FirstInitial.doc**.

· Name your document S
**U_PHE5020_W2_A2d_LastName_FirstInitial.do** c.

· Submit your document to the
**Submissions Area** by
**the due date assigned**.

**Week2-Table.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week2-table-png)

– 1
– 2

November 5, 2026
[Solved] Case 2

✓ Verified Academic Solution Available

Executive Solution Overview

– ## Case2.docx **## Case2.docx** Case 2 O.R. is a 42-year-old female patient that was evaluated by you at the office today. After your evaluation you concluded that she has Toxic Shock Syndrome. · Discuss and described the pathophysiology and symptomology/clinical manifestations of TSS. · Discuss t…

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Assignment Prompt & Instructions

– ## Case2.docx

**## Case2.docx**

Case 2

O.R. is a 42-year-old female patient that was evaluated by you at the office today. After your evaluation you concluded that she has Toxic Shock Syndrome.

· Discuss and described the pathophysiology and symptomology/clinical manifestations of TSS.

· Discuss three differential diagnoses for AUB with ICD 10 numbers for each.

· Discuss patient education.

· Develop the management plan (pharmacological and nonpharmacological).

·
**An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**

·
**Name the different family developmental stages and give examples of each one.**

·
**Describe family structure and function and the relationship with health care.**

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

**## Case2.docx**

Case 2

O.R. is a 42-year-old female patient that was evaluated by you at the office today. After your evaluation you concluded that she has Toxic Shock Syndrome.

· Discuss and described the pathophysiology and symptomology/clinical manifestations of TSS.

· Discuss three differential diagnoses for AUB with ICD 10 numbers for each.

· Discuss patient education.

· Develop the management plan (pharmacological and nonpharmacological).

·
**An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**

·
**Name the different family developmental stages and give examples of each one.**

·
**Describe family structure and function and the relationship with health care.**

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

November 5, 2026
[Solved] eClinialWorks

✓ Verified Academic Solution Available

Executive Solution Overview

– ## DescribeeClinicalWorks.docx **## DescribeeClinicalWorks.docx** Describe eClinicalWorks (ECW) the electronic health records (EHR) that is used in my clinical practice A. What are the Pros and cons you have found. B. Is E-prescription incorporated on the EMH? C. Does it have adaptive learning? D….

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Assignment Prompt & Instructions

– ## DescribeeClinicalWorks.docx

**## DescribeeClinicalWorks.docx**

Describe eClinicalWorks (ECW) the electronic health records (EHR) that is used in my clinical practice

A. What are the Pros and cons you have found.

B. Is E-prescription incorporated on the EMH?

C. Does it have adaptive learning?

D. Does it have Incorporated patient doorway?

E. Is there Flexibility with the absence of internet connectivity?

F. Does it have effective documentation and Image management capability.

Support and share your personal experience so all of us can learn.

**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.

**## DescribeeClinicalWorks.docx**

Describe eClinicalWorks (ECW) the electronic health records (EHR) that is used in my clinical practice

A. What are the Pros and cons you have found.

B. Is E-prescription incorporated on the EMH?

C. Does it have adaptive learning?

D. Does it have Incorporated patient doorway?

E. Is there Flexibility with the absence of internet connectivity?

F. Does it have effective documentation and Image management capability.

Support and share your personal experience so all of us can learn.

**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.

November 5, 2026
[Solved] Gynecological Health Care for Lesbian, Bisexual & Transgender Individuals

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Executive Solution Overview

– ## GynecologicalHealthCareforLesbianBisexualTransgender.docx **## GynecologicalHealthCareforLesbianBisexualTransgender.docx** The purpose of this paper is to better understand gynecological health care for lesbian, bisexual and transgender individuals. · Define and describe for lesbian, bisexual a…

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Assignment Prompt & Instructions

– ## GynecologicalHealthCareforLesbianBisexualTransgender.docx

**## GynecologicalHealthCareforLesbianBisexualTransgender.docx**

The purpose of this paper is to better understand gynecological health care for lesbian, bisexual and transgender individuals.

· Define and describe for lesbian, bisexual and transgender individuals.

· Gender and sexuality concepts.

· Social and political context.

· Social determinants of health affecting lesbian, bisexual and transgender individuals.

· Barriers to health care.

· Health care disparities.

**Submission Instructions:**

· The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

· The paper is to be no shorter than 3-4 pages in length, excluding the title and references page.

· Your paper should be formatted per APA.

**## GynecologicalHealthCareforLesbianBisexualTransgender.docx**

The purpose of this paper is to better understand gynecological health care for lesbian, bisexual and transgender individuals.

· Define and describe for lesbian, bisexual and transgender individuals.

· Gender and sexuality concepts.

· Social and political context.

· Social determinants of health affecting lesbian, bisexual and transgender individuals.

· Barriers to health care.

· Health care disparities.

**Submission Instructions:**

· The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

· The paper is to be no shorter than 3-4 pages in length, excluding the title and references page.

· Your paper should be formatted per APA.

November 5, 2026
[Solved] week 4 discussion

✓ Verified Academic Solution Available

Executive Solution Overview

– ## WEEK4DISCUSSION-ADVANCEHEALTHASSESSMENT.docx **## WEEK4DISCUSSION-ADVANCEHEALTHASSESSMENT.docx** For this Discussion, you will take on the role of a clinician who is building a health history for one of the following cases. | | | | — | — | | | **Case 2** | | **Chief Complaint**<br>**(CC)** …

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Assignment Prompt & Instructions

– ## WEEK4DISCUSSION-ADVANCEHEALTHASSESSMENT.docx

**## WEEK4DISCUSSION-ADVANCEHEALTHASSESSMENT.docx**

For this Discussion, you will take on the role of a clinician who is building a health history for one of the following cases.

| | |
| — | — |
| | **Case 2** |
| **Chief Complaint**<br>**(CC)** | “I have pain in my belly” |
| **History of Present Illness (HPI)** | A 25-year-old female presents to the emergency room (ER) with complaints of severe abdominal pain for 2 weeks . The pain is sharp and crampy It hurts if I run, sit down hard, or if I have sex |
| **PMH** | Patient denies |
| **PSH** | |
| **Drug Hx** | Birth control |
| **Allergies** | NKA |
| **PE** | B/P 138/90; temperature 99°F; (RR) 20; (HR) 110, regular; oxygen saturation (PO2) 96%; pain 5/10 |
| **General** | acute distress and severe pain |
| **HEENT** | Atraumatic, normocephalic, PERRLA, EOMI, conjunctiva and sclera clear; nares patent, nasopharynx clear, good dentition. Piercing in her right nostril and lower lip. |
| **Neck** | |
| **Lungs** | CTA AP&L |
| **Card** | S1S2 without rub or gallop |
| **Abd** | • INSPECTION: no masses or thrills noted; no discoloration and skin is warm to; no tattoos or piercings; abdomen is nondistended and round<br>• AUSCULTATION: bowel sounds (BS) are normal in all four quadrants, no bruits noted<br>• PALPATION: on palpation, abdomen is tender to touch in four quadrants; tenderness noted on light palpation, deep palpation reveals no masses, spleen and liver unremarkable<br>• PERCUSSION: tympany heard in all quadrants, no dullness noted in abdominal area |
| **GU** | • EXTERNAL: mature hair distribution; no external lesions on labia<br>• INTROITUS: slight green-gray discharge, no lesions<br>• VAGINAL: normal rugae; moderate amount of green discharge on vaginal walls<br>• CERVIX: nulliparous os with small amount of purulent discharge from os with positive cervical motion tenderness (CMT)<br>• UTERUS: ante-flexed, normal size, shape, and position<br>• ADNEXA: bilateral tenderness with fullness; both ovaries without masses<br>• RECTAL: deferred<br>• VAGINAL DISCHARGE: green in color |
| **Ext** | no cyanosis, clubbing or edema |
| **Integument** | intact without lesions masses or rashes |
| **Neuro** | No obvious deficits and CN grossly intact II-XII |

**Once you received your case number, answer the following questions:**

1.
**What other subjective data would you obtain?**

2.
**What other objective findings would you look for?**

3.
**What diagnostic exams do you want to order?**

4.
**Name 3 differential diagnoses based on this patient presenting symptoms?**

5.
**Give rationales for your each differential diagnosis.**

**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.

**## WEEK4DISCUSSION-ADVANCEHEALTHASSESSMENT.docx**

For this Discussion, you will take on the role of a clinician who is building a health history for one of the following cases.

| | |
| — | — |
| | **Case 2** |
| **Chief Complaint**<br>**(CC)** | “I have pain in my belly” |
| **History of Present Illness (HPI)** | A 25-year-old female presents to the emergency room (ER) with complaints of severe abdominal pain for 2 weeks . The pain is sharp and crampy It hurts if I run, sit down hard, or if I have sex |
| **PMH** | Patient denies |
| **PSH** | |
| **Drug Hx** | Birth control |
| **Allergies** | NKA |
| **PE** | B/P 138/90; temperature 99°F; (RR) 20; (HR) 110, regular; oxygen saturation (PO2) 96%; pain 5/10 |
| **General** | acute distress and severe pain |
| **HEENT** | Atraumatic, normocephalic, PERRLA, EOMI, conjunctiva and sclera clear; nares patent, nasopharynx clear, good dentition. Piercing in her right nostril and lower lip. |
| **Neck** | |
| **Lungs** | CTA AP&L |
| **Card** | S1S2 without rub or gallop |
| **Abd** | • INSPECTION: no masses or thrills noted; no discoloration and skin is warm to; no tattoos or piercings; abdomen is nondistended and round<br>• AUSCULTATION: bowel sounds (BS) are normal in all four quadrants, no bruits noted<br>• PALPATION: on palpation, abdomen is tender to touch in four quadrants; tenderness noted on light palpation, deep palpation reveals no masses, spleen and liver unremarkable<br>• PERCUSSION: tympany heard in all quadrants, no dullness noted in abdominal area |
| **GU** | • EXTERNAL: mature hair distribution; no external lesions on labia<br>• INTROITUS: slight green-gray discharge, no lesions<br>• VAGINAL: normal rugae; moderate amount of green discharge on vaginal walls<br>• CERVIX: nulliparous os with small amount of purulent discharge from os with positive cervical motion tenderness (CMT)<br>• UTERUS: ante-flexed, normal size, shape, and position<br>• ADNEXA: bilateral tenderness with fullness; both ovaries without masses<br>• RECTAL: deferred<br>• VAGINAL DISCHARGE: green in color |
| **Ext** | no cyanosis, clubbing or edema |
| **Integument** | intact without lesions masses or rashes |
| **Neuro** | No obvious deficits and CN grossly intact II-XII |

**Once you received your case number, answer the following questions:**

1.
**What other subjective data would you obtain?**

2.
**What other objective findings would you look for?**

3.
**What diagnostic exams do you want to order?**

4.
**Name 3 differential diagnoses based on this patient presenting symptoms?**

5.
**Give rationales for your each differential diagnosis.**

**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.

November 5, 2026
[Solved] assessment 3 concept map

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Create a concept map of a mental health diagnosis using one of the mental health scenario case studies presented in this section of the course. Expand All ## **Introduction** Concept maps are useful tools to help care providers and patients visualize the big picture of a condition. By being able to …

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Assignment Prompt & Instructions

Create a concept map of a mental health diagnosis using one of the mental health scenario case studies presented in this section of the course.
Expand All
## **Introduction**
Concept maps are useful tools to help care providers and patients visualize the big picture of a condition. By being able to present a snapshot of symptoms, impacts, treatments, as well as contributing and risk factors, concept maps can improve communication, treatment planning, and health outcomes. Understanding how to create accurate, well-organized, and easy to understand concept maps will help you improve your efficacy as a healthcare practitioner and the outcomes of the patients you work with.
## **Instructions**
**Before beginning this assessment, make sure that you have completed the three Sentinel U case study activities included in the assessment. These will form the basis of your assessment.**
For this assessment you will select one of the mental health Sentinel U case study activities and create a concept map that outlines the pathophysiology, pharmacology, and physical assessment of the mental health diagnosis from your chosen case study.
The key components of a mental health diagnosis concept map include the pathophysiology, pharmacology, and physical assessment of the diagnosis. The concept map should outline the key concepts related to the diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions. The map should be organized using a nursing concept map template, such as spider maps, hierarchical maps, or flow charts, to organize the information. The concept map should be accurate, complete, well-organized, and use appropriate nursing concepts and terminology.
To complete your concept map, you may wish to follow these steps:
1. Select one of the mental health Sentinel U scenarios:
– Ivy Jackson, 61 YO, Female, African American.
– Marco Mancini, 43 YO, Male, Mediterranean.
– Wesley Blanco, 13 YO, Non-Binary, Filipino, White.
2. Research the pathophysiology, pharmacology, and physical assessment of the chosen mental health diagnosis within the Sentinel-U case study.
3. Complete the case study simulation and download the simulation report showing the patient you selected and showing 100% complete.
4. Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
– You may wish to use the [Concept Map Template [DOCX]](https://courseroom.capella.edu/courses/49338/files/8806638/download), but are also free to create your own.
5. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Your assessment submission will be assessed on the following criteria.
– **Diagnosis:**Describe a mental health diagnosis. The diagnosis should be accurate and supported by relevant and evidence-based sources.
– Make sure that the diagnosis is accurate and includes specific symptoms or criteria that support the diagnosis.
– Ensure you have downloaded the completed Sentinel-U simulation report showing the patient you selected.
– **Concept Map:**Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
– Make sure that your use of evidence to support the concept map is explicit and relevant, and that the relationships between the concepts are clearly defined.
– **Organization:**The concept map should be well-organized and easy to follow. The content should be presented in a logical and clear manner, with a clear purpose and goals.
– Also, you should make sure that your map is visually appealing and easy to read, incorporating appropriate use of colors, shapes, and symbols.
– **Professional Communication:** The concept map should demonstrate professionalism and effective communication. The map should be free of errors and typos and should use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis to a professional audience.
– **APA format and style:** The reference list should be formatted in APA style. All sources used should be relevant to the topic and evidence-based, published within the last 5 years.
## **Additional Requirements**
– **Concept Map:** 1-page concept map that clearly organizes the 3Ps related to a mental health diagnosis, risk factors, diagnostics, complications, nursing diagnosis, and nursing interventions.
– **SIM Report:** Ensure you download the completed SIM report showing the patient selected.
– **Reference List:** Create an APA style reference list for all sources that you used to help build and support the information in your concept map. Include this in the same document as your concept map, but on its own page.
– **APA Style:** Use current APA style for all in-text citations and any current APA-approved font.
## **Competencies Measured**
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
– Competency 2: Create evidence based interventions to address the health needs, risks, and resources of individuals from diverse backgrounds and cultures.
– Describe a mental health diagnosis that is supported by relevant and evidence-based sources.
– Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
– The concept map is well-organized and easy to follow, with a clear purpose and goals.
– Competency 4: Perform comprehensive and focused physical assessments using appropriate techniques and tools.
– Upload the Sentinel-U case study showing the Simulation name OR showing 100% complete.
– Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.
– The concept map should demonstrate professionalism and effective communication, use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis.
– The reference list is formatted in APA style. All sources used should be relevant to the topic, evidence-based, and published within the last 5 years.
\
cf_concept_map_template.docx](https://www.sweetstudy.com/files/cf-concept-map-template-docx-10355043 "cf_concept_map_template.docx")
\
wrapper.pdf](https://www.sweetstudy.com/files/wrapper-pdf-10355045 "wrapper.pdf")
\
2873233136.pdf](https://www.sweetstudy.com/files/2873233136-pdf "2873233136.pdf")
\
IviJacksonassessment3.pdf](https://www.sweetstudy.com/files/ivijacksonassessment3-pdf "IviJacksonassessment3.pdf")

November 5, 2026
[Solved] PHE5020 – Week 1 Project

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Executive Solution Overview

See attachment. – ## SU_PHE5020_W1_L4_G21.pdf – BiostatisticalMethods-Week1Project.docx **## SU_PHE5020_W1_L4_G21.pdf** © 2023 One-Tailed and Two-Tailed Test One-Tailed Test Alternate Indicates Greater Than Assume a= .05 and HO:µ :5: µO vs. Ha:µ> µO. This is called a one-tailed test because …

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Assignment Prompt & Instructions

See attachment.

– ## SU_PHE5020_W1_L4_G21.pdf

– BiostatisticalMethods-Week1Project.docx

**## SU_PHE5020_W1_L4_G21.pdf**

© 2023

One-Tailed and Two-Tailed Test

One-Tailed Test

Alternate Indicates Greater Than

Assume a= .05 and HO:µ :5: µO vs. Ha:µ> µO. This is called a one-tailed test because the null hypothesis

will be rejected if the value of the test statistic is too large. All of the values of a will be in the right tail of

the normal curve. Note the inequality in the alternative points in the direction of the rejection region.

When the value of the test statistic is greater than z, the null hypothesis will be rejected; otherwise, it will

not be rejected-often stated as failure to reject the null hypothesis. The shaded area represents the

area where the null hypothesis would be rejected.

The table below lists some common values for z* when the alternative is one tailed, or contains the

greater than (>) symbol.

Confidence (C) A

90% a= .10

95% a=.05

99% a= .01

Critical Value (z*)

+1.28

+1.645

+3.10

Page 2 of4 Biostatistical Methods

©2023 South University

One-Tailed and Two-Tailed Test

Alternate Indicates Less Than

Assume a= .05 and HO:µ� µO vs. Ha:µ< µO. This is called a one-tailed test because the null hypothesis

will be rejected if the value of the test statistic is too small. All of the values of a will be in the left tail of

the normal curve. Note the inequality in the alternative points in the direction of the rejection region.

-z"

When the value of the test statistic is less than -z, the null hypothesis will be rejected; otherwise, it will

not be rejected-often stated as failure to reject the null hypothesis. The shaded area represents the

area where the null hypothesis would be rejected.

The table below lists some common values for z* when the alternative is one tailed, or contains the less

than(<) symbol.

Confidence (C) a

90% a= .10

95% a=.05

99% a= .01

Critical Value (z*)

-1.28

-1.645

-3.10

Page 3 of4 Biostatistical Methods

©2023 South University

One-Tailed and Two-Tailed Test

Two-Tailed Test

Assume C = 95%, which means a= .05 and HO:µ= µO vs. Ha:µ ;t:. µO. This is called a two-tailed test since

the null hypothesis will be rejected if the value of the test statistic is too small or too large. Half the value

of a will be in each tail of the normal curve-a/2 = .025.

When the value of the test statistic is less than -z or greater than +z, the null hypothesis will be rejected;

otherwise, it will not be rejected-often stated as failure to reject the null hypothesis. The shaded area

represents the area where the null hypothesis would be rejected.

The table below lists some common values for z* when the alternative is two tailed, or contains the not

equal to (;t:.) symbol.

Confidence (C) a

90% a= .10; a/2 = .05

95% a = .05; a/2 = .025

99% a= .01; a/2 = .005

Critical Value (z*)

± 1.645

± 1.96

± 2.576

Page4of4 Biostatistical Methods

©2023 South University

**BiostatisticalMethods-Week1Project.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/biostatisticalmethods-week1project-docx)

**BiostatisticalMethods-Week1Project.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/biostatisticalmethods-week1project-docx)

**## SU_PHE5020_W1_L4_G21.pdf**

© 2023

One-Tailed and Two-Tailed Test

One-Tailed Test

Alternate Indicates Greater Than

Assume a= .05 and HO:µ :5: µO vs. Ha:µ> µO. This is called a one-tailed test because the null hypothesis

will be rejected if the value of the test statistic is too large. All of the values of a will be in the right tail of

the normal curve. Note the inequality in the alternative points in the direction of the rejection region.

When the value of the test statistic is greater than z, the null hypothesis will be rejected; otherwise, it will

not be rejected-often stated as failure to reject the null hypothesis. The shaded area represents the

area where the null hypothesis would be rejected.

The table below lists some common values for z* when the alternative is one tailed, or contains the

greater than (>) symbol.

Confidence (C) A

90% a= .10

95% a=.05

99% a= .01

Critical Value (z*)

+1.28

+1.645

+3.10

Page 2 of4 Biostatistical Methods

©2023 South University

One-Tailed and Two-Tailed Test

Alternate Indicates Less Than

Assume a= .05 and HO:µ� µO vs. Ha:µ< µO. This is called a one-tailed test because the null hypothesis

will be rejected if the value of the test statistic is too small. All of the values of a will be in the left tail of

the normal curve. Note the inequality in the alternative points in the direction of the rejection region.

-z"

When the value of the test statistic is less than -z, the null hypothesis will be rejected; otherwise, it will

not be rejected-often stated as failure to reject the null hypothesis. The shaded area represents the

area where the null hypothesis would be rejected.

The table below lists some common values for z* when the alternative is one tailed, or contains the less

than(<) symbol.

Confidence (C) a

90% a= .10

95% a=.05

99% a= .01

Critical Value (z*)

-1.28

-1.645

-3.10

Page 3 of4 Biostatistical Methods

©2023 South University

One-Tailed and Two-Tailed Test

Two-Tailed Test

Assume C = 95%, which means a= .05 and HO:µ= µO vs. Ha:µ ;t:. µO. This is called a two-tailed test since

the null hypothesis will be rejected if the value of the test statistic is too small or too large. Half the value

of a will be in each tail of the normal curve-a/2 = .025.

When the value of the test statistic is less than -z or greater than +z, the null hypothesis will be rejected;

otherwise, it will not be rejected-often stated as failure to reject the null hypothesis. The shaded area

represents the area where the null hypothesis would be rejected.

The table below lists some common values for z* when the alternative is two tailed, or contains the not

equal to (;t:.) symbol.

Confidence (C) a

90% a= .10; a/2 = .05

95% a = .05; a/2 = .025

99% a= .01; a/2 = .005

Critical Value (z*)

± 1.645

± 1.96

± 2.576

Page4of4 Biostatistical Methods

©2023 South University

**BiostatisticalMethods-Week1Project.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/biostatisticalmethods-week1project-docx)

**## SU_PHE5020_W1_L4_G21.pdf**

© 2023

One-Tailed and Two-Tailed Test

One-Tailed Test

Alternate Indicates Greater Than

Assume a= .05 and HO:µ :5: µO vs. Ha:µ> µO. This is called a one-tailed test because the null hypothesis

will be rejected if the value of the test statistic is too large. All of the values of a will be in the right tail of

the normal curve. Note the inequality in the alternative points in the direction of the rejection region.

When the value of the test statistic is greater than z, the null hypothesis will be rejected; otherwise, it will

not be rejected-often stated as failure to reject the null hypothesis. The shaded area represents the

area where the null hypothesis would be rejected.

The table below lists some common values for z* when the alternative is one tailed, or contains the

greater than (>) symbol.

Confidence (C) A

90% a= .10

95% a=.05

99% a= .01

Critical Value (z*)

+1.28

+1.645

+3.10

Page 2 of4 Biostatistical Methods

©2023 South University

One-Tailed and Two-Tailed Test

Alternate Indicates Less Than

Assume a= .05 and HO:µ� µO vs. Ha:µ< µO. This is called a one-tailed test because the null hypothesis

will be rejected if the value of the test statistic is too small. All of the values of a will be in the left tail of

the normal curve. Note the inequality in the alternative points in the direction of the rejection region.

-z"

When the value of the test statistic is less than -z, the null hypothesis will be rejected; otherwise, it will

not be rejected-often stated as failure to reject the null hypothesis. The shaded area represents the

area where the null hypothesis would be rejected.

The table below lists some common values for z* when the alternative is one tailed, or contains the less

than(<) symbol.

Confidence (C) a

90% a= .10

95% a=.05

99% a= .01

Critical Value (z*)

-1.28

-1.645

-3.10

Page 3 of4 Biostatistical Methods

©2023 South University

One-Tailed and Two-Tailed Test

Two-Tailed Test

Assume C = 95%, which means a= .05 and HO:µ= µO vs. Ha:µ ;t:. µO. This is called a two-tailed test since

the null hypothesis will be rejected if the value of the test statistic is too small or too large. Half the value

of a will be in each tail of the normal curve-a/2 = .025.

When the value of the test statistic is less than -z or greater than +z, the null hypothesis will be rejected;

otherwise, it will not be rejected-often stated as failure to reject the null hypothesis. The shaded area

represents the area where the null hypothesis would be rejected.

The table below lists some common values for z* when the alternative is two tailed, or contains the not

equal to (;t:.) symbol.

Confidence (C) a

90% a= .10; a/2 = .05

95% a = .05; a/2 = .025

99% a= .01; a/2 = .005

Critical Value (z*)

± 1.645

± 1.96

± 2.576

Page4of4 Biostatistical Methods

©2023 South University

**BiostatisticalMethods-Week1Project.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/biostatisticalmethods-week1project-docx)

– 1
– 2

November 5, 2026
[Solved] Reply

✓ Verified Academic Solution Available

Executive Solution Overview

Attached \ Screenshot2025-07-19234910.png](https://www.sweetstudy.com/files/screenshot2025-07-19234910-png "Screenshot2025-07-19234910.png") \ Screenshot_20250719_234704_Chrome.jpg](https://www.sweetstudy.com/files/screenshot-20250719-234704-chrome-jpg "Screenshot_20250719_234704_Chrome.jpg")

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Attached
\
Screenshot2025-07-19234910.png](https://www.sweetstudy.com/files/screenshot2025-07-19234910-png "Screenshot2025-07-19234910.png")
\
Screenshot_20250719_234704_Chrome.jpg](https://www.sweetstudy.com/files/screenshot-20250719-234704-chrome-jpg "Screenshot_20250719_234704_Chrome.jpg")

November 5, 2026
[Solved] PATIENT SOAP LOG week 2

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Executive Solution Overview

Log into link below, select staff and student Please complete days 7/7-7/9-7/10 each day needs to have 8 patients. An encounter with each patient consists of 1 hr in the Adult health clinic setting as an FNP. Complete all details included in SOAP. Make sure to select add another session to complete …

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Assignment Prompt & Instructions

Log into link below, select staff and student
Please complete days 7/7-7/9-7/10 each day needs to have 8 patients. An encounter with each patient consists of 1 hr in the Adult health clinic setting as an FNP. Complete all details included in SOAP. Make sure to select add another session to complete all 8 entries, once all 8 are done for that day you save.
Day 7/7 ***Draft*** has a few completed SOAP so you can see how it needs to be. I attached the instructions step by step to create a patient encounter.
https://auth-us.inplacesoftware.com/Account/Login?ReturnUrl=%2Fconnect%2Fauthorize%2Fcallback%3Fresponse_type%3Dcode%2520id_token%2520token%26client_id%3Dus-stu-prod-student.inplacesoftware.com%26redirect_uri%3Dhttps%253A%252F%252Fus-stu-prod-student.inplacesoftware.com%252Fauth%26scope%3Dopenid%2520inplaceprofile%26nonce%3DN0.049671478968920991752973296230%26state%3D17529732962300.44519679034306625
\
StepbysteptocreateapatientencounterandclinicallogsatInPlace1.pdf](https://www.sweetstudy.com/files/stepbysteptocreateapatientencounterandclinicallogsatinplace1-pdf "StepbysteptocreateapatientencounterandclinicallogsatInPlace1.pdf")

November 5, 2026
[Solved] Health Science

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In-depth study guidance and analytical solution covering Health Science.

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Assignment Prompt & Instructions

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

November 5, 2026