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[Solved] G-272-93

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Read the attached documents – 2 years ago **files (1)** – ## G-272-93.docx **## G-272-93.docx** **Grenz, 272-93** Read pages **Grenz, 272-93** in the book: Grenz, Stanley J. Theology for the Community of God. Eerdmans, 2000. ISBN 978-0802847553 **Use easy English.** **No AI such as ChatGPT or Gemini…

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Read the attached documents

– 2 years ago

**files (1)**

– ## G-272-93.docx

**## G-272-93.docx**

**Grenz, 272-93**

Read pages
**Grenz, 272-93** in
the book: Grenz, Stanley J. Theology for the Community of God. Eerdmans, 2000. ISBN 978-0802847553

**Use easy English.**

**No AI such as ChatGPT or Gemini or similar.**

**Note that they AI detector to detect any AI texts, AI paraphrasing or Plagiarism.**

**## G-272-93.docx**

**Grenz, 272-93**

Read pages
**Grenz, 272-93** in
the book: Grenz, Stanley J. Theology for the Community of God. Eerdmans, 2000. ISBN 978-0802847553

**Use easy English.**

**No AI such as ChatGPT or Gemini or similar.**

**Note that they AI detector to detect any AI texts, AI paraphrasing or Plagiarism.**

November 5, 2026
[Solved] PEDS CLINICAL DB#1

✓ Verified Academic Solution Available

Executive Solution Overview

500 words 2 references apa style – [\ \ IMG_9418.jpeg](https://www.sweetstudy.com/files/img-9418-jpeg "IMG_9418.jpeg") – 2 years ago

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Assignment Prompt & Instructions

500 words

2 references

apa style

– [\
\
IMG_9418.jpeg](https://www.sweetstudy.com/files/img-9418-jpeg "IMG_9418.jpeg")

– 2 years ago

November 5, 2026
[Solved] G-245-271

✓ Verified Academic Solution Available

Executive Solution Overview

Read the attached documents – 2 years ago **files (2)** – ## G-245-271.docx – ## GS-Actexpl..pdf **## G-245-271.docx** **Grenz, 245-271** Read pages **Grenz, 245-271** in the book: Grenz, Stanley J. Theology for the Community of God. Eerdmans, 2000. ISBN 978-0802847553 **Use easy English.** **No AI …

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Read the attached documents

– 2 years ago

**files (2)**

– ## G-245-271.docx

– ## GS-Actexpl..pdf

**## G-245-271.docx**

**Grenz, 245-271**

Read pages
**Grenz, 245-271** in
the book: Grenz, Stanley J. Theology for the Community of God. Eerdmans, 2000. ISBN 978-0802847553

**Use easy English.**

**No AI such as ChatGPT or Gemini or similar.**

**Note that they AI detector to detect any AI texts, AI paraphrasing or Plagiarism.**

**## GS-Actexpl..pdf**

1

Annotated Textbook Chapter Summary
Writing Guide

The Basics: An Annotated Textbook Chapter Summary (ATCS) is a concise summary of a chapter or section of

a course textbook. It can serve several purposes in a course: (1) milestones helping you pace your pre-reading

for the class sessions; (2) solidifying your understanding of the reading as you process the material and consider

how best to summarize it; (3) assist with retrieving material you may use in class discussions, writing course

papers, and even after the course is completed; (5) provide insight for the professor into areas which may

require more clarification in class sessions.

Elements: There are 4 components for each ATCS entry: Thesis Sentence, Main Ideas, Application, and

Questions

Thesis Sentence: The first sentence is the thesis sentence—what the chapter is about. This sentence should be

general enough to cover the entire reading yet specific enough that someone who has not read the reading

would have a decent idea of the content and that if you came back to read it 2 years from now you would have

a good idea of the content. This must be a single sentence without semi-colons—although colons, dashes, and

even parentheses are allowed. Learning to express yourself succinctly is an important skill in our cultural

context.

Main Ideas: Following the topic sentence is a bullet point listing of the 4–6 most important or interesting

concepts found in the reading. If you have less than 4 points, go back and see if you can break one of the points

into multiple smaller points to use instead. If you have more than 6 consider how you can combine two or

more or decide which points to cut. Each point should have 1–3 sentences explaining the idea. Use citations

within square brackets (e.g., [13]) so that you can easily go back later and find the location of these main ideas.

Avoid large, explicit quotations from the reading—but you will often find you are lifting words directly from

the text, especially technical terms and phrases. These terms and phrases do not need to be placed within

quotation marks. Doing the Main Ideas is as much of an art as it is a science. Notice in the example below that

in the first point a general statement is made covering pages 8–10, but the next sentence goes back and provides

two additional details. The next entry, however, has two sentences that follow the page order. And the last three

all are single, complex sentences. All are fine—it is just a question of what makes more sense to you and will

help you recall the material when you go back to re-read it.

Application: For the application write 1–3 sentences regarding how an idea or a concept from the reading might

impact your individual life or that you could build a sermon around. If you choose the sermon option, please

include the primary biblical text you would use.

Questions: Finally, you will ask 2–3 questions regarding the reading, again arranged as bullet points. These can

directly relate to understanding the material, implications raised by the reading, questions regarding the

relative strength, etc. Each sentence in this section should end in a question mark—you are asking questions

here, not making comments. Provide a citation—this will help the professor have a better idea of what you are

asking about.

Example ATCS: Note I have indented the margins and changed the font to make it stand out from the rest of

the page:

Thesis: Argues for the priority of grace over alternative starting positions for theology.

Main Ideas:

2

▪ Doctrine of the Trinity is the foundation, taking the inter-trinitarian love of the Father and the Son as

the essence of God [8–10]. The author uses Augustine’s idea of the Holy Spirit as the mutual love of

the Father and the Son [9] and the social model of the trinity as proposed by Richard of St Victor [10].

▪ Grace as the extension of God’s trinitarian essence (love) to creation [13]. Grace precedes all other

relations between God and his creation including being sovereign or creator [15–17].

▪ The priority of grace demonstrated through biblical examples: the calling of Abraham [18], the exodus

preceding the giving of the law [19], and most crucially the incarnation [20–23].

▪ Distortions when alternative starting points are utilized: sovereignty [23–24], power [24], free will

[25], tolerance [26], and rationality [27].

▪ Pentecostal positions are explained in terms of grace including the nature and distribution of spiritual

gifts [28–9], prophecy [30–32], and physical healing [34].

Application: I tend to see sovereignty as the thing that makes God “God,” so Christianity is reduced to

obedience to God’s commands. But if God is essentially love, then God’s commands are based in

love (not just divine power) and my obedience is a loving response to a loving command—this has

a totally different feel to it.

Questions:

▪ Why isn’t the Father’s love for the Son part of the Father and the Son’s love for the Father part of the

Son instead of being a distinct person who is neither Father nor Son [9]?

▪ Does starting with grace [15–17] reduce God’s role to “God for me” compared to other starting points

like God’s sovereignty or glory?

▪ Does the author’s pentecostal background, with its emphasis on “gifts” [28–29] cause the author to be

more inclined to the idea of the importance of grace?

As you can see in the example, grammar is not the highest priority; instead, economy of expression in

communicating the content takes precedence. Even so, intelligibility, including spelling, is still expected for the

entries.

Assessment: Annotated Textbook Chapter Summaries are graded generously as long as it is clear to the

professor a good faith attempt has been made and all requirements are met—typically in the 85 –90% range.

Scores below 85% usually occur from not including an element (like forgetting citations) or failing to meet the

minimum or exceeding the maximum requirements—for example having 8 main ideas or having only one

question. Points may also be deducted for a late ATCS. Typically, ATCSs will not receive credit if they are

submitted after the class session where those readings are being discussed. Talk to the professor if a situation

arises that causes a problem submitting an ATCS on time.

Tips + Tricks: Here are few things that might help—none are required.

Compressing a Long Thesis: If you are having trouble coming up with a single sentence for your thesis here are

two approaches that can help. The first is to write out a multi-sentence thesis. Then try and compress it down to

just one sentence that has the most important parts in it. The second is to do the Main Ideas first, then look at

them and ask yourself, “what do they all have in common?”—that’s your thesis!

Cut and Paste: Some students may find it easier to do their ATCS entries in a Word document and then paste

the particular entry into the assignment on Discovery. This also makes it easier to go back and do a quick

review before the class sessions and doing projects.

Make a Template: The most common loss of points in an ATCS happens when someone (1) forgets to cite their

main ideas, (2) forgets each sentence in the question section ends with a question mark, and (3) doesn’t meet

the length requirements. To help avoid this, create a blank template within your Word document. Fill it out,

then copy and paste what you’ve written into Discovery. You’ll quickly see if you didn’t meet the assignment

requirements. For example:
Assignment:
Thesis:

3

Main Ideas:
▪ []
▪ []
▪ []
▪ []
 []
 []

Application:
Questions:

▪ [] ?
▪ [] ?
 [] ?

In this example I put square brackets to remind me to cite and a question mark at the end of each question—so

that it doesn’t become a comment instead of a question. I also put the minimum number of bullet points with

one symbol (the square) and the optional ones with another symbol (the circle) to help remind myself of the

minimum and maximum. You don’t have to use this system (or do a template at all) but I just put it up here to

stimulate your thinking.

Start Early + Take Breaks: Annotated Textbook Chapter Summaries are a great way to help you read and process

the textbooks at a deeper level, but this deeper level takes more time. So starting earlier is better than starting

later and taking breaks becomes even more important as you work your way through these assigned readings.

**## GS-Actexpl..pdf**

1

Annotated Textbook Chapter Summary
Writing Guide

The Basics: An Annotated Textbook Chapter Summary (ATCS) is a concise summary of a chapter or section of

a course textbook. It can serve several purposes in a course: (1) milestones helping you pace your pre-reading

for the class sessions; (2) solidifying your understanding of the reading as you process the material and consider

how best to summarize it; (3) assist with retrieving material you may use in class discussions, writing course

papers, and even after the course is completed; (5) provide insight for the professor into areas which may

require more clarification in class sessions.

Elements: There are 4 components for each ATCS entry: Thesis Sentence, Main Ideas, Application, and

Questions

Thesis Sentence: The first sentence is the thesis sentence—what the chapter is about. This sentence should be

general enough to cover the entire reading yet specific enough that someone who has not read the reading

would have a decent idea of the content and that if you came back to read it 2 years from now you would have

a good idea of the content. This must be a single sentence without semi-colons—although colons, dashes, and

even parentheses are allowed. Learning to express yourself succinctly is an important skill in our cultural

context.

Main Ideas: Following the topic sentence is a bullet point listing of the 4–6 most important or interesting

concepts found in the reading. If you have less than 4 points, go back and see if you can break one of the points

into multiple smaller points to use instead. If you have more than 6 consider how you can combine two or

more or decide which points to cut. Each point should have 1–3 sentences explaining the idea. Use citations

within square brackets (e.g., [13]) so that you can easily go back later and find the location of these main ideas.

Avoid large, explicit quotations from the reading—but you will often find you are lifting words directly from

the text, especially technical terms and phrases. These terms and phrases do not need to be placed within

quotation marks. Doing the Main Ideas is as much of an art as it is a science. Notice in the example below that

in the first point a general statement is made covering pages 8–10, but the next sentence goes back and provides

two additional details. The next entry, however, has two sentences that follow the page order. And the last three

all are single, complex sentences. All are fine—it is just a question of what makes more sense to you and will

help you recall the material when you go back to re-read it.

Application: For the application write 1–3 sentences regarding how an idea or a concept from the reading might

impact your individual life or that you could build a sermon around. If you choose the sermon option, please

include the primary biblical text you would use.

Questions: Finally, you will ask 2–3 questions regarding the reading, again arranged as bullet points. These can

directly relate to understanding the material, implications raised by the reading, questions regarding the

relative strength, etc. Each sentence in this section should end in a question mark—you are asking questions

here, not making comments. Provide a citation—this will help the professor have a better idea of what you are

asking about.

Example ATCS: Note I have indented the margins and changed the font to make it stand out from the rest of

the page:

Thesis: Argues for the priority of grace over alternative starting positions for theology.

Main Ideas:

2

▪ Doctrine of the Trinity is the foundation, taking the inter-trinitarian love of the Father and the Son as

the essence of God [8–10]. The author uses Augustine’s idea of the Holy Spirit as the mutual love of

the Father and the Son [9] and the social model of the trinity as proposed by Richard of St Victor [10].

▪ Grace as the extension of God’s trinitarian essence (love) to creation [13]. Grace precedes all other

relations between God and his creation including being sovereign or creator [15–17].

▪ The priority of grace demonstrated through biblical examples: the calling of Abraham [18], the exodus

preceding the giving of the law [19], and most crucially the incarnation [20–23].

▪ Distortions when alternative starting points are utilized: sovereignty [23–24], power [24], free will

[25], tolerance [26], and rationality [27].

▪ Pentecostal positions are explained in terms of grace including the nature and distribution of spiritual

gifts [28–9], prophecy [30–32], and physical healing [34].

Application: I tend to see sovereignty as the thing that makes God “God,” so Christianity is reduced to

obedience to God’s commands. But if God is essentially love, then God’s commands are based in

love (not just divine power) and my obedience is a loving response to a loving command—this has

a totally different feel to it.

Questions:

▪ Why isn’t the Father’s love for the Son part of the Father and the Son’s love for the Father part of the

Son instead of being a distinct person who is neither Father nor Son [9]?

▪ Does starting with grace [15–17] reduce God’s role to “God for me” compared to other starting points

like God’s sovereignty or glory?

▪ Does the author’s pentecostal background, with its emphasis on “gifts” [28–29] cause the author to be

more inclined to the idea of the importance of grace?

As you can see in the example, grammar is not the highest priority; instead, economy of expression in

communicating the content takes precedence. Even so, intelligibility, including spelling, is still expected for the

entries.

Assessment: Annotated Textbook Chapter Summaries are graded generously as long as it is clear to the

professor a good faith attempt has been made and all requirements are met—typically in the 85 –90% range.

Scores below 85% usually occur from not including an element (like forgetting citations) or failing to meet the

minimum or exceeding the maximum requirements—for example having 8 main ideas or having only one

question. Points may also be deducted for a late ATCS. Typically, ATCSs will not receive credit if they are

submitted after the class session where those readings are being discussed. Talk to the professor if a situation

arises that causes a problem submitting an ATCS on time.

Tips + Tricks: Here are few things that might help—none are required.

Compressing a Long Thesis: If you are having trouble coming up with a single sentence for your thesis here are

two approaches that can help. The first is to write out a multi-sentence thesis. Then try and compress it down to

just one sentence that has the most important parts in it. The second is to do the Main Ideas first, then look at

them and ask yourself, “what do they all have in common?”—that’s your thesis!

Cut and Paste: Some students may find it easier to do their ATCS entries in a Word document and then paste

the particular entry into the assignment on Discovery. This also makes it easier to go back and do a quick

review before the class sessions and doing projects.

Make a Template: The most common loss of points in an ATCS happens when someone (1) forgets to cite their

main ideas, (2) forgets each sentence in the question section ends with a question mark, and (3) doesn’t meet

the length requirements. To help avoid this, create a blank template within your Word document. Fill it out,

then copy and paste what you’ve written into Discovery. You’ll quickly see if you didn’t meet the assignment

requirements. For example:
Assignment:
Thesis:

3

Main Ideas:
▪ []
▪ []
▪ []
▪ []
 []
 []

Application:
Questions:

▪ [] ?
▪ [] ?
 [] ?

In this example I put square brackets to remind me to cite and a question mark at the end of each question—so

that it doesn’t become a comment instead of a question. I also put the minimum number of bullet points with

one symbol (the square) and the optional ones with another symbol (the circle) to help remind myself of the

minimum and maximum. You don’t have to use this system (or do a template at all) but I just put it up here to

stimulate your thinking.

Start Early + Take Breaks: Annotated Textbook Chapter Summaries are a great way to help you read and process

the textbooks at a deeper level, but this deeper level takes more time. So starting earlier is better than starting

later and taking breaks becomes even more important as you work your way through these assigned readings.

**## G-245-271.docx**

**Grenz, 245-271**

Read pages
**Grenz, 245-271** in
the book: Grenz, Stanley J. Theology for the Community of God. Eerdmans, 2000. ISBN 978-0802847553

**Use easy English.**

**No AI such as ChatGPT or Gemini or similar.**

**Note that they AI detector to detect any AI texts, AI paraphrasing or Plagiarism.**

**## GS-Actexpl..pdf**

1

Annotated Textbook Chapter Summary
Writing Guide

The Basics: An Annotated Textbook Chapter Summary (ATCS) is a concise summary of a chapter or section of

a course textbook. It can serve several purposes in a course: (1) milestones helping you pace your pre-reading

for the class sessions; (2) solidifying your understanding of the reading as you process the material and consider

how best to summarize it; (3) assist with retrieving material you may use in class discussions, writing course

papers, and even after the course is completed; (5) provide insight for the professor into areas which may

require more clarification in class sessions.

Elements: There are 4 components for each ATCS entry: Thesis Sentence, Main Ideas, Application, and

Questions

Thesis Sentence: The first sentence is the thesis sentence—what the chapter is about. This sentence should be

general enough to cover the entire reading yet specific enough that someone who has not read the reading

would have a decent idea of the content and that if you came back to read it 2 years from now you would have

a good idea of the content. This must be a single sentence without semi-colons—although colons, dashes, and

even parentheses are allowed. Learning to express yourself succinctly is an important skill in our cultural

context.

Main Ideas: Following the topic sentence is a bullet point listing of the 4–6 most important or interesting

concepts found in the reading. If you have less than 4 points, go back and see if you can break one of the points

into multiple smaller points to use instead. If you have more than 6 consider how you can combine two or

more or decide which points to cut. Each point should have 1–3 sentences explaining the idea. Use citations

within square brackets (e.g., [13]) so that you can easily go back later and find the location of these main ideas.

Avoid large, explicit quotations from the reading—but you will often find you are lifting words directly from

the text, especially technical terms and phrases. These terms and phrases do not need to be placed within

quotation marks. Doing the Main Ideas is as much of an art as it is a science. Notice in the example below that

in the first point a general statement is made covering pages 8–10, but the next sentence goes back and provides

two additional details. The next entry, however, has two sentences that follow the page order. And the last three

all are single, complex sentences. All are fine—it is just a question of what makes more sense to you and will

help you recall the material when you go back to re-read it.

Application: For the application write 1–3 sentences regarding how an idea or a concept from the reading might

impact your individual life or that you could build a sermon around. If you choose the sermon option, please

include the primary biblical text you would use.

Questions: Finally, you will ask 2–3 questions regarding the reading, again arranged as bullet points. These can

directly relate to understanding the material, implications raised by the reading, questions regarding the

relative strength, etc. Each sentence in this section should end in a question mark—you are asking questions

here, not making comments. Provide a citation—this will help the professor have a better idea of what you are

asking about.

Example ATCS: Note I have indented the margins and changed the font to make it stand out from the rest of

the page:

Thesis: Argues for the priority of grace over alternative starting positions for theology.

Main Ideas:

2

▪ Doctrine of the Trinity is the foundation, taking the inter-trinitarian love of the Father and the Son as

the essence of God [8–10]. The author uses Augustine’s idea of the Holy Spirit as the mutual love of

the Father and the Son [9] and the social model of the trinity as proposed by Richard of St Victor [10].

▪ Grace as the extension of God’s trinitarian essence (love) to creation [13]. Grace precedes all other

relations between God and his creation including being sovereign or creator [15–17].

▪ The priority of grace demonstrated through biblical examples: the calling of Abraham [18], the exodus

preceding the giving of the law [19], and most crucially the incarnation [20–23].

▪ Distortions when alternative starting points are utilized: sovereignty [23–24], power [24], free will

[25], tolerance [26], and rationality [27].

▪ Pentecostal positions are explained in terms of grace including the nature and distribution of spiritual

gifts [28–9], prophecy [30–32], and physical healing [34].

Application: I tend to see sovereignty as the thing that makes God “God,” so Christianity is reduced to

obedience to God’s commands. But if God is essentially love, then God’s commands are based in

love (not just divine power) and my obedience is a loving response to a loving command—this has

a totally different feel to it.

Questions:

▪ Why isn’t the Father’s love for the Son part of the Father and the Son’s love for the Father part of the

Son instead of being a distinct person who is neither Father nor Son [9]?

▪ Does starting with grace [15–17] reduce God’s role to “God for me” compared to other starting points

like God’s sovereignty or glory?

▪ Does the author’s pentecostal background, with its emphasis on “gifts” [28–29] cause the author to be

more inclined to the idea of the importance of grace?

As you can see in the example, grammar is not the highest priority; instead, economy of expression in

communicating the content takes precedence. Even so, intelligibility, including spelling, is still expected for the

entries.

Assessment: Annotated Textbook Chapter Summaries are graded generously as long as it is clear to the

professor a good faith attempt has been made and all requirements are met—typically in the 85 –90% range.

Scores below 85% usually occur from not including an element (like forgetting citations) or failing to meet the

minimum or exceeding the maximum requirements—for example having 8 main ideas or having only one

question. Points may also be deducted for a late ATCS. Typically, ATCSs will not receive credit if they are

submitted after the class session where those readings are being discussed. Talk to the professor if a situation

arises that causes a problem submitting an ATCS on time.

Tips + Tricks: Here are few things that might help—none are required.

Compressing a Long Thesis: If you are having trouble coming up with a single sentence for your thesis here are

two approaches that can help. The first is to write out a multi-sentence thesis. Then try and compress it down to

just one sentence that has the most important parts in it. The second is to do the Main Ideas first, then look at

them and ask yourself, “what do they all have in common?”—that’s your thesis!

Cut and Paste: Some students may find it easier to do their ATCS entries in a Word document and then paste

the particular entry into the assignment on Discovery. This also makes it easier to go back and do a quick

review before the class sessions and doing projects.

Make a Template: The most common loss of points in an ATCS happens when someone (1) forgets to cite their

main ideas, (2) forgets each sentence in the question section ends with a question mark, and (3) doesn’t meet

the length requirements. To help avoid this, create a blank template within your Word document. Fill it out,

then copy and paste what you’ve written into Discovery. You’ll quickly see if you didn’t meet the assignment

requirements. For example:
Assignment:
Thesis:

3

Main Ideas:
▪ []
▪ []
▪ []
▪ []
 []
 []

Application:
Questions:

▪ [] ?
▪ [] ?
 [] ?

In this example I put square brackets to remind me to cite and a question mark at the end of each question—so

that it doesn’t become a comment instead of a question. I also put the minimum number of bullet points with

one symbol (the square) and the optional ones with another symbol (the circle) to help remind myself of the

minimum and maximum. You don’t have to use this system (or do a template at all) but I just put it up here to

stimulate your thinking.

Start Early + Take Breaks: Annotated Textbook Chapter Summaries are a great way to help you read and process

the textbooks at a deeper level, but this deeper level takes more time. So starting earlier is better than starting

later and taking breaks becomes even more important as you work your way through these assigned readings.

**## G-245-271.docx**

**Grenz, 245-271**

Read pages
**Grenz, 245-271** in
the book: Grenz, Stanley J. Theology for the Community of God. Eerdmans, 2000. ISBN 978-0802847553

**Use easy English.**

**No AI such as ChatGPT or Gemini or similar.**

**Note that they AI detector to detect any AI texts, AI paraphrasing or Plagiarism.**

**## GS-Actexpl..pdf**

1

Annotated Textbook Chapter Summary
Writing Guide

The Basics: An Annotated Textbook Chapter Summary (ATCS) is a concise summary of a chapter or section of

a course textbook. It can serve several purposes in a course: (1) milestones helping you pace your pre-reading

for the class sessions; (2) solidifying your understanding of the reading as you process the material and consider

how best to summarize it; (3) assist with retrieving material you may use in class discussions, writing course

papers, and even after the course is completed; (5) provide insight for the professor into areas which may

require more clarification in class sessions.

Elements: There are 4 components for each ATCS entry: Thesis Sentence, Main Ideas, Application, and

Questions

Thesis Sentence: The first sentence is the thesis sentence—what the chapter is about. This sentence should be

general enough to cover the entire reading yet specific enough that someone who has not read the reading

would have a decent idea of the content and that if you came back to read it 2 years from now you would have

a good idea of the content. This must be a single sentence without semi-colons—although colons, dashes, and

even parentheses are allowed. Learning to express yourself succinctly is an important skill in our cultural

context.

Main Ideas: Following the topic sentence is a bullet point listing of the 4–6 most important or interesting

concepts found in the reading. If you have less than 4 points, go back and see if you can break one of the points

into multiple smaller points to use instead. If you have more than 6 consider how you can combine two or

more or decide which points to cut. Each point should have 1–3 sentences explaining the idea. Use citations

within square brackets (e.g., [13]) so that you can easily go back later and find the location of these main ideas.

Avoid large, explicit quotations from the reading—but you will often find you are lifting words directly from

the text, especially technical terms and phrases. These terms and phrases do not need to be placed within

quotation marks. Doing the Main Ideas is as much of an art as it is a science. Notice in the example below that

in the first point a general statement is made covering pages 8–10, but the next sentence goes back and provides

two additional details. The next entry, however, has two sentences that follow the page order. And the last three

all are single, complex sentences. All are fine—it is just a question of what makes more sense to you and will

help you recall the material when you go back to re-read it.

Application: For the application write 1–3 sentences regarding how an idea or a concept from the reading might

impact your individual life or that you could build a sermon around. If you choose the sermon option, please

include the primary biblical text you would use.

Questions: Finally, you will ask 2–3 questions regarding the reading, again arranged as bullet points. These can

directly relate to understanding the material, implications raised by the reading, questions regarding the

relative strength, etc. Each sentence in this section should end in a question mark—you are asking questions

here, not making comments. Provide a citation—this will help the professor have a better idea of what you are

asking about.

Example ATCS: Note I have indented the margins and changed the font to make it stand out from the rest of

the page:

Thesis: Argues for the priority of grace over alternative starting positions for theology.

Main Ideas:

2

▪ Doctrine of the Trinity is the foundation, taking the inter-trinitarian love of the Father and the Son as

the essence of God [8–10]. The author uses Augustine’s idea of the Holy Spirit as the mutual love of

the Father and the Son [9] and the social model of the trinity as proposed by Richard of St Victor [10].

▪ Grace as the extension of God’s trinitarian essence (love) to creation [13]. Grace precedes all other

relations between God and his creation including being sovereign or creator [15–17].

▪ The priority of grace demonstrated through biblical examples: the calling of Abraham [18], the exodus

preceding the giving of the law [19], and most crucially the incarnation [20–23].

▪ Distortions when alternative starting points are utilized: sovereignty [23–24], power [24], free will

[25], tolerance [26], and rationality [27].

▪ Pentecostal positions are explained in terms of grace including the nature and distribution of spiritual

gifts [28–9], prophecy [30–32], and physical healing [34].

Application: I tend to see sovereignty as the thing that makes God “God,” so Christianity is reduced to

obedience to God’s commands. But if God is essentially love, then God’s commands are based in

love (not just divine power) and my obedience is a loving response to a loving command—this has

a totally different feel to it.

Questions:

▪ Why isn’t the Father’s love for the Son part of the Father and the Son’s love for the Father part of the

Son instead of being a distinct person who is neither Father nor Son [9]?

▪ Does starting with grace [15–17] reduce God’s role to “God for me” compared to other starting points

like God’s sovereignty or glory?

▪ Does the author’s pentecostal background, with its emphasis on “gifts” [28–29] cause the author to be

more inclined to the idea of the importance of grace?

As you can see in the example, grammar is not the highest priority; instead, economy of expression in

communicating the content takes precedence. Even so, intelligibility, including spelling, is still expected for the

entries.

Assessment: Annotated Textbook Chapter Summaries are graded generously as long as it is clear to the

professor a good faith attempt has been made and all requirements are met—typically in the 85 –90% range.

Scores below 85% usually occur from not including an element (like forgetting citations) or failing to meet the

minimum or exceeding the maximum requirements—for example having 8 main ideas or having only one

question. Points may also be deducted for a late ATCS. Typically, ATCSs will not receive credit if they are

submitted after the class session where those readings are being discussed. Talk to the professor if a situation

arises that causes a problem submitting an ATCS on time.

Tips + Tricks: Here are few things that might help—none are required.

Compressing a Long Thesis: If you are having trouble coming up with a single sentence for your thesis here are

two approaches that can help. The first is to write out a multi-sentence thesis. Then try and compress it down to

just one sentence that has the most important parts in it. The second is to do the Main Ideas first, then look at

them and ask yourself, “what do they all have in common?”—that’s your thesis!

Cut and Paste: Some students may find it easier to do their ATCS entries in a Word document and then paste

the particular entry into the assignment on Discovery. This also makes it easier to go back and do a quick

review before the class sessions and doing projects.

Make a Template: The most common loss of points in an ATCS happens when someone (1) forgets to cite their

main ideas, (2) forgets each sentence in the question section ends with a question mark, and (3) doesn’t meet

the length requirements. To help avoid this, create a blank template within your Word document. Fill it out,

then copy and paste what you’ve written into Discovery. You’ll quickly see if you didn’t meet the assignment

requirements. For example:
Assignment:
Thesis:

3

Main Ideas:
▪ []
▪ []
▪ []
▪ []
 []
 []

Application:
Questions:

▪ [] ?
▪ [] ?
 [] ?

In this example I put square brackets to remind me to cite and a question mark at the end of each question—so

that it doesn’t become a comment instead of a question. I also put the minimum number of bullet points with

one symbol (the square) and the optional ones with another symbol (the circle) to help remind myself of the

minimum and maximum. You don’t have to use this system (or do a template at all) but I just put it up here to

stimulate your thinking.

Start Early + Take Breaks: Annotated Textbook Chapter Summaries are a great way to help you read and process

the textbooks at a deeper level, but this deeper level takes more time. So starting earlier is better than starting

later and taking breaks becomes even more important as you work your way through these assigned readings.

November 5, 2026
[Solved] O-247-71(SW)

✓ Verified Academic Solution Available

Executive Solution Overview

Read the attached documents – 2 years ago **files (1)** – ## O-247-71SW.docx **## O-247-71SW.docx** Read pages **Olson, 247-71** in the book: The Mosaic of Christian Belief, 2nd ed. IVP Academic, 2016. ISBN 978-0830851256 **Use easy English.** **No AI such as ChatGPT or Gemini or similar.** **Note t…

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Read the attached documents

– 2 years ago

**files (1)**

– ## O-247-71SW.docx

**## O-247-71SW.docx**

Read pages
**Olson, 247-71** in
the book: The Mosaic of Christian Belief, 2nd ed. IVP Academic, 2016. ISBN 978-0830851256

**Use easy English.**

**No AI such as ChatGPT or Gemini or similar.**

**Note that they AI detector to detect any AI texts, AI paraphrasing or Plagiarism.**

**## O-247-71SW.docx**

Read pages
**Olson, 247-71** in
the book: The Mosaic of Christian Belief, 2nd ed. IVP Academic, 2016. ISBN 978-0830851256

**Use easy English.**

**No AI such as ChatGPT or Gemini or similar.**

**Note that they AI detector to detect any AI texts, AI paraphrasing or Plagiarism.**

November 5, 2026
[Solved] focus note

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (3)** – ## PRAC_6531_FocusedSOAPChecklist_FINAL.docx – ## PRAC_6541_FocusedSOAPNoteTemplate_FINAL.docx – focusnote.docx **## PRAC_6531_FocusedSOAPChecklist_FINAL.docx** PRAC 6541: _Primary Care of Adolescents and Children_ **Focused SOAP Checklist** **SUBJECTIVE:** · *…

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**files (3)**

– ## PRAC_6531_FocusedSOAPChecklist_FINAL.docx

– ## PRAC_6541_FocusedSOAPNoteTemplate_FINAL.docx

– focusnote.docx

**## PRAC_6531_FocusedSOAPChecklist_FINAL.docx**

PRAC 6541:
_Primary Care of Adolescents and Children_

**Focused SOAP Checklist**

**SUBJECTIVE:**

·
**Chief Complaint**: Did I state briefly in the patient’s own words

·
**History of present illness:** Did I write a paragraph in the order of the 7 attributes & did I put the 7 attributes in a concise list in the chart (OLD CART-if you don’t know it, please look it up)

·
**Medications:** did I list each medication and reason.

·
**Allergies:** Did I include specific reactions to medications, foods, and insects, environmental?

·
**Past Medical History (PMH):** Did I list all the patient
Illnesses, hospitalizations? Did I Include childhood illnesses

·
**Past Surgical History (PSH):** Did I list the
dates, indications and types of operations?

·
**OB/GYN History: (if applicable)** Obstetric history, menstrual history, methods of contraception and sexual function.

·
**Personal/Social History:** Tobacco use, Alcohol use, Drug use, risky sexual behavior. Patient’s interests, ADL’s IADL’s if applicable. Exercise, eating habits. Pediatrics: school status, parental smoking hx, birth history, school/daycare etc

·
**Immunizations:** Did I include
Last Tdap, Flu, pneumonia, etc. Pediatrics- (per pediatric schedule for age) HPV if applicable

·
**Family History:** Did I list for Parents, Grandparents, siblings, children?

·
**Review of Systems (SUBJECTIVE DATA):** Did I include the systems related to my Chief Complaint and chronic conditions? Did I type detailed description? I did NOT use WNL. I was specific in my descriptions (see health assessment textbook).
Did I remember this is what the patient says and not what I observed? Did I include the cardiovascular and respiratory system regardless of chief complaint?

**Physical Exam: (OBJECTIVE DATA) This is what YOU see/touch/hear/smell**

· Did I list the vital signs as the first thing in the objective section? Did I include the BMI for adults? Did I include the percentile for the ht, wt, bp etc for pediatrics?

· Did I examine the systems that are pertinent to the CC, HPI, and History. Did I describe what I observed? Did I never use WNL or normal? Did I describe what I observed during the physical exam?

· Did I include the systems in a list format?

· Did I include cardiovascular and respiratory systems regardless of cc?

· Did I delete the systems I did not review?

**ASSESSMENT:**

· Did I put my priority diagnosis in bold for EACH CC?

· Did I include at least 3 differentials(DD) after the priority diagnosis for EACH of my CC?

· Did I explain what each DD is, use references to explain and tell how you ruled in or ruled out each DD? (AND does your ROS and PE reflect this?)

· Did I include a reference citation for each diagnosis under the assessment area?

· Are my assessments concise and in a chart format?

· Did I put my differential diagnosis in order by priority?

· Did I provide a detailed rationale for each diagnosis?

**Holistic care:**

· Did I cover existing diagnoses and whether any changes need to be made?

· Did I include needed preventative care based on my patient’s age and risk factors?

**PLAN:**

· Did I include a treatment plan?

· Did I address if labs, x-rays, etc. were needed?

· Did I include a pharmacological plan and citation for EBP?

· Did I include non-pharmacological strategies?

· Did I discuss alternative therapies if applicable?

· Did I state when the patient needs a follow-up?

· Did I indication if any referrals or consultations were necessary or not necessary?

· Did I write a rationale based on evidence?

·
**Health Promotion:** Did I address this area? Did I state what the patient/ family need to do to promote their health based on the USPTF for adults or Bright Futures for children? Did I document my citations?

·
**Disease Prevention:** Did I do these based on recommendations from USPTF for adult’s or Bright Futures for children based on
the patient’s age? Did I state what needs to be done to detect disease early…fasting lipid profile, mammography, colonoscopy, immunizations, etc? Did I cite the source?

**REFLECTION:**

· Did I state what I learned from this experience?

· Did I state what I would you do differently or if I would do everything the same and the rationale?

· Did I state if I either agreed or disagreed with my preceptor
based on evidence (and cite references for EBP?

· Did I state what I would do if the person was insured versus if the person was not insured? Indicate how this would change your plan.

· Did I state the community resources in my area?

**APA**

· Do I have a minimum of 3 scholarly journal articles? (NONE OF WHICH ARE PATIENT EDUCATION SITES THAT I GOOGLED)

· Did I use at least 3-4 course resources?

· Do I have the paper in a neat format?

· Did I list my references in APA format?

Developed by Joyce Turner, NP. Revision 2/22/17 by Nancy Hadley, DNP, APRN, FNP-BC

© 2020 Walden University 1

**## PRAC_6541_FocusedSOAPNoteTemplate_FINAL.docx**

PRAC 6541:
_Primary Care of Adolescents and Children_

**Episodic/Focused SOAP Note Template**

**Patient Information:**

Initials, Age, Sex, Race

**S.**

**CC** (chief complaint): This is a
_brief_ statement identifying why the patient is here in the patient’s own words, for instance, “headache,”
_not_ “bad headache for 3 days.”

**HPI**: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start
_every_ HPI with age, race, and gender (e.g., 34-year-old African American male). You must include the seven attributes of each principal symptom in paragraph form, not a list. If the CC was “headache,” the LOCATES for the HPI might look like the following example:

Location: head

Onset: 3 days ago

Character: pounding, pressure around the eyes and temples

Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

Timing: after being on the computer all day at work

Exacerbating/relieving factors: light bothers eyes, Naproxen makes it tolerable but not completely better

Severity: 7/10 pain scale

**Current Medications**: Include dosage, frequency, length of time used, and reason for use. Also include over-the-counter (OTC) or homeopathic products.

**Allergies**:
Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction versus intolerance.

**PMHx**: Include immunization status (note date of
**last tetanus** for all adults), past major illnesses, and surgeries. Depending on the CC, more info is sometimes needed.

**Soc & Substance Hx**: Include occupation and major hobbies, family status, tobacco and alcohol use (previous and current use), and any other pertinent data. Always add some health promotion questions here, such as whether they use seat belts all the time or whether they have working smoke detectors in the house, the condition of the living environment, text/cell phone use while driving, and support systems available.

**Fam Hx**: Illnesses with possible genetic predisposition, contagious illnesses, or chronic illnesses. The reason for death of any deceased first-degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

**Surgical Hx**:
Prior surgical procedures.

**Mental Hx**:
Diagnosis and treatment. Current concerns: (Anxiety and/or depression). History of self-harm practices and/or suicidal or homicidal ideation.

**Violence Hx**:
Concern or issues about safety (personal, home, community, sexual—current and historical).

**Reproductive Hx**: Menstrual history (date of last menstrual period [LMP]), pregnant (yes or no), nursing/lactating (yes or no), contraceptive use (method used), types of intercourse (oral, anal, vaginal, other), and any sexual concerns.

**ROS**: This covers all body systems that may help you include or rule out a differential diagnosis. You should list each system as follows:
General:Head:
EENT: and so forth. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL: No weight loss, fever, chills, weakness, or fatigue.

HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

SKIN: No rash or itching.

CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.

RESPIRATORY: No shortness of breath, cough, or sputum.

GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.

GENITOURINARY: Burning on urination. Pregnancy. LMP: MM/DD/YYYY.

NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL: No muscle pain, back pain, joint pain, or stiffness.

HEMATOLOGIC: No anemia, bleeding, or bruising.

LYMPHATICS: No enlarged nodes. No history of splenectomy.

PSYCHIATRIC: No history of depression or anxiety.

ENDOCRINOLOGIC: No reports of sweating or cold or heat intolerance. No polyuria or polydipsia.

REPRODUCTIVE: Not pregnant and no recent pregnancy. No reports of vaginal or penile discharge. Not sexually active.

ALLERGIES: No history of asthma, hives, eczema, or rhinitis.

**O.**

**Physical exam**: From head to toe, include
what you see, hear, and feel when conducting your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and history.
**Do not use “WNL” or “normal.” You must describe what you see.** Always document in head-to-toe format (i.e., General: Head: EENT:).

**Diagnostic results**: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

**A**.

**Differential Diagnoses**(list a minimum of 3 differential diagnoses). Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence-based guidelines.

**P.**

Includes documentation of diagnostic studies that will be obtained, referrals to other health care providers, therapeutic interventions, education, disposition of the patient, and any planned follow-up visits. Each diagnosis or condition documented in the assessment should be addressed in the plan. The details of the plan should follow an orderly manner.
**Also included in this section is the reflection.** The student should reflect on this case and discuss whether or not they agree with their preceptor’s treatment of the patient and why or why not. What did they learn from this case? What would they do differently?

Also include in your reflection a discussion related to health promotion and disease prevention, taking into consideration patient factors (e.g., age, ethnic group), PMH, and other risk factors (e.g., socioeconomic, cultural background).

**References**

You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

© 2020 Walden University 1

**focusnote.docx**

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**focusnote.docx**

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

**## PRAC_6531_FocusedSOAPChecklist_FINAL.docx**

PRAC 6541:
_Primary Care of Adolescents and Children_

**Focused SOAP Checklist**

**SUBJECTIVE:**

·
**Chief Complaint**: Did I state briefly in the patient’s own words

·
**History of present illness:** Did I write a paragraph in the order of the 7 attributes & did I put the 7 attributes in a concise list in the chart (OLD CART-if you don’t know it, please look it up)

·
**Medications:** did I list each medication and reason.

·
**Allergies:** Did I include specific reactions to medications, foods, and insects, environmental?

·
**Past Medical History (PMH):** Did I list all the patient
Illnesses, hospitalizations? Did I Include childhood illnesses

·
**Past Surgical History (PSH):** Did I list the
dates, indications and types of operations?

·
**OB/GYN History: (if applicable)** Obstetric history, menstrual history, methods of contraception and sexual function.

·
**Personal/Social History:** Tobacco use, Alcohol use, Drug use, risky sexual behavior. Patient’s interests, ADL’s IADL’s if applicable. Exercise, eating habits. Pediatrics: school status, parental smoking hx, birth history, school/daycare etc

·
**Immunizations:** Did I include
Last Tdap, Flu, pneumonia, etc. Pediatrics- (per pediatric schedule for age) HPV if applicable

·
**Family History:** Did I list for Parents, Grandparents, siblings, children?

·
**Review of Systems (SUBJECTIVE DATA):** Did I include the systems related to my Chief Complaint and chronic conditions? Did I type detailed description? I did NOT use WNL. I was specific in my descriptions (see health assessment textbook).
Did I remember this is what the patient says and not what I observed? Did I include the cardiovascular and respiratory system regardless of chief complaint?

**Physical Exam: (OBJECTIVE DATA) This is what YOU see/touch/hear/smell**

· Did I list the vital signs as the first thing in the objective section? Did I include the BMI for adults? Did I include the percentile for the ht, wt, bp etc for pediatrics?

· Did I examine the systems that are pertinent to the CC, HPI, and History. Did I describe what I observed? Did I never use WNL or normal? Did I describe what I observed during the physical exam?

· Did I include the systems in a list format?

· Did I include cardiovascular and respiratory systems regardless of cc?

· Did I delete the systems I did not review?

**ASSESSMENT:**

· Did I put my priority diagnosis in bold for EACH CC?

· Did I include at least 3 differentials(DD) after the priority diagnosis for EACH of my CC?

· Did I explain what each DD is, use references to explain and tell how you ruled in or ruled out each DD? (AND does your ROS and PE reflect this?)

· Did I include a reference citation for each diagnosis under the assessment area?

· Are my assessments concise and in a chart format?

· Did I put my differential diagnosis in order by priority?

· Did I provide a detailed rationale for each diagnosis?

**Holistic care:**

· Did I cover existing diagnoses and whether any changes need to be made?

· Did I include needed preventative care based on my patient’s age and risk factors?

**PLAN:**

· Did I include a treatment plan?

· Did I address if labs, x-rays, etc. were needed?

· Did I include a pharmacological plan and citation for EBP?

· Did I include non-pharmacological strategies?

· Did I discuss alternative therapies if applicable?

· Did I state when the patient needs a follow-up?

· Did I indication if any referrals or consultations were necessary or not necessary?

· Did I write a rationale based on evidence?

·
**Health Promotion:** Did I address this area? Did I state what the patient/ family need to do to promote their health based on the USPTF for adults or Bright Futures for children? Did I document my citations?

·
**Disease Prevention:** Did I do these based on recommendations from USPTF for adult’s or Bright Futures for children based on
the patient’s age? Did I state what needs to be done to detect disease early…fasting lipid profile, mammography, colonoscopy, immunizations, etc? Did I cite the source?

**REFLECTION:**

· Did I state what I learned from this experience?

· Did I state what I would you do differently or if I would do everything the same and the rationale?

· Did I state if I either agreed or disagreed with my preceptor
based on evidence (and cite references for EBP?

· Did I state what I would do if the person was insured versus if the person was not insured? Indicate how this would change your plan.

· Did I state the community resources in my area?

**APA**

· Do I have a minimum of 3 scholarly journal articles? (NONE OF WHICH ARE PATIENT EDUCATION SITES THAT I GOOGLED)

· Did I use at least 3-4 course resources?

· Do I have the paper in a neat format?

· Did I list my references in APA format?

Developed by Joyce Turner, NP. Revision 2/22/17 by Nancy Hadley, DNP, APRN, FNP-BC

© 2020 Walden University 1

**## PRAC_6541_FocusedSOAPNoteTemplate_FINAL.docx**

PRAC 6541:
_Primary Care of Adolescents and Children_

**Episodic/Focused SOAP Note Template**

**Patient Information:**

Initials, Age, Sex, Race

**S.**

**CC** (chief complaint): This is a
_brief_ statement identifying why the patient is here in the patient’s own words, for instance, “headache,”
_not_ “bad headache for 3 days.”

**HPI**: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start
_every_ HPI with age, race, and gender (e.g., 34-year-old African American male). You must include the seven attributes of each principal symptom in paragraph form, not a list. If the CC was “headache,” the LOCATES for the HPI might look like the following example:

Location: head

Onset: 3 days ago

Character: pounding, pressure around the eyes and temples

Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

Timing: after being on the computer all day at work

Exacerbating/relieving factors: light bothers eyes, Naproxen makes it tolerable but not completely better

Severity: 7/10 pain scale

**Current Medications**: Include dosage, frequency, length of time used, and reason for use. Also include over-the-counter (OTC) or homeopathic products.

**Allergies**:
Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction versus intolerance.

**PMHx**: Include immunization status (note date of
**last tetanus** for all adults), past major illnesses, and surgeries. Depending on the CC, more info is sometimes needed.

**Soc & Substance Hx**: Include occupation and major hobbies, family status, tobacco and alcohol use (previous and current use), and any other pertinent data. Always add some health promotion questions here, such as whether they use seat belts all the time or whether they have working smoke detectors in the house, the condition of the living environment, text/cell phone use while driving, and support systems available.

**Fam Hx**: Illnesses with possible genetic predisposition, contagious illnesses, or chronic illnesses. The reason for death of any deceased first-degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

**Surgical Hx**:
Prior surgical procedures.

**Mental Hx**:
Diagnosis and treatment. Current concerns: (Anxiety and/or depression). History of self-harm practices and/or suicidal or homicidal ideation.

**Violence Hx**:
Concern or issues about safety (personal, home, community, sexual—current and historical).

**Reproductive Hx**: Menstrual history (date of last menstrual period [LMP]), pregnant (yes or no), nursing/lactating (yes or no), contraceptive use (method used), types of intercourse (oral, anal, vaginal, other), and any sexual concerns.

**ROS**: This covers all body systems that may help you include or rule out a differential diagnosis. You should list each system as follows:
General:Head:
EENT: and so forth. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL: No weight loss, fever, chills, weakness, or fatigue.

HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

SKIN: No rash or itching.

CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.

RESPIRATORY: No shortness of breath, cough, or sputum.

GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.

GENITOURINARY: Burning on urination. Pregnancy. LMP: MM/DD/YYYY.

NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL: No muscle pain, back pain, joint pain, or stiffness.

HEMATOLOGIC: No anemia, bleeding, or bruising.

LYMPHATICS: No enlarged nodes. No history of splenectomy.

PSYCHIATRIC: No history of depression or anxiety.

ENDOCRINOLOGIC: No reports of sweating or cold or heat intolerance. No polyuria or polydipsia.

REPRODUCTIVE: Not pregnant and no recent pregnancy. No reports of vaginal or penile discharge. Not sexually active.

ALLERGIES: No history of asthma, hives, eczema, or rhinitis.

**O.**

**Physical exam**: From head to toe, include
what you see, hear, and feel when conducting your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and history.
**Do not use “WNL” or “normal.” You must describe what you see.** Always document in head-to-toe format (i.e., General: Head: EENT:).

**Diagnostic results**: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

**A**.

**Differential Diagnoses**(list a minimum of 3 differential diagnoses). Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence-based guidelines.

**P.**

Includes documentation of diagnostic studies that will be obtained, referrals to other health care providers, therapeutic interventions, education, disposition of the patient, and any planned follow-up visits. Each diagnosis or condition documented in the assessment should be addressed in the plan. The details of the plan should follow an orderly manner.
**Also included in this section is the reflection.** The student should reflect on this case and discuss whether or not they agree with their preceptor’s treatment of the patient and why or why not. What did they learn from this case? What would they do differently?

Also include in your reflection a discussion related to health promotion and disease prevention, taking into consideration patient factors (e.g., age, ethnic group), PMH, and other risk factors (e.g., socioeconomic, cultural background).

**References**

You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

© 2020 Walden University 1

**focusnote.docx**

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**## PRAC_6531_FocusedSOAPChecklist_FINAL.docx**

PRAC 6541:
_Primary Care of Adolescents and Children_

**Focused SOAP Checklist**

**SUBJECTIVE:**

·
**Chief Complaint**: Did I state briefly in the patient’s own words

·
**History of present illness:** Did I write a paragraph in the order of the 7 attributes & did I put the 7 attributes in a concise list in the chart (OLD CART-if you don’t know it, please look it up)

·
**Medications:** did I list each medication and reason.

·
**Allergies:** Did I include specific reactions to medications, foods, and insects, environmental?

·
**Past Medical History (PMH):** Did I list all the patient
Illnesses, hospitalizations? Did I Include childhood illnesses

·
**Past Surgical History (PSH):** Did I list the
dates, indications and types of operations?

·
**OB/GYN History: (if applicable)** Obstetric history, menstrual history, methods of contraception and sexual function.

·
**Personal/Social History:** Tobacco use, Alcohol use, Drug use, risky sexual behavior. Patient’s interests, ADL’s IADL’s if applicable. Exercise, eating habits. Pediatrics: school status, parental smoking hx, birth history, school/daycare etc

·
**Immunizations:** Did I include
Last Tdap, Flu, pneumonia, etc. Pediatrics- (per pediatric schedule for age) HPV if applicable

·
**Family History:** Did I list for Parents, Grandparents, siblings, children?

·
**Review of Systems (SUBJECTIVE DATA):** Did I include the systems related to my Chief Complaint and chronic conditions? Did I type detailed description? I did NOT use WNL. I was specific in my descriptions (see health assessment textbook).
Did I remember this is what the patient says and not what I observed? Did I include the cardiovascular and respiratory system regardless of chief complaint?

**Physical Exam: (OBJECTIVE DATA) This is what YOU see/touch/hear/smell**

· Did I list the vital signs as the first thing in the objective section? Did I include the BMI for adults? Did I include the percentile for the ht, wt, bp etc for pediatrics?

· Did I examine the systems that are pertinent to the CC, HPI, and History. Did I describe what I observed? Did I never use WNL or normal? Did I describe what I observed during the physical exam?

· Did I include the systems in a list format?

· Did I include cardiovascular and respiratory systems regardless of cc?

· Did I delete the systems I did not review?

**ASSESSMENT:**

· Did I put my priority diagnosis in bold for EACH CC?

· Did I include at least 3 differentials(DD) after the priority diagnosis for EACH of my CC?

· Did I explain what each DD is, use references to explain and tell how you ruled in or ruled out each DD? (AND does your ROS and PE reflect this?)

· Did I include a reference citation for each diagnosis under the assessment area?

· Are my assessments concise and in a chart format?

· Did I put my differential diagnosis in order by priority?

· Did I provide a detailed rationale for each diagnosis?

**Holistic care:**

· Did I cover existing diagnoses and whether any changes need to be made?

· Did I include needed preventative care based on my patient’s age and risk factors?

**PLAN:**

· Did I include a treatment plan?

· Did I address if labs, x-rays, etc. were needed?

· Did I include a pharmacological plan and citation for EBP?

· Did I include non-pharmacological strategies?

· Did I discuss alternative therapies if applicable?

· Did I state when the patient needs a follow-up?

· Did I indication if any referrals or consultations were necessary or not necessary?

· Did I write a rationale based on evidence?

·
**Health Promotion:** Did I address this area? Did I state what the patient/ family need to do to promote their health based on the USPTF for adults or Bright Futures for children? Did I document my citations?

·
**Disease Prevention:** Did I do these based on recommendations from USPTF for adult’s or Bright Futures for children based on
the patient’s age? Did I state what needs to be done to detect disease early…fasting lipid profile, mammography, colonoscopy, immunizations, etc? Did I cite the source?

**REFLECTION:**

· Did I state what I learned from this experience?

· Did I state what I would you do differently or if I would do everything the same and the rationale?

· Did I state if I either agreed or disagreed with my preceptor
based on evidence (and cite references for EBP?

· Did I state what I would do if the person was insured versus if the person was not insured? Indicate how this would change your plan.

· Did I state the community resources in my area?

**APA**

· Do I have a minimum of 3 scholarly journal articles? (NONE OF WHICH ARE PATIENT EDUCATION SITES THAT I GOOGLED)

· Did I use at least 3-4 course resources?

· Do I have the paper in a neat format?

· Did I list my references in APA format?

Developed by Joyce Turner, NP. Revision 2/22/17 by Nancy Hadley, DNP, APRN, FNP-BC

© 2020 Walden University 1

**## PRAC_6541_FocusedSOAPNoteTemplate_FINAL.docx**

PRAC 6541:
_Primary Care of Adolescents and Children_

**Episodic/Focused SOAP Note Template**

**Patient Information:**

Initials, Age, Sex, Race

**S.**

**CC** (chief complaint): This is a
_brief_ statement identifying why the patient is here in the patient’s own words, for instance, “headache,”
_not_ “bad headache for 3 days.”

**HPI**: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start
_every_ HPI with age, race, and gender (e.g., 34-year-old African American male). You must include the seven attributes of each principal symptom in paragraph form, not a list. If the CC was “headache,” the LOCATES for the HPI might look like the following example:

Location: head

Onset: 3 days ago

Character: pounding, pressure around the eyes and temples

Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

Timing: after being on the computer all day at work

Exacerbating/relieving factors: light bothers eyes, Naproxen makes it tolerable but not completely better

Severity: 7/10 pain scale

**Current Medications**: Include dosage, frequency, length of time used, and reason for use. Also include over-the-counter (OTC) or homeopathic products.

**Allergies**:
Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction versus intolerance.

**PMHx**: Include immunization status (note date of
**last tetanus** for all adults), past major illnesses, and surgeries. Depending on the CC, more info is sometimes needed.

**Soc & Substance Hx**: Include occupation and major hobbies, family status, tobacco and alcohol use (previous and current use), and any other pertinent data. Always add some health promotion questions here, such as whether they use seat belts all the time or whether they have working smoke detectors in the house, the condition of the living environment, text/cell phone use while driving, and support systems available.

**Fam Hx**: Illnesses with possible genetic predisposition, contagious illnesses, or chronic illnesses. The reason for death of any deceased first-degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

**Surgical Hx**:
Prior surgical procedures.

**Mental Hx**:
Diagnosis and treatment. Current concerns: (Anxiety and/or depression). History of self-harm practices and/or suicidal or homicidal ideation.

**Violence Hx**:
Concern or issues about safety (personal, home, community, sexual—current and historical).

**Reproductive Hx**: Menstrual history (date of last menstrual period [LMP]), pregnant (yes or no), nursing/lactating (yes or no), contraceptive use (method used), types of intercourse (oral, anal, vaginal, other), and any sexual concerns.

**ROS**: This covers all body systems that may help you include or rule out a differential diagnosis. You should list each system as follows:
General:Head:
EENT: and so forth. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL: No weight loss, fever, chills, weakness, or fatigue.

HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

SKIN: No rash or itching.

CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.

RESPIRATORY: No shortness of breath, cough, or sputum.

GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.

GENITOURINARY: Burning on urination. Pregnancy. LMP: MM/DD/YYYY.

NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL: No muscle pain, back pain, joint pain, or stiffness.

HEMATOLOGIC: No anemia, bleeding, or bruising.

LYMPHATICS: No enlarged nodes. No history of splenectomy.

PSYCHIATRIC: No history of depression or anxiety.

ENDOCRINOLOGIC: No reports of sweating or cold or heat intolerance. No polyuria or polydipsia.

REPRODUCTIVE: Not pregnant and no recent pregnancy. No reports of vaginal or penile discharge. Not sexually active.

ALLERGIES: No history of asthma, hives, eczema, or rhinitis.

**O.**

**Physical exam**: From head to toe, include
what you see, hear, and feel when conducting your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and history.
**Do not use “WNL” or “normal.” You must describe what you see.** Always document in head-to-toe format (i.e., General: Head: EENT:).

**Diagnostic results**: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

**A**.

**Differential Diagnoses**(list a minimum of 3 differential diagnoses). Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence-based guidelines.

**P.**

Includes documentation of diagnostic studies that will be obtained, referrals to other health care providers, therapeutic interventions, education, disposition of the patient, and any planned follow-up visits. Each diagnosis or condition documented in the assessment should be addressed in the plan. The details of the plan should follow an orderly manner.
**Also included in this section is the reflection.** The student should reflect on this case and discuss whether or not they agree with their preceptor’s treatment of the patient and why or why not. What did they learn from this case? What would they do differently?

Also include in your reflection a discussion related to health promotion and disease prevention, taking into consideration patient factors (e.g., age, ethnic group), PMH, and other risk factors (e.g., socioeconomic, cultural background).

**References**

You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

© 2020 Walden University 1

**focusnote.docx**

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November 5, 2026
[Solved] O-226-46

✓ Verified Academic Solution Available

Executive Solution Overview

Read the attached documents – 2 years ago **files (1)** – ## O-226-46.docx **## O-226-46.docx** Read pages **Olson, 226-46** in the book: The Mosaic of Christian Belief, 2nd ed. IVP Academic, 2016. ISBN 978-0830851256 **Use easy English.** **No AI such as ChatGPT or Gemini or similar.** **Note that …

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Read the attached documents

– 2 years ago

**files (1)**

– ## O-226-46.docx

**## O-226-46.docx**

Read pages
**Olson, 226-46** in
the book: The Mosaic of Christian Belief, 2nd ed. IVP Academic, 2016. ISBN 978-0830851256

**Use easy English.**

**No AI such as ChatGPT or Gemini or similar.**

**Note that they AI detector to detect any AI texts, AI paraphrasing or Plagiarism.**

**## O-226-46.docx**

Read pages
**Olson, 226-46** in
the book: The Mosaic of Christian Belief, 2nd ed. IVP Academic, 2016. ISBN 978-0830851256

**Use easy English.**

**No AI such as ChatGPT or Gemini or similar.**

**Note that they AI detector to detect any AI texts, AI paraphrasing or Plagiarism.**

November 5, 2026
[Solved] feed back to class mate

✓ Verified Academic Solution Available

Executive Solution Overview

Listed below is my response to this week’s discussion question. I look forward to your comments and questions. A quick review of the Statistical concepts from other classes, the Scales of Measurement are used to categorize and quantify data (Loewenthal & Lewis, 2020). Some ways to do this are (a) no…

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Assignment Prompt & Instructions

Listed below is my response to this week’s discussion question. I look forward to your comments and questions. A quick review of the Statistical concepts from other classes, the Scales of Measurement are used to categorize and quantify data (Loewenthal & Lewis, 2020). Some ways to do this are (a) nominal, (b) ordinal, (c) interval, and (d) ratio. Nominal does not require a specific order (Bock et al., 2020). Thus, categories could be listed as age, race, creed, and gender. Whereas, Ordinal data requires that the order is “meaningful” (Wyrwich et al. 2020, para.2). Thus age could be specific ranges, or generations, such as X and Z. Intervals argue that “the distance between points is meaningful” (Frost, 2024, para.24) however 0 is not defined (Frost, 2024). Whereas Ratio’s while also using numeric has to have a defined zero (Frost, 2024). For example, temperature or height.

Statistical difference is testing to determine if the difference, will or will not occur. The not occurring is the null hypothesis (H0), which states that there is no statistical relationship between what is being studied. While the hypothesis (H1) states that what is being studied will occur.

Correlation measures the relationships between two variables by their strength and direction (BMJ, 2025). The Pearson correlation coefficient ( **r**) ranges from “-1 to +1. A high score indicates high similarity, while a score near zero indicates no correlation” (Berman, 2016, para.1).

Regression, predicts the relationship between the independent and dependent variables (BMJ, 2025). There are two forms of regression, linear and multiple. Linear regression “predicts” (Statistics Solutions, 2025b, para.1) how one variable influences the other. Whereas in multiple regression, there are multiple “predictors” (Statistics Solutions, 2025b, para.8).

To create the self-esteem measure, self-esteem would have to be defined. This is known as the “construct” (Statistical Solutions, 2025a, para.1). The construct is something that is not “observable” (Statistical Solutions, 2025a, para.1), but has certain behaviors or characteristics that can be measured (Statistical Solutions, 2025a). For example, anxiety and caffeine intake.

Additionally, because self-esteem is associated with a person’s self worth (Harris & Orth, 2020), it would have to be determined how people value their self worth and why. For example, grades, looks, and money.

This is why it would be difficult to create a self esteem measure because of the subjectivity involved with a person’s estimation of their self worth. Also, it would have to be taken into consideration where a person learned to determine their self-worth through the measure. For example, cultural influence, versus material influence, versus peer pressure, versus intimate relationship influences.

**References**

Berman, J., J. (2016). Pearson Correlation. _Science Direct,_ 135-187.

[BMJ.com](http://bmj.com/). (2025). Correlation and regression. Retrieved March 12, 2025 from [https://www.bmj.com/about-bmj/resources-readers/publications/statistics-square-](https://www.bmj.com/about-bmj/resources-readers/publications/statistics-square-one/11-correlation-and-regression)

[one/11-correlation-and-regression](https://www.bmj.com/about-bmj/resources-readers/publications/statistics-square-one/11-correlation-and-regression)

Bock, C. H., Barbedo, J. G., Del Ponte, E. M., Bohnenkamp, D., & Mahlein, A. K. (2020). From visual estimates to fully automated sensor-based measurements of plant

disease severity: status and challenges for improving accuracy. _Phytopathology Research_, _2_, 1-30.

Frost, J. (2024). Statistics By Jim. Retrieved March 11, 2025 from [https://statisticsbyjim.com/basics/nominal-ordinal-interval-ratio-scales/](https://statisticsbyjim.com/basics/nominal-ordinal-interval-ratio-scales/)

– 2 years ago

November 5, 2026
[Solved] NUR 600 1

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– 2 years ago **files (1)** – ## NUR600wk1.docx **## NUR600wk1.docx** Please answer the following questions. 1. Describe the roles and responsibilities of the APRN when prescribing medication. 2. Describe the method used to determine what drug therapy to prescribe? 3. Discuss responsibilities for…

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– 2 years ago

**files (1)**

– ## NUR600wk1.docx

**## NUR600wk1.docx**

Please answer the following questions.

1. Describe the roles and responsibilities of the APRN when prescribing medication.

2. Describe the method used to determine what drug therapy to prescribe?

3. Discuss responsibilities for patient education and teaching based on the prescribed therapy.

4. Discuss Scheduled drugs and prescribing restrictions for each scheduled drug.

**INSTRUCTIONS:**

· Your initial post should be at least
**500 words**, formatted and cited in the current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

· 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.

· Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years’ time.

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur-600-1)

## image1.png

**## NUR600wk1.docx**

Please answer the following questions.

1. Describe the roles and responsibilities of the APRN when prescribing medication.

2. Describe the method used to determine what drug therapy to prescribe?

3. Discuss responsibilities for patient education and teaching based on the prescribed therapy.

4. Discuss Scheduled drugs and prescribing restrictions for each scheduled drug.

**INSTRUCTIONS:**

· Your initial post should be at least
**500 words**, formatted and cited in the current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

· 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.

· Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years’ time.

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur-600-1)

## image1.png

November 5, 2026
[Solved] Family Stress And Resilience

✓ Verified Academic Solution Available

Executive Solution Overview

– [\ \ IMG_1047.png](https://www.sweetstudy.com/files/img-1047-png "IMG_1047.png") – [\ \ IMG_1044.png](https://www.sweetstudy.com/files/img-1044-png-10227005 "IMG_1044.png") – [\ \ IMG_1043.png](https://www.sweetstudy.com/files/img-1043-png-10227007 "IMG_1043.png") – 2 years ago

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Assignment Prompt & Instructions

– [\
\
IMG_1047.png](https://www.sweetstudy.com/files/img-1047-png "IMG_1047.png")
– [\
\
IMG_1044.png](https://www.sweetstudy.com/files/img-1044-png-10227005 "IMG_1044.png")
– [\
\
IMG_1043.png](https://www.sweetstudy.com/files/img-1043-png-10227007 "IMG_1043.png")

– 2 years ago

November 5, 2026
[Solved] NUR 501 1

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## NUR501wk1.docx **## NUR501wk1.docx** Discuss the interrelationship among theory, practice, and research. **INSTRUCTIONS:** · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your i…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## NUR501wk1.docx

**## NUR501wk1.docx**

Discuss the interrelationship among theory, practice, and research.

**INSTRUCTIONS:**

· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

· Please include introduction and conclusion paragraphs

· Please write in paragraph form, no bullet points

· Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years’ time.

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur-501-1)

## image1.png

**## NUR501wk1.docx**

Discuss the interrelationship among theory, practice, and research.

**INSTRUCTIONS:**

· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

· Please include introduction and conclusion paragraphs

· Please write in paragraph form, no bullet points

· Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years’ time.

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur-501-1)

## image1.png

November 5, 2026