Category: Nursing

  • [Solved] JEN-CASE STUDY

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    Human development is a branch of psychology with the goal of understanding people — how they develop, grow, and change throughout their lives. This discipline, which can help individuals better understand themselves and their relationships, is broad. As such, it can be used in various professional s…

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    Human development is a branch of psychology with the goal of understanding people — how they develop, grow, and change throughout their lives. This discipline, which can help individuals better understand themselves and their relationships, is broad. As such, it can be used in various professional settings and career paths.

    If human development is the study of how people change throughout their lives, how and when does this development happen? Many scientists and psychologists have studied various aspects of human development, including ego psychologist Erik Erikson. He examined the impact of social experiences throughout an individual’s life and theorized that psychosocial development happens in eight sequential parts. What are the eight stages of human development?

    **Using Eriksons 8 stages of Psychosocial Development**

    **Please create a chart summary which includes the following:**

    1. Stage

    2, Age range

    3. Basic conflict (Psychological crisis)

    4. Important events

    5. Generalized summary

    **Please submit the exercise in a TABLE FORMAT.**

    **Please use at least 2 in text citations and references.**

    **NO MORE THAN 10 % PLAGIARISM ACCEPTED**

    **NEED BE UNIQUE WORK**

    **DUE DATE MARCH 29, 2025**

    **REFERENCES IN APA FORMAT NO OLDER THAN 5 YEARS OLD**

    – 2 years ago

  • [Solved] HNT

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    Case Study: JE is a 38-year-old white woman with a 6-year history of psoriasis. Her family history includes allergies, asthma, and her mother with psoriasis. JE returns to the clinic today reporting an increase in symptoms and expresses a desire to improve the appearance of her skin. Psoriasis: Disc…

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    Case Study: JE is a 38-year-old white woman with a 6-year history of psoriasis. Her family history includes allergies, asthma, and her mother with psoriasis. JE returns to the clinic today reporting an increase in symptoms and expresses a desire to improve the appearance of her skin.

    Psoriasis:

    Discuss the underlying pathophysiology of psoriasis, including the immune system's role in the disease process.

    Identify and describe common signs and symptoms of psoriasis.

    Highlight potential treatment strategies aimed at managing symptoms and improving quality of life.

    Describe evidence-based health promotion strategies for individuals with psoriasis, focusing on lifestyle modifications, prevention of symptom exacerbation, and mental health support.

    Breast Health Conditions:

    Intraductal papilloma

    Explain the pathophysiology of the condition: Intraductal papilloma,

    Describe the clinical presentation, including key signs and symptoms.

    Discuss available diagnostic approaches and treatment options.

    Outline specific health promotion strategies aimed at prevention, early detection, or management of the condition, emphasizing patient education and lifestyle interventions.

    – 2 years ago

  • [Solved] Discussion Topic: Discussion: When Ethics Conflict

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    ## Purpose This assignment is intended to help you learn to do the following: – Describe ethical considerations for healthcare professionals and medical researchers. – Apply ethical decision-making models to healthcare ethical dilemmas. – Evaluate legal issues in healthcare decision-making situation…

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    ## Purpose

    This assignment is intended to help you learn to do the following:

    – Describe ethical considerations for healthcare professionals and medical researchers.
    – Apply ethical decision-making models to healthcare ethical dilemmas.
    – Evaluate legal issues in healthcare decision-making situations.

    ## Action Items

    1. Read [Ethics case: Should One Kind of Freedom Be Restricted to Promote Another?Links to an external site.](https://journalofethics.ama-assn.org/article/should-one-kind-freedom-be-restricted-promote-another/2021-04)
    2. Respond in a 150- to 200-word discussion post to the following prompts:
    – What are the ethical issues addressed in this case?
    – Which issues are ethics issues and which are medical decisions? Explain your answer.
    – Who needs to be involved in making the necessary decisions to move forward?
    – Answer the key questions posed in the article, "What factors can make the clinical benefits of restraints outweigh their harms, and how can restraints be effectively and ethically regulated and applied?" Explain your answer.
    3. By the due date indicated, create your initial post.
    4. By Sunday, respond to at least two of your classmates. Your response should be thoughtful and add to the learning.

    – [\
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    ethicsarticle.pdf](https://www.sweetstudy.com/files/ethicsarticle-pdf "ethicsarticle.pdf")

    – 2 years ago

  • [Solved] discussion board week 2 second reply revise

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    In-depth study guidance and analytical solution covering discussion board week 2 second reply revise.

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

  • [Solved] Mod.2D DiscussionReply

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    You should respond to both discussions separately–with constructive literature material- extending, refuting/correcting, or adding additional nuance to their posts. Minimum 150 words each reply. Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or …

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    You should respond to both discussions separately–with constructive literature material- extending, refuting/correcting, or adding additional nuance to their posts.

    Minimum 150 words each reply.

    Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

    Discussion 1:

    **Caring for African American, Mexican, and Navajo Populations**

    **Importance of Folk Medicine Practices and Folk Healers to African Americans in Rural Settings**

           Folk medicine still plays a crucial role in the lives of African Americans in rural areas as a culturally appropriate and accessible form of healing. A root doctor and a spiritual healer offer daycare therapies from African, Native American, and European cultures (Beasley et al., 2022). This study focuses on the fact that many African Americans with limited access to healthcare rely on these healers because of the historical lack of trust in mainstream medical facilities. Such mistrust resulted from past immoral medical experiments like the infamous Tuskegee Syphilis Study, which led to reluctance to use traditional healthcare services. They use herbs, prayer, and other rituals to treat illnesses while using biomedical methods. Nurses must learn about these customs and adapt treatment accordingly; cultural sensitivity is the best way to achieve this. Lack of recognition of the role of folk medicine may decrease patient satisfaction and adherence to prescribed treatments.

    **Cultural Imposition in Mrs. M.’s Case**

            Cultural imposition occurs when a healthcare professional fails to respect a client’s values system and imposes their own. For instance, Mrs. M.’s nurse disregards her postpartum dietary restrictions without paying attention to her cultural norms as a Mexican American, which includes a traditional belief in the relationship between food consumption and health. For example, many Mexican Americans observe the so-called ‘hot’ and ‘cold’ foods, which can be traced back to humoral medicine and impacts food preferences, especially during pregnancy and breastfeeding, according to Häyry & Sukenick (2023). Some foods positively affect maternal and child health and well-being, while others are perceived to affect the woman or her baby adversely. The case of the nurse who compounds the problem by telling Mrs. M to eat all that she wants, regardless of her belief system, is an instance of cultural imperialism. Cultural values and belief systems in health care: Healthcare workers must understand cross-cultural treatment and care, work within patients’ frame of reference, and embrace their cultural beliefs. This way, nurses can address the patient’s beliefs while fostering compliance and buy-in to the recommended treatment plan (Giger & Haddad, 2021).

    **Communication Barriers for Non-Navajo Nurses Providing Care to Navajo Clients**

          Research on Navajo client care revealed that non-Navajo nurses face communication challenges, which limit efficient care delivery. One potential issue is a lack of direct communication, which is restricted by hierarchy, bureaucracy, and cultural or language differences. According to Bennett & Paddock (2022), the Navajo people value telling stories and providing circumlocutions rather than giving straight answers. Some health practitioners may misinterpret this type of communication because they are not used to it and may think the patient is elusive or disobedient. Healthcare workers must use an understanding and gentle approach and ask the Navajo patients open-ended questions since they are accustomed to using storytelling to share their experiences.

          Another common barrier is eye contact avoidance, where people do not look directly into the eyes of the other. Eye contact is generally avoided with people in positions of authority, such as doctors and nurses, as opposed to prolonged eye contact, which may be seen as a sign of disrespect among the Navajo people (Bennett & Paddock, 2022). It may become particularly problematic for non-Navajo nurses, for they may perceive such behavior, including avoidance of eye contact, as a sign of their subjects’ disinterest or dishonesty. To enhance communication, nurses should understand the physical limits of the patient, refrain from forcing him/her to make eye contact, and instead make a head bow or a slight hand movement to show active listening. Using concepts from this inventory, such as appropriate touch, eye contact, and socio-centric language, healthcare professionals can restore the Navajo Nation people’s trust and improve their experiences with the healthcare system.

    **References**

    Beasley, E. A., Wallace, R. M., Coetzer, A., Nel, L. H., & Pieracci, E. G. (2022). Roles of traditional medicine and traditional healers for rabies prevention and potential impacts on post-exposure prophylaxis: A literature review. _PLoS Neglected Tropical Diseases_, _16_(1), e0010087. [https://doi.org/10.1371/journal.pntd.0010087Links to an external site.](https://doi.org/10.1371/journal.pntd.0010087)

    Bennett, E. C., & Paddock, E. (2022). Subtle approach to the mores of the Navajo nation. In _Difficult decisions in surgery: an evidence-based approach_ (pp. 273–304). [https://doi.org/10.1007/978-3-030-84625-1_20Links to an external site.](https://doi.org/10.1007/978-3-030-84625-1_20)

    Giger, J. N., & Haddad, L. (2021). _Transcultural nursing: Assessment and intervention_ (8th ed.). St. Louis, MO: Elsevier.

    Häyry, M., & Sukenick, A. (2023). Imposing a lifestyle: A new argument for antinatalism. _Cambridge Quarterly of Healthcare Ethics_, _33_(2), 238–259. [https://doi.org/10.1017/s0963180123000385Links to an external site.](https://doi.org/10.1017/s0963180123000385)

    Discussion 2:

    – In rural African Americans, and especially the elderly, indigenous healing practices and folk medicine are important components of health and wellbeing. The practices have their origins in African folk medicine and have been handed down from one generation to another (Giger & Haddad, 2021). Indigenous healing is critical for rural African Americans to deal with both physical and psychological distress as a cornerstone of wellness and a strategy to respond to life challenges.

    Several factors can be attributed to the importance of folk medicine and healers in rural African American communities.

    These are cultural heritage: they are deeply rooted in African American culture, derived from various African healing traditions combined during slavery.

    A holistic approach: African American indigenous healing takes into account the connection between body and mind in treating the physical and emotional sides of health.

    Folk healers: Many folk healers are respected members of the community who will deliver culturally familiar and accessible care (Giger & Haddad, 2021).

    Spiritual component: A large number of healing practices contain a spiritual component that coincides with the high religious beliefs in the African American communities.

    Intergenerational knowledge transfer: Cultural wisdom of healing skills and knowledge are usually inherited from older generations and more especially from mothers to their daughters.

    – The cultural imposition scenario is shown in the Mrs. M. scenario. The nurse is creating their own culture beliefs about postpartum diet and not acknowledging the cultural practices and family traditions of the patient. However, this method is not aware of the significance of cultural beliefs in healthcare decisions and may result in a loss of trust and acceptance in medical instructions (Mayo Clinic, 2022).
    – There are several communication barriers that non-Navajo nurses may experience when giving care to Navajo clients.

    Language differences: There are many Navajo patients who, especially elders, can only speak their native language and therefore it can be challenging for a nurse who is not a Navajo speaker to communicate with them.

    Navajo culture respects indirect communication and may interpret direct eye contact as disrespectful. Because they are not Navajo nurses, they might misinterpret lack of eye contact or long pauses in conversation as disinterest or noncompliance (Keeler, 2018).

    Cultural beliefs about health and illness: Navajo patients may have different ideas on the causes and treatments of illnesses from what we would consider Western medicine.

    Dignity of elders and traditional healers: Navajo patients place more emphasis on advice from family elders and traditional healers than that of healthcare professionals which can lead to conflicts in treatment plans.

    Healthcare professionals need to be aware of these barriers and try to comprehend and respect the culture of patients’ beliefs and practices to provide culturally congruent care. Using this approach can improve patient outcomes and satisfaction in the context of cross cultural healthcare (Giger & Haddad, 2021). It can also be stated that cultural sensitivity training in nursing schools can create a bridge in the gaps and promote a more inclusive healthcare environment.

    References

    Giger, J. N., & Haddad, L. (2021). _Transcultural nursing: Assessment and intervention_ (8th ed.). Elsevier.

    Keeler, J. (2018, September 13). Why Navajo hair matters: It's our culture, our memory, and our choice. _ICT News_. https://ictnews.org/archive/why-navajo-hair-matters-its-our-culture-our-memory-and-our-choice

    Mayo Clinic. (2022, September 15). _Addressing health care barriers during Hispanic Heritage Month_ [Video]. YouTube. https://youtu.be/7kpAmYI3MX4

    – 2 years ago

  • [Solved] Mod.2D Asian Culture Interview Questions

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    – Plan to interview someone from Asian culture Using the references listed below and the 6 areas of culturally appropriate care. – Using Module 1's Mind Map, and the textbook's FIG 1.1 and FIG 1.2 in Chapter 1, prepare a list of questions that will help you gain insights into the cultural aspects of…

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    Assignment Prompt & Instructions

    – Plan to interview someone from Asian culture Using the references listed below and the 6 areas of culturally appropriate care.

    – Using Module 1's Mind Map, and the textbook's FIG 1.1 and FIG 1.2 in Chapter 1, prepare a list of questions that will help you gain insights into the cultural aspects of healthcare for your selected interviewee.
    – Ensure your questions are respectful and culturally sensitive.

    **Submission Instructions:**

    – Submit your questions as a list file upload.
    – figures/cultural map to reference uploaded

    BOOK REFERENCE —Giger, J. N., & Haddad, L. (2021).  Transcultural Nursing: Assessment and Intervention (8th ed.). St. Louis, MO:  Elsevier. ISBN: 9780323695541

    – [\
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    – [\
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    – [\
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    IMG_3190.jpeg](https://www.sweetstudy.com/files/img-3190-jpeg-10240943 "IMG_3190.jpeg")

    – 2 years ago

  • [Solved] LOU-5600

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    Answer the following items using your own words. Be objective and concise while being professional. 1. During a case presentation at your clinic, you review four women with predisposing factors for osteoporosis. Which patient is least likely to be at risk for osteoporosis? A. Nehineza, an overweigh…

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    Assignment Prompt & Instructions

    Answer the following items using your own words. Be objective and concise while being professional.

    1. During a case presentation at your clinic, you review four women with predisposing factors for osteoporosis. Which patient is least likely to be at risk for osteoporosis?

    A. Nehineza, an overweight African American female with a family history of uterine cancer

    B. Cristina, a Hispanic woman living a sedentary life

    C. Park-Gim-Ka, an underweight Asian woman with a history of tobacco use

    D. Skylar, a Caucasian woman experiencing early onset of menopause.

    2. Densitometry results are given as T-scores. Which values would be considered osteopenia?

    3. After prompt analysis of your patient, you decide to institute treatment for osteoporosis. Which class of medication is considered the first-line treatment? Are there any considerations to be made prior to starting therapy? Which recommendations would you provide to the patient regarding this treatment?

    2 PAGES

    NO PLAGIARISM MORE THAN 10% PLEASE WILL BE SUBMITTED BY TURNIN IN

    3 SCHOLARLY RESOURCES NO OLDER THAN 5 YEARS WITH IN TEXT CITATIONS

    APA 7TH EDITION FORMAT

    DUE DARTE MARCH 31, 2025

    – 2 years ago

  • [Solved] SAND-CASE STUDY

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    Human development is a branch of psychology with the goal of understanding people — how they develop, grow, and change throughout their lives. This discipline, which can help individuals better understand themselves and their relationships, is broad. As such, it can be used in various professional s…

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    Human development is a branch of psychology with the goal of understanding people — how they develop, grow, and change throughout their lives. This discipline, which can help individuals better understand themselves and their relationships, is broad. As such, it can be used in various professional settings and career paths.

    If human development is the study of how people change throughout their lives, how and when does this development happen? Many scientists and psychologists have studied various aspects of human development, including ego psychologist Erik Erikson. He examined the impact of social experiences throughout an individual’s life and theorized that psychosocial development happens in eight sequential parts. What are the eight stages of human development?

    **Using Eriksons 8 stages of Psychosocial Development**

    **Please create a chart summary which includes the following:**

    1. Stage

    2, Age range

    3. Basic conflict (Psychological crisis)

    4. Important events

    5. Generalized summary

    **Please submit the exercise in a TABLE FORMAT.**

    **Please use at least 2 in text citations and references.**

    **NO MORE THAN 10 % PLAGIARISM ACCEPTED**

    **NEED BE UNIQUE WORK**

    **DUE DATE MARCH 29, 2025**

    **REFERENCES IN APA FORMAT NO OLDER THAN 5 YEARS OLD**

    – 2 years ago

  • [Solved] Provide a reply of 400 words to the following post using at least 3 different scholarly references

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    Nursing science is a multidisciplinary enterprise, one in which contributions from diverse fields are synthesized into a broad framework whereby human health is understood and addressed. The discipline of nursing is founded on the principles of ethics. Nurses can use ethical theories and frameworks …

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    Nursing science is a multidisciplinary enterprise, one in which contributions from diverse fields are synthesized into a broad framework whereby human health is understood and addressed. The discipline of nursing is founded on the principles of ethics. Nurses can use ethical theories and frameworks to resolve complex moral dilemmas while providing patient care that is consistent with values like autonomy, beneficence, non-maleficence, and justice (Wong et al., 2024). Grounding nursing practice in ethical reasoning allows nurses to advance patients’ rights, support professional integrity, and develop the trust that is essential to the therapeutic relationship. Not only do these ethical underpinnings provide boundaries for acceptable practice, but they also inspire a commitment to compassionate care, where there is an organic connection to the psychosocial dimensions of nursing.

    The psychosocial sciences play a significant role in nursing science by highlighting mental, emotional, and social aspects of health and healing. By understanding psychological theories, behavioral patterns, and interpersonal dynamics, nurses can offer holistic care that, apart from physical symptoms, can address the emotional and social needs of patients. For example, nurses are able to adjust interventions to build resilience and coping skills by recognizing the influence of stress, anxiety, or the patient’s cultural background on their wellbeing (Wald, 2020). The emphasis here on the psychosocial aspects of care highlights the importance of good communication and empathy to help establish rapport and create healing environments. On this basis, it is worth exploring also biophysical sciences framed in a complementarity with the psychosocial perspective, aimed to deepen the understanding of the physiological mechanisms that make possible health and disease.

    Biophysical sciences are fundamental to a baseline of nursing, as they provide an objective understanding of the human body and its reaction to the disease. Anatomy, physiology, pharmacology, and pathophysiology knowledge enable a nurse to evaluate, identify, and intervene in patients’ health problems. For instance, knowing biochemical changes in chronic diseases such as diabetes or hypertension helps the nurses to explain to patients about lifestyle changes and medications (Seah et al., 2020). Additionally, the fabricating of biophysical understanding with psychosocial concepts enables the nurse to operate from a more encompassing paradigm, where cognition is understood to influence physical health and vice versa. It is this integration of the disciplines that emphasizes the need for organizational structures that enable the provision of high-quality patient-centered care, an area of practice that draws significantly on organizational sciences.

    Organizational sciences enhance nursing science by focusing on the effects of structures of organizations, management, and staff cooperation on patient care and the practice of nurses. In this case, it will be essential to note that organizational structures need to be flexible enough to have a capacious understanding of this particular organizational need in different contexts while still being specific enough to ensure that resources, policies, and workflow in ways that will benefit both the patient and the healthcare provider. For instance, research in this field has shown the significance of collaboration with other disciplines, communication of practical ideas and protocols, and evidence-based practices to decrease the occurrence of medical errors and enhance patients’ quality of life. Finally, organizational sciences are also about the organizational climate, the engagement of employees, and the preservation of their health and well-being, all of them being essential when it comes to nursing care.

    Moreover, this discussion aligns with the role-specific competency of knowledge of the healthcare environment. This competency recognizes the intricacies of the interplay of systems, policies, and practices in healthcare settings, which translates directly to the contributions of organizational sciences in maximizing care delivery.

    **References**

    DeNisco, S. M. (2023). _Advanced practice nursing: Essential knowledge for the profession_. Jones & Bartlett Learning.

    Seah, S. J., Zheng, H., & Lim, R. B. T. (2020). Efficacy of community-based self-care interventions to improve biophysical, psychosocial or behavioral outcomes among community-dwelling older adults with type 2 diabetes: A systematic review and meta-analysis. _Diabetes Research and Clinical Practice_, _169_, 108411.

    Wald, H. S. (2020). Optimizing resilience and well-being for healthcare professions trainees and healthcare professionals during public health crises–Practical tips for an ‘integrative resilience’ approach. _Medical Teacher_, _42_(7), 744-755. https://doi.org/10.1080/0142159X.2020.1768230

    Wong, V., Hassan, N., Wong, Y. P., Chua, S. Y. N., Abdul Rahman, S., Mohamad, M. L., & Lim, S. (2024). Nurses’ adherence to ethical principles–A qualitative study. _Nursing Ethics_, 09697330241291159. https://doi.org/10.1177/09697330241291159

    – 2 years ago

  • [Solved] PHE5015 – Week 2 Project

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    Instructions attached – 2 years ago **files (5)** – ## epicurve2.xlsx – ## epicurve2.xlsx – Week2project.docx – Week2project.docx – RubricAssessment-PHE5015-Week2.pdf **## epicurve2.xlsx** ## Case Data | | | | | | — | — | — | — | | | Epi Curve Data Entry Table | | | Number of cases | | Dates…

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    Instructions attached

    – 2 years ago

    **files (5)**

    – ## epicurve2.xlsx

    – ## epicurve2.xlsx

    – Week2project.docx
    – Week2project.docx
    – RubricAssessment-PHE5015-Week2.pdf

    **## epicurve2.xlsx**

    ## Case Data

    | | | | |
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    | | Epi Curve Data Entry Table |
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    &"Arial,Bold"&14Epi Curve Template&"Arial,Regular"&10

    &P of &N Updated: Dec 2007

    ## Epi Curve

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    &14Epi Curve Template&10

    Updated: Dec 2007

    Figure: Epi Curve Template for Respiratory Illness Outbreak

    Confirmed Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30: Probable Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30: Suspect Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30:

    Date of onset

    Number of cases

    **## epicurve2.xlsx**

    ## Case Data

    | | | | |
    | — | — | — | — |
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    | | Number of cases |
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    &"Arial,Bold"&14Epi Curve Template&"Arial,Regular"&10

    &P of &N Updated: Dec 2007

    ## Epi Curve

    |
    |

    &14Epi Curve Template&10

    Updated: Dec 2007

    Figure: Epi Curve Template for Respiratory Illness Outbreak

    Confirmed Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30: Probable Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30: Suspect Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30:

    Date of onset

    Number of cases

    **Week2project.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week2project-docx-10240253)

    **Week2project.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week2project-docx-10240261)

    **RubricAssessment-PHE5015-Week2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/rubricassessment-phe5015-week2-pdf)

    **RubricAssessment-PHE5015-Week2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/rubricassessment-phe5015-week2-pdf)

    **## epicurve2.xlsx**

    ## Case Data

    | | | | |
    | — | — | — | — |
    | | Epi Curve Data Entry Table |
    | | Number of cases |
    | Dates of onset | Confirmed | Probable | Suspect |
    | Date 1: |
    | Date 2: |
    | Date 3: |
    | Date 4: |
    | Date 5: |
    | Date 6: |
    | Date 7: |
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    | Date 28: |
    | Date 29: |
    | Date 30: |

    &"Arial,Bold"&14Epi Curve Template&"Arial,Regular"&10

    &P of &N Updated: Dec 2007

    ## Epi Curve

    |
    |

    &14Epi Curve Template&10

    Updated: Dec 2007

    Figure: Epi Curve Template for Respiratory Illness Outbreak

    Confirmed Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30: Probable Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30: Suspect Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30:

    Date of onset

    Number of cases

    **## epicurve2.xlsx**

    ## Case Data

    | | | | |
    | — | — | — | — |
    | | Epi Curve Data Entry Table |
    | | Number of cases |
    | Dates of onset | Confirmed | Probable | Suspect |
    | Date 1: |
    | Date 2: |
    | Date 3: |
    | Date 4: |
    | Date 5: |
    | Date 6: |
    | Date 7: |
    | Date 8: |
    | Date 9: |
    | Date 10: |
    | Date 11: |
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    | Date 15: |
    | Date 16: |
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    | Date 18: |
    | Date 19: |
    | Date 20: |
    | Date 21: |
    | Date 22: |
    | Date 23: |
    | Date 24: |
    | Date 25: |
    | Date 26: |
    | Date 27: |
    | Date 28: |
    | Date 29: |
    | Date 30: |

    &"Arial,Bold"&14Epi Curve Template&"Arial,Regular"&10

    &P of &N Updated: Dec 2007

    ## Epi Curve

    |
    |

    &14Epi Curve Template&10

    Updated: Dec 2007

    Figure: Epi Curve Template for Respiratory Illness Outbreak

    Confirmed Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30: Probable Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30: Suspect Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30:

    Date of onset

    Number of cases

    **Week2project.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week2project-docx-10240253)

    **Week2project.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week2project-docx-10240261)

    **RubricAssessment-PHE5015-Week2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/rubricassessment-phe5015-week2-pdf)

    **## epicurve2.xlsx**

    ## Case Data

    | | | | |
    | — | — | — | — |
    | | Epi Curve Data Entry Table |
    | | Number of cases |
    | Dates of onset | Confirmed | Probable | Suspect |
    | Date 1: |
    | Date 2: |
    | Date 3: |
    | Date 4: |
    | Date 5: |
    | Date 6: |
    | Date 7: |
    | Date 8: |
    | Date 9: |
    | Date 10: |
    | Date 11: |
    | Date 12: |
    | Date 13: |
    | Date 14: |
    | Date 15: |
    | Date 16: |
    | Date 17: |
    | Date 18: |
    | Date 19: |
    | Date 20: |
    | Date 21: |
    | Date 22: |
    | Date 23: |
    | Date 24: |
    | Date 25: |
    | Date 26: |
    | Date 27: |
    | Date 28: |
    | Date 29: |
    | Date 30: |

    &"Arial,Bold"&14Epi Curve Template&"Arial,Regular"&10

    &P of &N Updated: Dec 2007

    ## Epi Curve

    |
    |

    &14Epi Curve Template&10

    Updated: Dec 2007

    Figure: Epi Curve Template for Respiratory Illness Outbreak

    Confirmed Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30: Probable Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30: Suspect Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30:

    Date of onset

    Number of cases

    **## epicurve2.xlsx**

    ## Case Data

    | | | | |
    | — | — | — | — |
    | | Epi Curve Data Entry Table |
    | | Number of cases |
    | Dates of onset | Confirmed | Probable | Suspect |
    | Date 1: |
    | Date 2: |
    | Date 3: |
    | Date 4: |
    | Date 5: |
    | Date 6: |
    | Date 7: |
    | Date 8: |
    | Date 9: |
    | Date 10: |
    | Date 11: |
    | Date 12: |
    | Date 13: |
    | Date 14: |
    | Date 15: |
    | Date 16: |
    | Date 17: |
    | Date 18: |
    | Date 19: |
    | Date 20: |
    | Date 21: |
    | Date 22: |
    | Date 23: |
    | Date 24: |
    | Date 25: |
    | Date 26: |
    | Date 27: |
    | Date 28: |
    | Date 29: |
    | Date 30: |

    &"Arial,Bold"&14Epi Curve Template&"Arial,Regular"&10

    &P of &N Updated: Dec 2007

    ## Epi Curve

    |
    |

    &14Epi Curve Template&10

    Updated: Dec 2007

    Figure: Epi Curve Template for Respiratory Illness Outbreak

    Confirmed Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30: Probable Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30: Suspect Date 1: Date 2: Date 3: Date 4: Date 5: Date 6: Date 7: Date 8: Date 9: Date 10: Date 11: Date 12: Date 13: Date 14: Date 15: Date 16: Date 17: Date 18: Date 19: Date 20: Date 21: Date 22: Date 23: Date 24: Date 25: Date 26: Date 27: Date 28: Date 29: Date 30:

    Date of onset

    Number of cases

    **Week2project.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week2project-docx-10240253)

    **Week2project.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week2project-docx-10240261)

    **RubricAssessment-PHE5015-Week2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/rubricassessment-phe5015-week2-pdf)