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Tag: Care Plans

  • [Solved] Lesson 3 and 4

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    The family as the unit of service has received increasing emphasis in nursing over the years. Today, family nursing has an important place in nursing practice, particularly in community health nursing. The community health nurse is reviewing with the student nurses the key concepts about the theoret…

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    Assignment Prompt & Instructions

    The family as the unit of service has received increasing

    emphasis in nursing over the years. Today, family

    nursing has an important place in nursing practice,

    particularly in community health nursing. The community

    health nurse is reviewing with the student nurses the

    key concepts about the theoretical basis for family

    health. The students are being asked questions about

    family characteristics and the stages of the family life

    cycle.

    1. What are the five universal family characteristics

    that community health nurses must recognize and

    consider in their practice?

    2. What are five attributes of families as social

    systems that help explain how families function?

    3. The community health nurse is sitting in a living

    room talking with a young mother about her new

    infant. Which stage in the family life cycle is this

    young mother with a new infant in?

    4. What are the six basic functions of a family?

    1. Answers must:
    – Be 100 words or more
    – Use the standard English grammar and spelling
    – References are cited (if necessary)

    – 2 years ago

  • [Solved] Tiff week 4 700

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    Tiff week 4 700 – 2 years ago **files (1)** – ## NU700Unit4AssignmentResourceLinks.pdf **## NU700Unit4AssignmentResourceLinks.pdf** NU700 Unit 4 Assignment Resource Links Please select from the following articles, resources you can use for this unit’s assignment: 1. Arkan, G., Ordin, Y. S., Ozturk,…

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    Assignment Prompt & Instructions

    Tiff week 4 700

    – 2 years ago

    **files (1)**

    – ## NU700Unit4AssignmentResourceLinks.pdf

    **## NU700Unit4AssignmentResourceLinks.pdf**

    NU700 Unit 4 Assignment Resource Links
    Please select from the following articles, resources you can use for this unit’s assignment:

    1. Arkan, G., Ordin, Y. S., Ozturk, V., & Ala, R. T. (2022). Investigation of medication adherence
    and factors affecting it in patients with stroke.. Journal of Neuroscience Nursing, 54(1), 35–
    41. https://doi.org/10.1097/jnn.0000000000000621

    2. Vo, T. N., Chiu, H., Chuang, Y., & Huang, H. (2022). Prevalence of stress and anxiety among
    nursing students.. Nurse Educator, 48(3), E90–E95.
    https://doi.org/10.1097/nne.0000000000001343

    3. Gennaro, S., Melnyk, B. M., Szalacha, L. A., Hoying, J., Cooper, A., Aviles, M. M., O’Connor,
    C., & Gibeau, A. (2023). Depression, anxiety, and stress in pregnant Black people.. The
    Nurse Practitioner, 48(12), 37–46. https://doi.org/10.1097/01.npr.0000000000000117

    4. Duncan, I., Stocking, A., Fitzner, K., Ahmed, T., & Huynh, N. (2024). The prevalence of
    incontinence and its association with urinary tract infections, dermatitis, slips and falls, and
    behavioral disturbances among older adults in Medicare Fee-for-Service.. Journal of Wound
    Ostomy and Continence Nursing, 51(2), 138–145.
    https://doi.org/10.1097/won.0000000000001054

    5. Preston, D., Nguyen, T. N., Visvanathan, R., & Wilson, A. (2018). Nutrition and the
    community-dwelling older person.. International Journal of Evidence-Based
    Healthcare, 16(1), 73–80. https://doi.org/10.1097/xeb.0000000000000124

    6. Cuevas, H. E., & Brown, S. A. (2018). Self-Management decision making of Cuban
    Americans with type 2 diabetes.. Journal of Transcultural Nursing, 29(3), 222–228.
    https://doi.org/10.1177/1043659617696977

    7. Morgan, S. P., Moreno, M., Abukhalaf, D., Yan, K., Dandamrongrak, C., Morgan, H., Menon,
    U., & Szalacha, L. (2024). Subjective experiences of Spanish-Speaking patients residing in
    the United States with low English proficiency learning to manage their diabetes: A
    qualitative study.. Journal of Transcultural Nursing, 35(5), 325–332.
    https://doi.org/10.1177/10436596241253865

    8. Sheen, L. H., Casarez, R., Gallagher, M. R., Hayes, A. E., Diep, C. S., & Engebretson, J.
    (2023). Understanding diabetes self-management among Vietnamese Americans: A
    focused ethnography.. Journal of Transcultural Nursing, 35(2), 142–150.
    https://doi.org/10.1177/10436596231217698

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    9. Magny-Normilus, C., Whittemore, R., Nunez-Smith, M., Lee, C. S., Schnipper, J., Wexler, D.,
    Sanders, J. A., & Grey, M. (2023). Self-Management and glycemic targets in adult Haitian
    immigrants with type 2 diabetes.. Nursing Research, 72(3), 211–217.
    https://doi.org/10.1097/nnr.0000000000000649

    10. Ajuwon, A. M., & Insel, K. (2022). Health literacy, illness perception, depression, and self-
    management among African Americans with type 2 diabetes.. Journal of the American
    Association of Nurse Practitioners, 34(9), 1066–1074.
    https://doi.org/10.1097/jxx.0000000000000763

    11. Larrieu-Jimenez, P., & Salani, D. (2022). When moods and behaviors do not add up.. Journal
    of Addictions Nursing, 33(2), 121–124. https://doi.org/10.1097/jan.0000000000000462

    12. Baumann, S. L., & Samuels, W. E. (2022). Comorbidities in older adults with opioid use
    disorders.. Journal of the American Association of Nurse Practitioners, 34(12), 1280–1288.
    https://doi.org/10.1097/jxx.0000000000000801

    13. Dickson, V. V. (2021). Achieving global targets to reduce hypertension.. The Journal of
    Cardiovascular Nursing, 36(5), 409–410. https://doi.org/10.1097/jcn.0000000000000851

    14. De Lima, N. X., Da Silva, R. C., Vieira, F. V. M., Guimarães, J. V., De Matos, M. A., &
    Cavalcante, A. M. R. Z. (2023). Self-care level of adults with arterial hypertension in
    outpatient follow-up in Brazil.. The Journal of Cardiovascular Nursing, 39(2), 170–177.
    https://doi.org/10.1097/jcn.0000000000000978

    15. Kilmer, M. (2020). Primary care of children with autism spectrum disorder. The Nurse
    Practitioner, 45(6), 33–41. https://doi.org/10.1097/01.npr.0000666192.02590.e

    16. Compton, M. T., & Ku, B. S. (2022). Prevalence of food insecurity and living in a food
    desert among individuals with serious mental illnesses in public mental health clinics.
    Community Mental Health Journal, 59(2), 357–362. https://doi.org/10.1007/s10597-022-
    01013-w

    17. Wen, X., Qiu, H., Yu, B., Bi, J., Gu, X., Zhang, Y., & Wang, S. (2024). Cost-related
    medication nonadherence in adults with COPD in the United States 2013–2020. BMC
    Public Health, 24(1). https://doi.org/10.1186/s12889-024-18333-z

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    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/)

    **## NU700Unit4AssignmentResourceLinks.pdf**

    NU700 Unit 4 Assignment Resource Links
    Please select from the following articles, resources you can use for this unit’s assignment:

    1. Arkan, G., Ordin, Y. S., Ozturk, V., & Ala, R. T. (2022). Investigation of medication adherence
    and factors affecting it in patients with stroke.. Journal of Neuroscience Nursing, 54(1), 35–
    41. https://doi.org/10.1097/jnn.0000000000000621

    2. Vo, T. N., Chiu, H., Chuang, Y., & Huang, H. (2022). Prevalence of stress and anxiety among
    nursing students.. Nurse Educator, 48(3), E90–E95.
    https://doi.org/10.1097/nne.0000000000001343

    3. Gennaro, S., Melnyk, B. M., Szalacha, L. A., Hoying, J., Cooper, A., Aviles, M. M., O’Connor,
    C., & Gibeau, A. (2023). Depression, anxiety, and stress in pregnant Black people.. The
    Nurse Practitioner, 48(12), 37–46. https://doi.org/10.1097/01.npr.0000000000000117

    4. Duncan, I., Stocking, A., Fitzner, K., Ahmed, T., & Huynh, N. (2024). The prevalence of
    incontinence and its association with urinary tract infections, dermatitis, slips and falls, and
    behavioral disturbances among older adults in Medicare Fee-for-Service.. Journal of Wound
    Ostomy and Continence Nursing, 51(2), 138–145.
    https://doi.org/10.1097/won.0000000000001054

    5. Preston, D., Nguyen, T. N., Visvanathan, R., & Wilson, A. (2018). Nutrition and the
    community-dwelling older person.. International Journal of Evidence-Based
    Healthcare, 16(1), 73–80. https://doi.org/10.1097/xeb.0000000000000124

    6. Cuevas, H. E., & Brown, S. A. (2018). Self-Management decision making of Cuban
    Americans with type 2 diabetes.. Journal of Transcultural Nursing, 29(3), 222–228.
    https://doi.org/10.1177/1043659617696977

    7. Morgan, S. P., Moreno, M., Abukhalaf, D., Yan, K., Dandamrongrak, C., Morgan, H., Menon,
    U., & Szalacha, L. (2024). Subjective experiences of Spanish-Speaking patients residing in
    the United States with low English proficiency learning to manage their diabetes: A
    qualitative study.. Journal of Transcultural Nursing, 35(5), 325–332.
    https://doi.org/10.1177/10436596241253865

    8. Sheen, L. H., Casarez, R., Gallagher, M. R., Hayes, A. E., Diep, C. S., & Engebretson, J.
    (2023). Understanding diabetes self-management among Vietnamese Americans: A
    focused ethnography.. Journal of Transcultural Nursing, 35(2), 142–150.
    https://doi.org/10.1177/10436596231217698

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    [https://prx-herzing.lirn.net/login?qurl=http%3A//ovidsp.ovid.com/ovidweb.cgi%3fT%3DJS%26CSC%3DY%26NEWS%3DN%26PAGE%3Dfulltext%26AN%3D00002045-202435020-00008%26LSLINK%3D80%26D%3Dovft](https://prx-herzing.lirn.net/login?qurl=http%3A//ovidsp.ovid.com/ovidweb.cgi%3fT%3DJS%26CSC%3DY%26NEWS%3DN%26PAGE%3Dfulltext%26AN%3D00002045-202435020-00008%26LSLINK%3D80%26D%3Dovft)

    9. Magny-Normilus, C., Whittemore, R., Nunez-Smith, M., Lee, C. S., Schnipper, J., Wexler, D.,
    Sanders, J. A., & Grey, M. (2023). Self-Management and glycemic targets in adult Haitian
    immigrants with type 2 diabetes.. Nursing Research, 72(3), 211–217.
    https://doi.org/10.1097/nnr.0000000000000649

    10. Ajuwon, A. M., & Insel, K. (2022). Health literacy, illness perception, depression, and self-
    management among African Americans with type 2 diabetes.. Journal of the American
    Association of Nurse Practitioners, 34(9), 1066–1074.
    https://doi.org/10.1097/jxx.0000000000000763

    11. Larrieu-Jimenez, P., & Salani, D. (2022). When moods and behaviors do not add up.. Journal
    of Addictions Nursing, 33(2), 121–124. https://doi.org/10.1097/jan.0000000000000462

    12. Baumann, S. L., & Samuels, W. E. (2022). Comorbidities in older adults with opioid use
    disorders.. Journal of the American Association of Nurse Practitioners, 34(12), 1280–1288.
    https://doi.org/10.1097/jxx.0000000000000801

    13. Dickson, V. V. (2021). Achieving global targets to reduce hypertension.. The Journal of
    Cardiovascular Nursing, 36(5), 409–410. https://doi.org/10.1097/jcn.0000000000000851

    14. De Lima, N. X., Da Silva, R. C., Vieira, F. V. M., Guimarães, J. V., De Matos, M. A., &
    Cavalcante, A. M. R. Z. (2023). Self-care level of adults with arterial hypertension in
    outpatient follow-up in Brazil.. The Journal of Cardiovascular Nursing, 39(2), 170–177.
    https://doi.org/10.1097/jcn.0000000000000978

    15. Kilmer, M. (2020). Primary care of children with autism spectrum disorder. The Nurse
    Practitioner, 45(6), 33–41. https://doi.org/10.1097/01.npr.0000666192.02590.e

    16. Compton, M. T., & Ku, B. S. (2022). Prevalence of food insecurity and living in a food
    desert among individuals with serious mental illnesses in public mental health clinics.
    Community Mental Health Journal, 59(2), 357–362. https://doi.org/10.1007/s10597-022-
    01013-w

    17. Wen, X., Qiu, H., Yu, B., Bi, J., Gu, X., Zhang, Y., & Wang, S. (2024). Cost-related
    medication nonadherence in adults with COPD in the United States 2013–2020. BMC
    Public Health, 24(1). https://doi.org/10.1186/s12889-024-18333-z

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    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/)

  • [Solved] Antibiotic Stewardship in a Pediatric Patient with Pneumonia

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Objective: Explore appropriate antibiotic selection, dosing, and resistance concerns in pediatric care.** **Patient Profile**: – Age: 6 – Gender: Female – Weight: 44 lbs (20 kg) – Medical History: Recurrent ear infections, no known drug allergies – Current Medications: None – Diagnosis: Community-…

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    Assignment Prompt & Instructions

    **Objective: Explore appropriate antibiotic selection, dosing, and resistance concerns in pediatric care.**

    **Patient Profile**:

    – Age: 6
    – Gender: Female
    – Weight: 44 lbs (20 kg)
    – Medical History: Recurrent ear infections, no known drug allergies
    – Current Medications: None
    – Diagnosis: Community-Acquired Pneumonia (CAP)

    **Instructions for Students**:

    1. **Identify** the most likely pathogens causing pneumonia in this age group and discuss antibiotic options.
    2. **Select** an appropriate antibiotic regimen, including dosing, route, and frequency, based on guidelines for pediatric CAP.
    3. **Evaluate** the risk of antibiotic resistance and the importance of antibiotic stewardship in this case.
    4. **Monitor**: Define what clinical signs/symptoms and laboratory findings should be monitored to ensure the therapy is effective.
    5. **Adjust**: Outline any considerations if the patient fails to respond to first-line therapy or develops adverse effects.
    6. **Counsel**: Provide key teaching points for parents on the correct use of antibiotics, potential side effects, and the importance of completing the prescribed course.

    No less than 300 words, APA format, with 3 references no more than 5 years.

    – 2 years ago

  • [Solved] 1-1 Discussion: Peer Support Activity—Introduction

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In this discussion, begin by introducing yourself to the class and explaining your background. What do you hope to achieve from this course? Also, share your preliminary thoughts on the healthcare administration issue that you will focus on for your capstone project. A good place to start thinking a…

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    Assignment Prompt & Instructions

    In  this discussion, begin by introducing yourself to the class and explaining your background. What do you hope to achieve from this course?

    Also, share your preliminary thoughts on the healthcare administration issue that you will focus on for your capstone project. A good place to start thinking about a topic is your personal experience. Consider problems you have experienced professionally that interest you enough to do substantial research.

    You may link your proposed topic with your current internship, employment, or previous work in another course that may be expanded on for the capstone project in this course. Your instructor will provide feedback to help you refine and focus your proposed topic.

    Examples might include financial challenges, implementation/operationalization of new legislation (such as the No Surprises Act), patient safety and quality, improving internal cybersecurity, or improving the organizational culture. Identify the target audience for your proposal, such as a hospital CEO, board of directors, etc. This assignment will help you complete Milestone One due in Module Two.

    – 2 years ago

  • [Solved] WK 5 RESP DATA

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK5DISDATA.docx **## WK5DISDATA.docx** Self-Study: Comparison of Means, Comparison of Means, Part II: ANOVA and Kruskal Wallis Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. T…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK5DISDATA.docx

    **## WK5DISDATA.docx**

    Self-Study: Comparison of Means, Comparison of Means, Part II: ANOVA and Kruskal Wallis

    Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.

    You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373726)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    · Laerd Statistics: Sign up for a one-month plan using this link
    [https://statistics.laerd.com/sign-up.php?code=LS-USD-1M-599Links to an external site.](https://statistics.laerd.com/sign-up.php?code=LS-USD-1M-599)

    ·
    [One Way ANOVA in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/owa/one-way-anova-in-spss.php)
    https://statistics.laerd.com/premium/spss/owa/one-way-anova-in-spss.php

    ·
    [Kruskal-Wallis Test in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/kwht/kruskal-wallis-test-in-spss.php)
    https://statistics.laerd.com/premium/spss/kwht/kruskal-wallis-test-in-spss.php

    · Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    · Chapter 14, “Analysis of Variance: Two Groups Too Many?” (pp. 269–273, 279)

    ·
    **Document:** [Statistical Output: Kruskal-Wallis (Word document)](https://waldenu.instructure.com/courses/157739/files/12465876?wrap=1) [Download Statistical Output: Kruskal-Wallis (Word document)](https://waldenu.instructure.com/courses/157739/files/12465876/download?download_frd=1)

    ·
    **Document:** [Statistical Output: ANOVA (Word document)](https://waldenu.instructure.com/courses/157739/files/12465878?wrap=1) [Download Statistical Output: ANOVA (Word document)](https://waldenu.instructure.com/courses/157739/files/12465878/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    **Niedz, B. (2024).**
    **_Comparison of means, part II: ANOVA and Krustkal Wallis_ [Video]. Walden University Canvas. https://waldenu.instructure.com**

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    **Document:** [**Comparison of Means, ANOVA and Kruskal Wallis (PowerPoint presentation)**](https://waldenu.instructure.com/courses/157739/files/12465889?wrap=1)

    [Required Resources for Topic: ANOVA](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    · Turgut, M., & Yıldız, H. (2023).
    [Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=174028410&site=eds-live&scope=site&custid=s6527200).
    _BMC Palliative Care, 22_(1), 195.

    **To prepare:**

    · Read and view the Learning Resources in Doherty and Skalsky, and Dang et al. (2021) in Required Readings.

    · View the video on comparison of means.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to the following:

    · Summarize the ANOVA or the Kruskal-Wallis output after completing the self-learning module and completing the Required Readings.

    · Turgut and Yıldız (2023) used both a
    _t_ test and an ANOVA and presented these findings in Table 2 on page 5.

    · Compare and contrast the comparisons for the impact of
    _duration of work on the unit_, on the Texas Revised Inventory of Grief (ANOVA), and the
    _education on terminal period and grief_ (
    _t_ test).

    · Were these the correct tests to be used in these analyses? Explain why.

    For this Self-Study Discussion, you may post throughout Week 5. You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to any or all of the following:

    · Summarize the ANOVA or the Kruskal-Wallis output after completing the self-learning module and completing the Required Readings.

    · Turgut and Yıldız (2023) used both a
    _t-test_ and an ANOVA and presented these findings in Table 2 on page 5.

    · Compare and contrast the comparisons for the impact of
    _duration of work on the unit_, on the Texas Revised Inventory of Grief (ANOVA), and the
    _education on terminal period and grief_ (
    _t-test_).

    · Were these the correct tests to be used in these analyses? Explain why.

    Our interactive discussion addresses the following learning objectives:

    · Differentiate between ANOVA and Kruskal-Wallis tests of significance

    · Summarize statistical findings for ANOVA and for Kruskal-Wallis

    RESPOND TO THIS DISCUSSION POST

    Michelle

    · ANOVA (Analysis of Variance) is a statistical test used to compare the means of three or more groups to see if at least one group is different from the others. It works well when the data is normally distributed and the variance (spread of data) is the same across all groups. For example, if you're comparing the grief scores of three different groups based on their work duration, ANOVA would test whether the average scores are different between these groups. However, if these conditions aren’t met, an alternative test like the Kruskal-Wallis test is used. This test compares the ranks of the data instead of the actual values, making it more suitable when the data isn't normally distributed or has unequal variances.

    · Turgut and Yıldız (2023) used ANOVA to study the impact of work duration on grief scores using the Texas Revised Inventory of Grief. If they are comparing multiple groups (like people with different years of work experience), ANOVA would be the right choice, as long as the data fits the assumptions of normality and equal variance. If the data didn’t meet these assumptions, they would have needed to use the Kruskal-Wallis test instead. In their study, ANOVA would also be suitable for comparing grief scores across multiple groups if other factors, such as work role or age, are involved, as long as the data is normally distributed.

    · For the comparison of grief scores based on education about terminal periods, Turgut and Yıldız used a t-test, which is correct when comparing just two groups. For example, they might compare grief scores between those who received education about terminal periods and those who didn’t. This test works well if the data follows a normal distribution and the variance is similar

    · between the two groups. However, if there are more than two groups or if the normality assumption is violated, they would need to use ANOVA (for multiple groups) or a non-parametric test like the Mann-Whitney U test for two groups. Maintaining statistical rigor ensures the appropriate use of statistical analyses that uphold the scientific method and contribute credible results to the scientific literature (Hodges et al., 2023). Overall, the tests they used seem appropriate, but only if the data meets the necessary assumptions.

    ·
    **References**

    · Hodges, C. B., Stone, B. M., Johnson, P. K., Carter III, J. H., Sawyers, C. K., Roby, P. R., & Lindsey, H. M. (2023). Researcher degrees of freedom in statistical software contribute to unreliable results: A comparison of nonparametric analyses conducted in SPSS, SAS, Stata, and R.
    _Behavior Research Methods_,
    _55_(6), 2813-2837.

    · Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    · Turgut, M., & Yıldız, H. (2023). Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional study.
    _BMC Palliative Care, 22_(1), 195.

    ·

    **## WK5DISDATA.docx**

    Self-Study: Comparison of Means, Comparison of Means, Part II: ANOVA and Kruskal Wallis

    Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.

    You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373726)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    · Laerd Statistics: Sign up for a one-month plan using this link
    [https://statistics.laerd.com/sign-up.php?code=LS-USD-1M-599Links to an external site.](https://statistics.laerd.com/sign-up.php?code=LS-USD-1M-599)

    ·
    [One Way ANOVA in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/owa/one-way-anova-in-spss.php)
    https://statistics.laerd.com/premium/spss/owa/one-way-anova-in-spss.php

    ·
    [Kruskal-Wallis Test in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/kwht/kruskal-wallis-test-in-spss.php)
    https://statistics.laerd.com/premium/spss/kwht/kruskal-wallis-test-in-spss.php

    · Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    · Chapter 14, “Analysis of Variance: Two Groups Too Many?” (pp. 269–273, 279)

    ·
    **Document:** [Statistical Output: Kruskal-Wallis (Word document)](https://waldenu.instructure.com/courses/157739/files/12465876?wrap=1) [Download Statistical Output: Kruskal-Wallis (Word document)](https://waldenu.instructure.com/courses/157739/files/12465876/download?download_frd=1)

    ·
    **Document:** [Statistical Output: ANOVA (Word document)](https://waldenu.instructure.com/courses/157739/files/12465878?wrap=1) [Download Statistical Output: ANOVA (Word document)](https://waldenu.instructure.com/courses/157739/files/12465878/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    **Niedz, B. (2024).**
    **_Comparison of means, part II: ANOVA and Krustkal Wallis_ [Video]. Walden University Canvas. https://waldenu.instructure.com**

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    **Document:** [**Comparison of Means, ANOVA and Kruskal Wallis (PowerPoint presentation)**](https://waldenu.instructure.com/courses/157739/files/12465889?wrap=1)

    [Required Resources for Topic: ANOVA](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    · Turgut, M., & Yıldız, H. (2023).
    [Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=174028410&site=eds-live&scope=site&custid=s6527200).
    _BMC Palliative Care, 22_(1), 195.

    **To prepare:**

    · Read and view the Learning Resources in Doherty and Skalsky, and Dang et al. (2021) in Required Readings.

    · View the video on comparison of means.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to the following:

    · Summarize the ANOVA or the Kruskal-Wallis output after completing the self-learning module and completing the Required Readings.

    · Turgut and Yıldız (2023) used both a
    _t_ test and an ANOVA and presented these findings in Table 2 on page 5.

    · Compare and contrast the comparisons for the impact of
    _duration of work on the unit_, on the Texas Revised Inventory of Grief (ANOVA), and the
    _education on terminal period and grief_ (
    _t_ test).

    · Were these the correct tests to be used in these analyses? Explain why.

    For this Self-Study Discussion, you may post throughout Week 5. You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to any or all of the following:

    · Summarize the ANOVA or the Kruskal-Wallis output after completing the self-learning module and completing the Required Readings.

    · Turgut and Yıldız (2023) used both a
    _t-test_ and an ANOVA and presented these findings in Table 2 on page 5.

    · Compare and contrast the comparisons for the impact of
    _duration of work on the unit_, on the Texas Revised Inventory of Grief (ANOVA), and the
    _education on terminal period and grief_ (
    _t-test_).

    · Were these the correct tests to be used in these analyses? Explain why.

    Our interactive discussion addresses the following learning objectives:

    · Differentiate between ANOVA and Kruskal-Wallis tests of significance

    · Summarize statistical findings for ANOVA and for Kruskal-Wallis

    RESPOND TO THIS DISCUSSION POST

    Michelle

    · ANOVA (Analysis of Variance) is a statistical test used to compare the means of three or more groups to see if at least one group is different from the others. It works well when the data is normally distributed and the variance (spread of data) is the same across all groups. For example, if you're comparing the grief scores of three different groups based on their work duration, ANOVA would test whether the average scores are different between these groups. However, if these conditions aren’t met, an alternative test like the Kruskal-Wallis test is used. This test compares the ranks of the data instead of the actual values, making it more suitable when the data isn't normally distributed or has unequal variances.

    · Turgut and Yıldız (2023) used ANOVA to study the impact of work duration on grief scores using the Texas Revised Inventory of Grief. If they are comparing multiple groups (like people with different years of work experience), ANOVA would be the right choice, as long as the data fits the assumptions of normality and equal variance. If the data didn’t meet these assumptions, they would have needed to use the Kruskal-Wallis test instead. In their study, ANOVA would also be suitable for comparing grief scores across multiple groups if other factors, such as work role or age, are involved, as long as the data is normally distributed.

    · For the comparison of grief scores based on education about terminal periods, Turgut and Yıldız used a t-test, which is correct when comparing just two groups. For example, they might compare grief scores between those who received education about terminal periods and those who didn’t. This test works well if the data follows a normal distribution and the variance is similar

    · between the two groups. However, if there are more than two groups or if the normality assumption is violated, they would need to use ANOVA (for multiple groups) or a non-parametric test like the Mann-Whitney U test for two groups. Maintaining statistical rigor ensures the appropriate use of statistical analyses that uphold the scientific method and contribute credible results to the scientific literature (Hodges et al., 2023). Overall, the tests they used seem appropriate, but only if the data meets the necessary assumptions.

    ·
    **References**

    · Hodges, C. B., Stone, B. M., Johnson, P. K., Carter III, J. H., Sawyers, C. K., Roby, P. R., & Lindsey, H. M. (2023). Researcher degrees of freedom in statistical software contribute to unreliable results: A comparison of nonparametric analyses conducted in SPSS, SAS, Stata, and R.
    _Behavior Research Methods_,
    _55_(6), 2813-2837.

    · Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    · Turgut, M., & Yıldız, H. (2023). Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional study.
    _BMC Palliative Care, 22_(1), 195.

    ·

  • [Solved] What role does your facility play in keeping people healthy? Would the Health Leads program work in your facility? Why or why not?

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering What role does your facility play in keeping people healthy? Would the Health Leads program work in your facility? Why or why not?.

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    Assignment Prompt & Instructions

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

  • [Solved] NGR5131 – Culture and Advanced Nursing Practice

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## ArabDiscussion.docx **## ArabDiscussion.docx** **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!** **Arab Discussion** Mrs. Nasser arrived at the urgent-care center with her 16-year-old daughter,…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## ArabDiscussion.docx

    **## ArabDiscussion.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    **Arab Discussion**

    Mrs. Nasser arrived at the urgent-care center with her 16-year-old daughter, who had been experiencing burning upon urination, itching around her genital area, and a high fever. Mrs. Nasser appeared very anxious, explaining to the nurse that her daughter had never had these symptoms before. The nurse tried to calm Mrs. Nasser and asked that her daughter, Samia, get undressed in preparation for a physical examination. Mrs. Nasser appeared concerned and requested that the nurse inform the doctor that she will not allow the doctor to perform a vaginal examination on her daughter.

    The nurse explained to Mrs. Nasser that it will be necessary for the doctor to examine Samia so that she can determine the cause of Samia’s discomfort. Mrs. Nasser became extremely agitated and explained to the nurse that in her culture, young girls are not allowed to have a vaginal examination for fear that their virginity will be compromised. Mrs. Nasser insisted that she would not allow her daughter to be examined by the female doctor on duty. Mrs. Nasser requested that the nurse ask the doctor to write a prescription for her daughter’s infection, or else she would leave the clinic immediately.

    1. How should the nurse respond to Mrs. Nasser’s request? Explain your rationale.

    2. Identify culturally congruent strategies that may be most effective in addressing the needs of Mrs. Nasser.

    3. How might the nurse ensure that Mrs. Nasser’s concerns are addressed appropriately and that Samia has received the appropriate care?

    **## ArabDiscussion.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    **Arab Discussion**

    Mrs. Nasser arrived at the urgent-care center with her 16-year-old daughter, who had been experiencing burning upon urination, itching around her genital area, and a high fever. Mrs. Nasser appeared very anxious, explaining to the nurse that her daughter had never had these symptoms before. The nurse tried to calm Mrs. Nasser and asked that her daughter, Samia, get undressed in preparation for a physical examination. Mrs. Nasser appeared concerned and requested that the nurse inform the doctor that she will not allow the doctor to perform a vaginal examination on her daughter.

    The nurse explained to Mrs. Nasser that it will be necessary for the doctor to examine Samia so that she can determine the cause of Samia’s discomfort. Mrs. Nasser became extremely agitated and explained to the nurse that in her culture, young girls are not allowed to have a vaginal examination for fear that their virginity will be compromised. Mrs. Nasser insisted that she would not allow her daughter to be examined by the female doctor on duty. Mrs. Nasser requested that the nurse ask the doctor to write a prescription for her daughter’s infection, or else she would leave the clinic immediately.

    1. How should the nurse respond to Mrs. Nasser’s request? Explain your rationale.

    2. Identify culturally congruent strategies that may be most effective in addressing the needs of Mrs. Nasser.

    3. How might the nurse ensure that Mrs. Nasser’s concerns are addressed appropriately and that Samia has received the appropriate care?

  • [Solved] Asssigment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## PolicyandPoliticsinHealthcareOrganizations.docx **## PolicyandPoliticsinHealthcareOrganizations.docx** _Policy and Politics in Healthcare Organizations_ Instructions: How can policies and politics affect a Healthcare Organization and Nursing academia? Contribute a mi…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## PolicyandPoliticsinHealthcareOrganizations.docx

    **## PolicyandPoliticsinHealthcareOrganizations.docx**

    _Policy and Politics in Healthcare Organizations_

    Instructions:

    How can policies and politics affect a Healthcare Organization and Nursing academia?

    Contribute a minimum of 5-6 pages. It should include at least 3 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    **Excellent**

    The student meets 90% to 100% of the required content criteria by mastering both rudimentary and complex elements and, in addition, applying high-level facts, theories, definitions, and other contextual aspects. Lastly, all the delivered information is compliant with the assignment instructions.

    Critical and Logical Thinking

    Thought analysis process

    The assignment meets 90% to 100% of rudimentary and complex details, situations, problems, and diagnosis awareness that are accurate and correctly documented. In addition, the analysis offers a clear and concise analysis along with an impeccable and precise, well-thought process.

    **## PolicyandPoliticsinHealthcareOrganizations.docx**

    _Policy and Politics in Healthcare Organizations_

    Instructions:

    How can policies and politics affect a Healthcare Organization and Nursing academia?

    Contribute a minimum of 5-6 pages. It should include at least 3 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    **Excellent**

    The student meets 90% to 100% of the required content criteria by mastering both rudimentary and complex elements and, in addition, applying high-level facts, theories, definitions, and other contextual aspects. Lastly, all the delivered information is compliant with the assignment instructions.

    Critical and Logical Thinking

    Thought analysis process

    The assignment meets 90% to 100% of rudimentary and complex details, situations, problems, and diagnosis awareness that are accurate and correctly documented. In addition, the analysis offers a clear and concise analysis along with an impeccable and precise, well-thought process.

  • [Solved] PHARM DISCUSSION #2

    ✓ Verified Academic Solution Available

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    – 2 years ago **files (1)** – ## module2PHARMDISCUSSION.docx **## module2PHARMDISCUSSION.docx** ![icon](https://www.sweetstudy.com/questions/pharm-discussion-2-20894451)**_Describing, Diagnosing, & Treatment of Skin, Eye, & Ear Disorders_** Based on [Module 2: Lecture Materials & Resources](https://…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## module2PHARMDISCUSSION.docx

    **## module2PHARMDISCUSSION.docx**

    ![icon](https://www.sweetstudy.com/questions/pharm-discussion-2-20894451)**_Describing, Diagnosing, & Treatment of Skin, Eye, & Ear Disorders_**

    Based on
    [Module 2: Lecture Materials & Resources](https://stu.instructure.com/courses/44860/pages/module-2-lecture-materials-and-resources?wrap=1) and experience, please answer the following questions:

    1. Describe dermatitis, diagnostic criteria, and treatment modalities

    2. Describe the drug therapy for Conjunctivitis and Otitis Media

    3. Discuss Herpes Virus infections, patient presentation, and treatment

    4. Describe the most common primary bacterial skin infections and the treatment of choice.

    **Submission Instructions:**

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

    Each question must be answered individually as in bullet points. Not in an essay format. Example: Question 1, followed by the answer to question 1; Question 2, followed by the answer to question 2; and so forth.

    · Each question
    **must be answered individually** as in bullet points.
    **Not** in an essay format.

    · Quotes “……” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.

    · Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years-no websites to be referenced without prior approval.

    ## image1.png

    **## module2PHARMDISCUSSION.docx**

    ![icon](https://www.sweetstudy.com/questions/pharm-discussion-2-20894451)**_Describing, Diagnosing, & Treatment of Skin, Eye, & Ear Disorders_**

    Based on
    [Module 2: Lecture Materials & Resources](https://stu.instructure.com/courses/44860/pages/module-2-lecture-materials-and-resources?wrap=1) and experience, please answer the following questions:

    1. Describe dermatitis, diagnostic criteria, and treatment modalities

    2. Describe the drug therapy for Conjunctivitis and Otitis Media

    3. Discuss Herpes Virus infections, patient presentation, and treatment

    4. Describe the most common primary bacterial skin infections and the treatment of choice.

    **Submission Instructions:**

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

    Each question must be answered individually as in bullet points. Not in an essay format. Example: Question 1, followed by the answer to question 1; Question 2, followed by the answer to question 2; and so forth.

    · Each question
    **must be answered individually** as in bullet points.
    **Not** in an essay format.

    · Quotes “……” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.

    · Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years-no websites to be referenced without prior approval.

    ## image1.png

  • [Solved] soap note template

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    us esoap note template attached other is just instructions – 2 years ago **files (2)** – ## soapnoteinstructions.docx – ## soapmodule2.docx **## soapnoteinstructions.docx** 1. Compose a written comprehensive psychiatric evaluation of a patient you have seen in the clinic. 2. Upload your completed …

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    Assignment Prompt & Instructions

    us esoap note template attached other is just instructions

    – 2 years ago

    **files (2)**

    – ## soapnoteinstructions.docx

    – ## soapmodule2.docx

    **## soapnoteinstructions.docx**

    1. Compose a written comprehensive psychiatric evaluation of a patient you have seen in the clinic.

    2. Upload your completed comprehensive psychiatric evaluation as a Word doc. Scanned PDFs will not be accepted.

    ·
    **For the Comprehensive Psychiatric Evaluation Presentation Assignment:** You will need to get it signed by your preceptor for the presentation (actual signature, not electronically typed).

    **Step 2:** Each student will create a focused SOAP note video presentation in the next assignment. See
    [Comprehensive Psychiatric Evaluation Presentation 1](https://stu.instructure.com/courses/43967/assignments/579648?wrap=1) for more details.

    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan.

    **S =**

    Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS)

    **O =**

    Objective data: Medications; Allergies; Past medical history; Family psychiatric history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; Physical exam, (Focused), and Mental Status Exam

    **A =**

    Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes

    **P =**

    Plan: Pharmacologic and Non-pharmacologic treatment plan; diagnostic testing/screening tools, patient/family teaching, referral, and follow up

    **Other:** Incorporate current clinical guidelines
    [NIH Clinical GuidelinesLinks to an external site.](https://www.nccih.nih.gov/health/providers/clinicalpractice) or
    [APA Clinical GuidelinesLinks to an external site.](https://www.psychiatry.org/psychiatrists/practice/clinical-practice-guidelines), research articles, and the role of the PMHNP in your evaluation.

    atatched is the soap note template use apa 7 the dition

    **## soapmodule2.docx**

    "Thank you for sharing your perspective on how Haitian culture views the causes of psychological problems in children. I find it fascinating how different cultures interpret mental health through their own spiritual and traditional beliefs. Coming from a
    **Latino background**, I can relate to some of these views, particularly the idea that spirituality and external forces can influence a child's well-being.

    In Latino culture, many families also attribute
    **mental and emotional struggles** in children to
    **spiritual or supernatural causes**, such as
    **"mal de ojo" (the evil eye)** or
    **negative energies** from others. It’s common for parents to seek help from religious figures, such as priests or healers, before turning to medical professionals. Similarly to the Haitian perspective, many believe that emotional distress can result from a
    **disruption in spiritual balance**, leading families to use prayer, religious rituals, or traditional healing methods as a way to protect and restore a child's well-being.

    However, alongside these spiritual beliefs, there is a growing recognition within Latino communities of the
    **biological and psychological factors** that contribute to childhood mental health issues. In recent years, more families have begun to accept that
    **trauma, family dynamics, social pressures, and even genetics** play a significant role in a child's psychological development. Mental health stigma still exists, but there is increasing awareness of the importance of therapy and medical intervention when needed.

    I appreciate how your
    **Haitian background emphasizes spirituality and supernatural experiences** as key influences on a child's mental health. While my Latino upbringing shares some of these traditional beliefs, it also integrates a
    **strong emphasis on family dynamics, emotional expression, and the impact of life stressors** in understanding childhood psychological struggles.

    It’s interesting to see how both cultures deeply value
    **community, family, and faith** when addressing mental health, even if the explanations may differ. I think conversations like these are essential in bridging cultural perspectives and helping us become more culturally competent healthcare providers. Thank you for sharing your insights—I truly enjoyed learning about the Haitian perspective on child psychology!"*

    **## soapmodule2.docx**

    "Thank you for sharing your perspective on how Haitian culture views the causes of psychological problems in children. I find it fascinating how different cultures interpret mental health through their own spiritual and traditional beliefs. Coming from a
    **Latino background**, I can relate to some of these views, particularly the idea that spirituality and external forces can influence a child's well-being.

    In Latino culture, many families also attribute
    **mental and emotional struggles** in children to
    **spiritual or supernatural causes**, such as
    **"mal de ojo" (the evil eye)** or
    **negative energies** from others. It’s common for parents to seek help from religious figures, such as priests or healers, before turning to medical professionals. Similarly to the Haitian perspective, many believe that emotional distress can result from a
    **disruption in spiritual balance**, leading families to use prayer, religious rituals, or traditional healing methods as a way to protect and restore a child's well-being.

    However, alongside these spiritual beliefs, there is a growing recognition within Latino communities of the
    **biological and psychological factors** that contribute to childhood mental health issues. In recent years, more families have begun to accept that
    **trauma, family dynamics, social pressures, and even genetics** play a significant role in a child's psychological development. Mental health stigma still exists, but there is increasing awareness of the importance of therapy and medical intervention when needed.

    I appreciate how your
    **Haitian background emphasizes spirituality and supernatural experiences** as key influences on a child's mental health. While my Latino upbringing shares some of these traditional beliefs, it also integrates a
    **strong emphasis on family dynamics, emotional expression, and the impact of life stressors** in understanding childhood psychological struggles.

    It’s interesting to see how both cultures deeply value
    **community, family, and faith** when addressing mental health, even if the explanations may differ. I think conversations like these are essential in bridging cultural perspectives and helping us become more culturally competent healthcare providers. Thank you for sharing your insights—I truly enjoyed learning about the Haitian perspective on child psychology!"*

    **## soapnoteinstructions.docx**

    1. Compose a written comprehensive psychiatric evaluation of a patient you have seen in the clinic.

    2. Upload your completed comprehensive psychiatric evaluation as a Word doc. Scanned PDFs will not be accepted.

    ·
    **For the Comprehensive Psychiatric Evaluation Presentation Assignment:** You will need to get it signed by your preceptor for the presentation (actual signature, not electronically typed).

    **Step 2:** Each student will create a focused SOAP note video presentation in the next assignment. See
    [Comprehensive Psychiatric Evaluation Presentation 1](https://stu.instructure.com/courses/43967/assignments/579648?wrap=1) for more details.

    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan.

    **S =**

    Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS)

    **O =**

    Objective data: Medications; Allergies; Past medical history; Family psychiatric history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; Physical exam, (Focused), and Mental Status Exam

    **A =**

    Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes

    **P =**

    Plan: Pharmacologic and Non-pharmacologic treatment plan; diagnostic testing/screening tools, patient/family teaching, referral, and follow up

    **Other:** Incorporate current clinical guidelines
    [NIH Clinical GuidelinesLinks to an external site.](https://www.nccih.nih.gov/health/providers/clinicalpractice) or
    [APA Clinical GuidelinesLinks to an external site.](https://www.psychiatry.org/psychiatrists/practice/clinical-practice-guidelines), research articles, and the role of the PMHNP in your evaluation.

    atatched is the soap note template use apa 7 the dition

    **## soapmodule2.docx**

    "Thank you for sharing your perspective on how Haitian culture views the causes of psychological problems in children. I find it fascinating how different cultures interpret mental health through their own spiritual and traditional beliefs. Coming from a
    **Latino background**, I can relate to some of these views, particularly the idea that spirituality and external forces can influence a child's well-being.

    In Latino culture, many families also attribute
    **mental and emotional struggles** in children to
    **spiritual or supernatural causes**, such as
    **"mal de ojo" (the evil eye)** or
    **negative energies** from others. It’s common for parents to seek help from religious figures, such as priests or healers, before turning to medical professionals. Similarly to the Haitian perspective, many believe that emotional distress can result from a
    **disruption in spiritual balance**, leading families to use prayer, religious rituals, or traditional healing methods as a way to protect and restore a child's well-being.

    However, alongside these spiritual beliefs, there is a growing recognition within Latino communities of the
    **biological and psychological factors** that contribute to childhood mental health issues. In recent years, more families have begun to accept that
    **trauma, family dynamics, social pressures, and even genetics** play a significant role in a child's psychological development. Mental health stigma still exists, but there is increasing awareness of the importance of therapy and medical intervention when needed.

    I appreciate how your
    **Haitian background emphasizes spirituality and supernatural experiences** as key influences on a child's mental health. While my Latino upbringing shares some of these traditional beliefs, it also integrates a
    **strong emphasis on family dynamics, emotional expression, and the impact of life stressors** in understanding childhood psychological struggles.

    It’s interesting to see how both cultures deeply value
    **community, family, and faith** when addressing mental health, even if the explanations may differ. I think conversations like these are essential in bridging cultural perspectives and helping us become more culturally competent healthcare providers. Thank you for sharing your insights—I truly enjoyed learning about the Haitian perspective on child psychology!"*

    **## soapnoteinstructions.docx**

    1. Compose a written comprehensive psychiatric evaluation of a patient you have seen in the clinic.

    2. Upload your completed comprehensive psychiatric evaluation as a Word doc. Scanned PDFs will not be accepted.

    ·
    **For the Comprehensive Psychiatric Evaluation Presentation Assignment:** You will need to get it signed by your preceptor for the presentation (actual signature, not electronically typed).

    **Step 2:** Each student will create a focused SOAP note video presentation in the next assignment. See
    [Comprehensive Psychiatric Evaluation Presentation 1](https://stu.instructure.com/courses/43967/assignments/579648?wrap=1) for more details.

    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan.

    **S =**

    Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS)

    **O =**

    Objective data: Medications; Allergies; Past medical history; Family psychiatric history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; Physical exam, (Focused), and Mental Status Exam

    **A =**

    Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes

    **P =**

    Plan: Pharmacologic and Non-pharmacologic treatment plan; diagnostic testing/screening tools, patient/family teaching, referral, and follow up

    **Other:** Incorporate current clinical guidelines
    [NIH Clinical GuidelinesLinks to an external site.](https://www.nccih.nih.gov/health/providers/clinicalpractice) or
    [APA Clinical GuidelinesLinks to an external site.](https://www.psychiatry.org/psychiatrists/practice/clinical-practice-guidelines), research articles, and the role of the PMHNP in your evaluation.

    atatched is the soap note template use apa 7 the dition

    **## soapmodule2.docx**

    "Thank you for sharing your perspective on how Haitian culture views the causes of psychological problems in children. I find it fascinating how different cultures interpret mental health through their own spiritual and traditional beliefs. Coming from a
    **Latino background**, I can relate to some of these views, particularly the idea that spirituality and external forces can influence a child's well-being.

    In Latino culture, many families also attribute
    **mental and emotional struggles** in children to
    **spiritual or supernatural causes**, such as
    **"mal de ojo" (the evil eye)** or
    **negative energies** from others. It’s common for parents to seek help from religious figures, such as priests or healers, before turning to medical professionals. Similarly to the Haitian perspective, many believe that emotional distress can result from a
    **disruption in spiritual balance**, leading families to use prayer, religious rituals, or traditional healing methods as a way to protect and restore a child's well-being.

    However, alongside these spiritual beliefs, there is a growing recognition within Latino communities of the
    **biological and psychological factors** that contribute to childhood mental health issues. In recent years, more families have begun to accept that
    **trauma, family dynamics, social pressures, and even genetics** play a significant role in a child's psychological development. Mental health stigma still exists, but there is increasing awareness of the importance of therapy and medical intervention when needed.

    I appreciate how your
    **Haitian background emphasizes spirituality and supernatural experiences** as key influences on a child's mental health. While my Latino upbringing shares some of these traditional beliefs, it also integrates a
    **strong emphasis on family dynamics, emotional expression, and the impact of life stressors** in understanding childhood psychological struggles.

    It’s interesting to see how both cultures deeply value
    **community, family, and faith** when addressing mental health, even if the explanations may differ. I think conversations like these are essential in bridging cultural perspectives and helping us become more culturally competent healthcare providers. Thank you for sharing your insights—I truly enjoyed learning about the Haitian perspective on child psychology!"*