Tag: Nursing

  • [Solved] ATI RN

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    – [\ \ IMG_1039.png](https://www.sweetstudy.com/files/img-1039-png "IMG_1039.png") – 2 years ago

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    \
    IMG_1039.png](https://www.sweetstudy.com/files/img-1039-png "IMG_1039.png")

    – 2 years ago

  • [Solved] Nursing Assignment 1

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    Attached – 2 years ago **files (2)** – ## DanR.EbenerAuth_2015_Cover_StrategicPlanningAnIn4.pdf – Screenshot_20250329_170524_Chrome.jpg **## DanR.EbenerAuth_2015_Cover_StrategicPlanningAnIn4.pdf** 12 0 1 5 . P a u l i s t P r e s s . A l l r i g h t s r e s e r v e d . M a y n o t b e r e p…

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    Attached

    – 2 years ago

    **files (2)**

    – ## DanR.EbenerAuth_2015_Cover_StrategicPlanningAnIn4.pdf

    – Screenshot_20250329_170524_Chrome.jpg

    **## DanR.EbenerAuth_2015_Cover_StrategicPlanningAnIn4.pdf**

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    EBSCO Publishing: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON 1155271; Dan R. Ebener, Author, Frederick L.
    Smith, Author; Strategic Planning: An Interactive Process for Leaders Account:ehost.

    2 EBSCOhost: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON. All use subject to https://www.ebsco.com/terms-of-use.

    3

    STRATEGIC
    PLANNING

    An Interactive Process for Leaders

    Dan R. Ebener
    and

    Frederick L. Smith

    PAULIST PRESS

    NEW YORK / MAHWAH, NJ

    EBSCOhost: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON. All use subject to https://www.ebsco.com/terms-of-use.

    **Screenshot_20250329_170524_Chrome.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250329-170524-chrome-jpg)

    **Screenshot_20250329_170524_Chrome.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250329-170524-chrome-jpg)

    **## DanR.EbenerAuth_2015_Cover_StrategicPlanningAnIn4.pdf**

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    .

    EBSCO Publishing: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON 1155271; Dan R. Ebener, Author, Frederick L.
    Smith, Author; Strategic Planning: An Interactive Process for Leaders Account:ehost.

    2 EBSCOhost: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON. All use subject to https://www.ebsco.com/terms-of-use.

    3

    STRATEGIC
    PLANNING

    An Interactive Process for Leaders

    Dan R. Ebener
    and

    Frederick L. Smith

    PAULIST PRESS

    NEW YORK / MAHWAH, NJ

    EBSCOhost: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON. All use subject to https://www.ebsco.com/terms-of-use.

    **Screenshot_20250329_170524_Chrome.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250329-170524-chrome-jpg)

    **## DanR.EbenerAuth_2015_Cover_StrategicPlanningAnIn4.pdf**

    12
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    .

    EBSCO Publishing: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON 1155271; Dan R. Ebener, Author, Frederick L.
    Smith, Author; Strategic Planning: An Interactive Process for Leaders Account:ehost.

    2 EBSCOhost: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON. All use subject to https://www.ebsco.com/terms-of-use.

    3

    STRATEGIC
    PLANNING

    An Interactive Process for Leaders

    Dan R. Ebener
    and

    Frederick L. Smith

    PAULIST PRESS

    NEW YORK / MAHWAH, NJ

    EBSCOhost: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON. All use subject to https://www.ebsco.com/terms-of-use.

    **Screenshot_20250329_170524_Chrome.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250329-170524-chrome-jpg)

  • [Solved] SOAP note 1

    ✓ Verified Academic Solution Available

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    – 2 years ago **files (1)** – ## SOAPNoteTemplate.docx **## SOAPNoteTemplate.docx** | | | | — | — | | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance | | _Demographics_ | | | _Chief Complaint (Reason for seeking health care)_ | | | _History of Present Illness (HPI)_ | | | _Allergies_ |…

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    – 2 years ago

    **files (1)**

    – ## SOAPNoteTemplate.docx

    **## SOAPNoteTemplate.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

    **## SOAPNoteTemplate.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

  • [Solved] Wk2_201

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Need help with a question. – 2 years ago **files (3)** – ## Wk2_201_CommonHerbChart.docx – ## Wk2_201.docx – ## Common_Herb_Chart.docx **## Wk2_201_CommonHerbChart.docx** Due 3/31/2025 Due to the high number of dietary supplements available to the general population, it can be hard to know wh…

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    Assignment Prompt & Instructions

    Need help with a question.

    – 2 years ago

    **files (3)**

    – ## Wk2_201_CommonHerbChart.docx

    – ## Wk2_201.docx

    – ## Common_Herb_Chart.docx

    **## Wk2_201_CommonHerbChart.docx**

    Due 3/31/2025

    Due to the high number of dietary supplements available to the general population, it can be hard to know where to start or what works best for certain health issues. A good place to begin is to familiarize yourself with some more popular supplements available.

    **Access** the
    [Information for Consumers on Using Dietary Supplements](https://www.fda.gov/Food/DietarySupplements/UsingDietarySupplements/default.htm) page on the FDA website. (https://www.fda.gov/food/dietary-supplements/information-consumers-using-dietary-supplements)

    **Read** the following under "Additional Dietary Supplement Information from Other Agencies."

    · "Dietary Supplement Fact Sheets"

    · "Herbs at a Glance"

    **Use** the information to complete the
    [Common Herb Chart](https://myresource.phoenix.edu/secure/resource/SCI201v7/SCI201v7_Common_Herb_Chart.docx) using this information and other internet resources.

    **## Wk2_201.docx**

    Due 3/31/2025

    As you do your research about CAM, it is vital to establish what information is credible and reliable. By the time you complete this assignment, you should have made some decisions about the credibility and reliability of information related to CAM.

    **Create** an 8- to 10-slide presentation (Microsoft® PowerPoint®, Prezi, etc.) that provides guidance for assessing the credibility and reliability of an online source about CAM information. Ensure you:

    · Describe how a consumer's attitudes and beliefs about CAM could affect the assessment of the reliability and credibility of source information about CAM.

    · Create five objective criteria to evaluate the credibility and reliability of a source of information on CAM. Discuss how you arrived at each criterion and how it can help assess the reliability of source information.

    · Select
    a CAM therapy or modality different from the one you selected in Week 1, and do research for information about this therapy or modality.

    · Using
    the five objective criteria you created above, provide a review of one of the websites you found in your search and evaluate the reliability and credibility of the information it presents on CAM. Ensure you:

    · Explain how the website met or did not meet each of the criteria you created.

    · Describe steps the website could take to increase its credibility, if necessary.

    · Include detailed speaker notes and reference citations formatted according to APA guidelines.

    **Present** the Assessing Reliability and Credibility of CAM Resources Presentation according to your campus enrollment listed below:

    ·
    **For Online and Directed Study students: a visual presentation with a speaker notes document**

    **## Common_Herb_Chart.docx**

    Title

    ABC/123 vX

    Page 2 of 2

    ## Common Herb Chart

    **Complete** the following table using resources from the course. Include the following information for each herb:

    · Definition/description of the herb

    · Potential side effects or possible adverse reactions that could occur with the use of the herb

    · References used

    | | | | | |
    | — | — | — | — | — |
    | Name of herb | What is it? | What does it do? | What are the possible side effects? | What resource did you use to find this information? |
    | Glucosamine | | | | |
    | Echinacea | | | | |
    | Garlic | | | | |
    | Ginger | | | | |
    | Ginkgo Biloba | | | | |
    | Kava | | | | |
    | Lavender | | | | |
    | St. John’s Wort | | | | |
    | Fish oil | | | | |
    | Other | | | | |

    Copyright© 20XX by University of Phoenix. All rights reserved.

    **## Common_Herb_Chart.docx**

    Title

    ABC/123 vX

    Page 2 of 2

    ## Common Herb Chart

    **Complete** the following table using resources from the course. Include the following information for each herb:

    · Definition/description of the herb

    · Potential side effects or possible adverse reactions that could occur with the use of the herb

    · References used

    | | | | | |
    | — | — | — | — | — |
    | Name of herb | What is it? | What does it do? | What are the possible side effects? | What resource did you use to find this information? |
    | Glucosamine | | | | |
    | Echinacea | | | | |
    | Garlic | | | | |
    | Ginger | | | | |
    | Ginkgo Biloba | | | | |
    | Kava | | | | |
    | Lavender | | | | |
    | St. John’s Wort | | | | |
    | Fish oil | | | | |
    | Other | | | | |

    Copyright© 20XX by University of Phoenix. All rights reserved.

    **## Wk2_201_CommonHerbChart.docx**

    Due 3/31/2025

    Due to the high number of dietary supplements available to the general population, it can be hard to know where to start or what works best for certain health issues. A good place to begin is to familiarize yourself with some more popular supplements available.

    **Access** the
    [Information for Consumers on Using Dietary Supplements](https://www.fda.gov/Food/DietarySupplements/UsingDietarySupplements/default.htm) page on the FDA website. (https://www.fda.gov/food/dietary-supplements/information-consumers-using-dietary-supplements)

    **Read** the following under "Additional Dietary Supplement Information from Other Agencies."

    · "Dietary Supplement Fact Sheets"

    · "Herbs at a Glance"

    **Use** the information to complete the
    [Common Herb Chart](https://myresource.phoenix.edu/secure/resource/SCI201v7/SCI201v7_Common_Herb_Chart.docx) using this information and other internet resources.

    **## Wk2_201.docx**

    Due 3/31/2025

    As you do your research about CAM, it is vital to establish what information is credible and reliable. By the time you complete this assignment, you should have made some decisions about the credibility and reliability of information related to CAM.

    **Create** an 8- to 10-slide presentation (Microsoft® PowerPoint®, Prezi, etc.) that provides guidance for assessing the credibility and reliability of an online source about CAM information. Ensure you:

    · Describe how a consumer's attitudes and beliefs about CAM could affect the assessment of the reliability and credibility of source information about CAM.

    · Create five objective criteria to evaluate the credibility and reliability of a source of information on CAM. Discuss how you arrived at each criterion and how it can help assess the reliability of source information.

    · Select
    a CAM therapy or modality different from the one you selected in Week 1, and do research for information about this therapy or modality.

    · Using
    the five objective criteria you created above, provide a review of one of the websites you found in your search and evaluate the reliability and credibility of the information it presents on CAM. Ensure you:

    · Explain how the website met or did not meet each of the criteria you created.

    · Describe steps the website could take to increase its credibility, if necessary.

    · Include detailed speaker notes and reference citations formatted according to APA guidelines.

    **Present** the Assessing Reliability and Credibility of CAM Resources Presentation according to your campus enrollment listed below:

    ·
    **For Online and Directed Study students: a visual presentation with a speaker notes document**

    **## Common_Herb_Chart.docx**

    Title

    ABC/123 vX

    Page 2 of 2

    ## Common Herb Chart

    **Complete** the following table using resources from the course. Include the following information for each herb:

    · Definition/description of the herb

    · Potential side effects or possible adverse reactions that could occur with the use of the herb

    · References used

    | | | | | |
    | — | — | — | — | — |
    | Name of herb | What is it? | What does it do? | What are the possible side effects? | What resource did you use to find this information? |
    | Glucosamine | | | | |
    | Echinacea | | | | |
    | Garlic | | | | |
    | Ginger | | | | |
    | Ginkgo Biloba | | | | |
    | Kava | | | | |
    | Lavender | | | | |
    | St. John’s Wort | | | | |
    | Fish oil | | | | |
    | Other | | | | |

    Copyright© 20XX by University of Phoenix. All rights reserved.

    **## Wk2_201_CommonHerbChart.docx**

    Due 3/31/2025

    Due to the high number of dietary supplements available to the general population, it can be hard to know where to start or what works best for certain health issues. A good place to begin is to familiarize yourself with some more popular supplements available.

    **Access** the
    [Information for Consumers on Using Dietary Supplements](https://www.fda.gov/Food/DietarySupplements/UsingDietarySupplements/default.htm) page on the FDA website. (https://www.fda.gov/food/dietary-supplements/information-consumers-using-dietary-supplements)

    **Read** the following under "Additional Dietary Supplement Information from Other Agencies."

    · "Dietary Supplement Fact Sheets"

    · "Herbs at a Glance"

    **Use** the information to complete the
    [Common Herb Chart](https://myresource.phoenix.edu/secure/resource/SCI201v7/SCI201v7_Common_Herb_Chart.docx) using this information and other internet resources.

    **## Wk2_201.docx**

    Due 3/31/2025

    As you do your research about CAM, it is vital to establish what information is credible and reliable. By the time you complete this assignment, you should have made some decisions about the credibility and reliability of information related to CAM.

    **Create** an 8- to 10-slide presentation (Microsoft® PowerPoint®, Prezi, etc.) that provides guidance for assessing the credibility and reliability of an online source about CAM information. Ensure you:

    · Describe how a consumer's attitudes and beliefs about CAM could affect the assessment of the reliability and credibility of source information about CAM.

    · Create five objective criteria to evaluate the credibility and reliability of a source of information on CAM. Discuss how you arrived at each criterion and how it can help assess the reliability of source information.

    · Select
    a CAM therapy or modality different from the one you selected in Week 1, and do research for information about this therapy or modality.

    · Using
    the five objective criteria you created above, provide a review of one of the websites you found in your search and evaluate the reliability and credibility of the information it presents on CAM. Ensure you:

    · Explain how the website met or did not meet each of the criteria you created.

    · Describe steps the website could take to increase its credibility, if necessary.

    · Include detailed speaker notes and reference citations formatted according to APA guidelines.

    **Present** the Assessing Reliability and Credibility of CAM Resources Presentation according to your campus enrollment listed below:

    ·
    **For Online and Directed Study students: a visual presentation with a speaker notes document**

    **## Common_Herb_Chart.docx**

    Title

    ABC/123 vX

    Page 2 of 2

    ## Common Herb Chart

    **Complete** the following table using resources from the course. Include the following information for each herb:

    · Definition/description of the herb

    · Potential side effects or possible adverse reactions that could occur with the use of the herb

    · References used

    | | | | | |
    | — | — | — | — | — |
    | Name of herb | What is it? | What does it do? | What are the possible side effects? | What resource did you use to find this information? |
    | Glucosamine | | | | |
    | Echinacea | | | | |
    | Garlic | | | | |
    | Ginger | | | | |
    | Ginkgo Biloba | | | | |
    | Kava | | | | |
    | Lavender | | | | |
    | St. John’s Wort | | | | |
    | Fish oil | | | | |
    | Other | | | | |

    Copyright© 20XX by University of Phoenix. All rights reserved.

  • [Solved] PEW Research

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    – 2 years ago **files (1)** – ## PEWResearch.docx **## PEWResearch.docx** **Nurse practitioner APRN** **F** or this assignment we are going to look further into the information you received from the PEW US Immigration Course. Write a one to two-page paper addressing the following items: **Instructio…

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    – 2 years ago

    **files (1)**

    – ## PEWResearch.docx

    **## PEWResearch.docx**

    **Nurse practitioner APRN**

    **F** or this assignment we are going to look further into the information you received from the PEW US Immigration Course. Write a one to two-page paper addressing the following items:

    **Instructions**

    Write a one to two-page paper addressing the following items:

    1. Choose one of the top 10 birth countries from either Latin America or Asia and discuss the primary 2-3 reasons those citizens are immigrating to the United States.

    2. Immigrants primarily reside in California, Texas, and New York. Discuss the impact of having immigrants living here. How does it affect healthcare? How to do they contribute to these states?

    3. What resources are provided to legal immigrants when the arrive in the United States?

    4. How do you see yourself as a healthcare provider/future APRN being involved with immigrants to the United States? Identify two areas from this course you will use when caring for immigrants (legal or illegal).

    You are required to cite information and statistics from the PEW Research mini-course and add additional relevant references. This paper should adhere to and contain all the components of the APA 7 Professional formatting. For more about proper structure and language for the paper, refer back to the information presented on the
    [APA Usage & Writing Guide](https://baylor.instructure.com/courses/195841/pages/apa-usage-and-writing-guide) for this course.

    PEW WEBSITE:
    [Profile | Pew Research Center](https://www.pewresearch.org/profile/registration/) in order to receive the info from website you have to create an account and you will receive the info in your email. Please get back to me if you have any questions.

    Rubric

    | | | |
    | — | — | — |
    | **Pew Mini-Course Debrief Rubric Sp. 25** |
    | **Criteria** | **Ratings** | **Pts** |
    | **Reasons for Immigration**<br>**Discuss 2-3 reasons for immigration from chosen country into the United States.** | **20 pts**<br>**Full Marks**<br>Fully discusses 2-3 reasons form immigration into the United States from the chosen country.<br>**10 pts**<br>**Partial Marks**<br>Partially discusses immigration in chosen country. Only explores 1 reason for immigration into the Untied States from the chosen country.<br>**0 pts**<br>**No Marks**<br>Does not discuss reasons for immigration into the Untied States from the chosen country. | **/ 20 pts** |
    | **Impact of immigrants in specific states.**<br>**Discuss the impact of immigrants living in a specific state. How does it affect healthcare? How do they contribute to the state?** | **20 pts**<br>**Full Marks**<br>Fully discusses impact to state, healthcare, and contributions.<br>**10 pts**<br>**Partial Marks**<br>Partially discusses impact to state, healthcare, and contributions.<br>**0 pts**<br>**No Marks**<br>Does not discuss impact to state, healthcare, or contributions. | **/ 20 pts** |
    | **Resources for legal immigrants.**<br>**Discuss resources provided to legal immigrants coming to the Untied States.** | **20 pts**<br>**Full Marks**<br>Adequately discusses provided resources.<br>**10 pts**<br>**Partial Marks**<br>Partially discusses provided resources.<br>**0 pts**<br>**No Marks**<br>Does not discuss provided resources. | **/ 20 pts** |
    | **Future APRN role**<br>**Discuss how you see yourself being involved with immigrants to the United States. Identify two areas from this course you will use when caring for immigrants (legal and illegal).** | **20 pts**<br>**Full Marks**<br>Fully discusses future role and lists 2 specific areas from this course.<br>**10 pts**<br>**Partial Marks**<br>Partially discusses future APRN role and lists 1 specific area form this course.<br>**0 pts**<br>**No Marks**<br>Does not discuss future role or an area from the course. | **/ 20 pts** |
    | **APA and Grammar**<br>**view longer description** | **15 pts**<br>**Full Marks**<br>Paper adheres to APA 7 Professional Formatting, has correct citations, and references. No grammatical errors.<br>**7.5 pts**<br>**Partial Marks**<br>Paper does not adhere to APA 7 Professional Formatting, has incorrect citations, and references. Has less than 3 grammatical errors.<br>**0 pts**<br>**No Marks**<br>Paper does not adheres to APA 7 Professional Formatting, has incorrect citations, and references. No more than 3 grammatical errors. | **/ 15 pts** |
    | **Paper length**<br>**view longer description** | **5 pts**<br>**Full Marks**<br>Paper is 1-2 pages long.<br>**0 pts**<br>**No Marks**<br>Paper is less than one page or longer than 2 pages. | **/ 5 pts** |
    | **Total Points: 0** |

    **## PEWResearch.docx**

    **Nurse practitioner APRN**

    **F** or this assignment we are going to look further into the information you received from the PEW US Immigration Course. Write a one to two-page paper addressing the following items:

    **Instructions**

    Write a one to two-page paper addressing the following items:

    1. Choose one of the top 10 birth countries from either Latin America or Asia and discuss the primary 2-3 reasons those citizens are immigrating to the United States.

    2. Immigrants primarily reside in California, Texas, and New York. Discuss the impact of having immigrants living here. How does it affect healthcare? How to do they contribute to these states?

    3. What resources are provided to legal immigrants when the arrive in the United States?

    4. How do you see yourself as a healthcare provider/future APRN being involved with immigrants to the United States? Identify two areas from this course you will use when caring for immigrants (legal or illegal).

    You are required to cite information and statistics from the PEW Research mini-course and add additional relevant references. This paper should adhere to and contain all the components of the APA 7 Professional formatting. For more about proper structure and language for the paper, refer back to the information presented on the
    [APA Usage & Writing Guide](https://baylor.instructure.com/courses/195841/pages/apa-usage-and-writing-guide) for this course.

    PEW WEBSITE:
    [Profile | Pew Research Center](https://www.pewresearch.org/profile/registration/) in order to receive the info from website you have to create an account and you will receive the info in your email. Please get back to me if you have any questions.

    Rubric

    | | | |
    | — | — | — |
    | **Pew Mini-Course Debrief Rubric Sp. 25** |
    | **Criteria** | **Ratings** | **Pts** |
    | **Reasons for Immigration**<br>**Discuss 2-3 reasons for immigration from chosen country into the United States.** | **20 pts**<br>**Full Marks**<br>Fully discusses 2-3 reasons form immigration into the United States from the chosen country.<br>**10 pts**<br>**Partial Marks**<br>Partially discusses immigration in chosen country. Only explores 1 reason for immigration into the Untied States from the chosen country.<br>**0 pts**<br>**No Marks**<br>Does not discuss reasons for immigration into the Untied States from the chosen country. | **/ 20 pts** |
    | **Impact of immigrants in specific states.**<br>**Discuss the impact of immigrants living in a specific state. How does it affect healthcare? How do they contribute to the state?** | **20 pts**<br>**Full Marks**<br>Fully discusses impact to state, healthcare, and contributions.<br>**10 pts**<br>**Partial Marks**<br>Partially discusses impact to state, healthcare, and contributions.<br>**0 pts**<br>**No Marks**<br>Does not discuss impact to state, healthcare, or contributions. | **/ 20 pts** |
    | **Resources for legal immigrants.**<br>**Discuss resources provided to legal immigrants coming to the Untied States.** | **20 pts**<br>**Full Marks**<br>Adequately discusses provided resources.<br>**10 pts**<br>**Partial Marks**<br>Partially discusses provided resources.<br>**0 pts**<br>**No Marks**<br>Does not discuss provided resources. | **/ 20 pts** |
    | **Future APRN role**<br>**Discuss how you see yourself being involved with immigrants to the United States. Identify two areas from this course you will use when caring for immigrants (legal and illegal).** | **20 pts**<br>**Full Marks**<br>Fully discusses future role and lists 2 specific areas from this course.<br>**10 pts**<br>**Partial Marks**<br>Partially discusses future APRN role and lists 1 specific area form this course.<br>**0 pts**<br>**No Marks**<br>Does not discuss future role or an area from the course. | **/ 20 pts** |
    | **APA and Grammar**<br>**view longer description** | **15 pts**<br>**Full Marks**<br>Paper adheres to APA 7 Professional Formatting, has correct citations, and references. No grammatical errors.<br>**7.5 pts**<br>**Partial Marks**<br>Paper does not adhere to APA 7 Professional Formatting, has incorrect citations, and references. Has less than 3 grammatical errors.<br>**0 pts**<br>**No Marks**<br>Paper does not adheres to APA 7 Professional Formatting, has incorrect citations, and references. No more than 3 grammatical errors. | **/ 15 pts** |
    | **Paper length**<br>**view longer description** | **5 pts**<br>**Full Marks**<br>Paper is 1-2 pages long.<br>**0 pts**<br>**No Marks**<br>Paper is less than one page or longer than 2 pages. | **/ 5 pts** |
    | **Total Points: 0** |

  • [Solved] nursing worksheet 3

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    community based – 2 years ago

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    community based

    – 2 years ago

  • [Solved] SOAP NOTE

    ✓ Verified Academic Solution Available

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    – Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations. – Review the video, _Case Study: Sherman Tremaine_. You will use this case as the basis of this Assignment. In this vid…

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    Assignment Prompt & Instructions

    – Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations.
    – Review the video, _Case Study: Sherman Tremaine_. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.
    – Consider what history would be necessary to collect from this patient.
    – Consider what interview questions you would need to ask this patient.

    ### The Assignment

    Develop a focused SOAP note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

    – **Subjective:** What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
    – **Objective:** What observations did you make during the psychiatric assessment?
    – **Assessment:** Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, and list them in order from highest priority to lowest priority. Compare the _DSM-5-TR_ diagnostic criteria for each differential diagnosis and explain what _DSM-5-TR_ criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
    – **Plan:** What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.
    – **Reflection notes:** What would you do differently with this patient if you could conduct the session again? Discuss what your next intervention would be if you were able to follow up with this patient. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion, and disease prevention, taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
    – Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).

    ### By Day 7 of Week 5

    **Submit** your Focused SOAP Note.

    – [\
    \
    en-CaseStudy_ShermanTremaine.txt](https://www.sweetstudy.com/files/en-casestudy-shermantremaine-txt "en-CaseStudy_ShermanTremaine.txt")
    – [\
    \
    NRNP_PRAC_6665_6675_FocusedSOAP_Note_Exemplar_rev.4.20223.docx](https://www.sweetstudy.com/files/nrnp-prac-6665-6675-focusedsoap-note-exemplar-rev-4-20223-docx-10243357 "NRNP_PRAC_6665_6675_FocusedSOAP_Note_Exemplar_rev.4.20223.docx")
    – [\
    \
    NRNP6675FocusedSOAPNoteTemplate.doc](https://www.sweetstudy.com/files/nrnp6675focusedsoapnotetemplate-doc-10243359 "NRNP6675FocusedSOAPNoteTemplate.doc")

    – 2 years ago

  • [Solved] DB Help

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    In-depth study guidance and analytical solution covering DB Help.

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

  • [Solved] Nursing Assignment 2

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    Attached – 2 years ago **files (2)** – ## Discussion53.docx – Screenshot_20250329_170448_Chrome.jpg **## Discussion53.docx** 2 **Discussion 5** Student’s Name Institutional Affiliation Professor’s Name Course Name Due Date The Follow-Up After Hospitalization for Mental Illness (FUH) measure, whic…

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    Attached

    – 2 years ago

    **files (2)**

    – ## Discussion53.docx

    – Screenshot_20250329_170448_Chrome.jpg

    **## Discussion53.docx**

    2

    **Discussion 5**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    The Follow-Up After Hospitalization for Mental Illness (FUH) measure, which guarantees that people hospitalized for mental illnesses get prompt follow-up treatment, is one core measure that significantly influences patient outcomes (Hugunin et al., 2023). This measure encompasses the inpatient psychiatric team, case managers, outpatient providers, and community mental health clinic patients. Patient stabilization and discharge planning are the responsibility of the inpatient team of psychiatrists, nurses, and social workers. Case managers schedule appointments, communicate with outpatient physicians, and resolve transportation and insurance difficulties. Outpatient professionals such as psychiatric nurse practitioners, therapists, and primary care doctors can preserve continuity, adapt therapy, and minimize readmission (Smith et al., 2021). Due to stigma, cognitive impairment, or social determinants of health, patients with severe depression, schizophrenia, or bipolar illness may struggle to adhere. This strategy aims to prevent rehospitalizations, increase medication adherence, and enhance long-term healing.

    Connectedness among stakeholders is key to effective inpatient-to-outpatient transitions. The inpatient team may miss follow-up visits if they neglect to communicate discharge plans to outpatient doctors. Case managers can promptly remove impediments, and outpatient physicians may adjust therapy based on updated patient evaluations due to strong care team interdependence. Care coordination must adapt to unexpected situations, like a patient skipping an appointment owing to transportation issues. A well-connected system prevents follow-up errors from causing decompensation and readmission (Marshall et al., 2024). A psychiatric nurse practitioner may proactively reschedule and provide telemedicine if they know about a missed appointment. When patients do not attend outpatient treatment, proactive community outreach tactics like home visits or peer support may help.

    In the healthcare system, interdependence implies that one component depends on others. No provider can maintain continuity of care; hence, the FUH measure emphasizes teamwork. A case manager who quickly arranges appointments but lacks drug management knowledge may not meet a patient's requirements (Ojo et al., 2024). A psychiatric professional who makes proper medication changes but does not know about a patient's financial troubles may also cause nonadherence. In an integrated system, each position complements the others to assist the patient holistically. This is especially true in unexpected situations. If an outpatient psychiatrist finds pharmaceutical side effects worsening a newly released patient's symptoms, a pharmacist and the inpatient team may create an alternate treatment plan to avoid a crisis (Ojo et al., 2024). This dynamic, responsive approach builds provider and patient resilience, emphasizing mental healthcare interdependence.

    Emergence affects Follow-Up After Hospitalization results because patient demands and systemic obstacles change. The discharge plan may appear OK, but home instability or job loss might cause problems. A one-size-fits-all follow-up care strategy would not address these rising challenges. Healthcare teams must be nimble and adapt to new knowledge. Outreach must go beyond phone reminders to include crisis intervention if a patient withdraws due to growing depression. Healthcare practitioners' flexibility to new difficulties affects patient outcomes. A good FUH program supports, engages, and empowers patients in their rehabilitation and not only meets medical criteria (Åhlin et al., 2021). The FUH measure helps improve mental health continuity of treatment by identifying healthcare teams' interconnectedness and patients' changing difficulties.

    **References**

    Åhlin, P., Almström, P., & Wänström, C. (2021). When Patients Get stuck: a Systematic Literature Review on Throughput Barriers in hospital-wide Patient Processes.
    _Health Policy_,
    _126_(2). https://doi.org/10.1016/j.healthpol.2021.12.002

    Hugunin, J., Davis, M., Larkin, C., Baek, J., Skehan, B., & Lapane, K. L. (2023). Established outpatient care and follow-up after acute psychiatric service use among youths and young adults.
    _Psychiatric Services_,
    _74_(1), 2–9. https://doi.org/10.1176/appi.ps.202200047

    Marsall, M., Hornung, T., Bäuerle, A., & Weigl, M. (2024). Quality of care transition, patient safety incidents, and patients’ health status: a structural equation model on the complexity of the discharge process.
    _BMC Health Services Research_,
    _24_(1). https://doi.org/10.1186/s12913-024-11047-3

    Ojo, S., Okoye, T. O., Olaniyi, S. A., Ofochukwu, V. C., Obi, M. O., Nwokolo, A. S., Okeke-Moffatt, C., Iyun, O. B., Idemudia, E. A., Obodo, O. R., Mokwenye, V. C., & Okobi, O. E. (2024). Ensuring Continuity of Care: Effective Strategies for the Post-hospitalization Transition of Psychiatric Patients in a Family Medicine Outpatient Clinic.
    _Cureus_,
    _16_(1). https://doi.org/10.7759/cureus.52263

    Smith, T. E., Haselden, M., Corbeil, T., Wall, M. M., Tang, F., Essock, S. M., Frimpong, E., Goldman, M. L., Mascayano, F., Radigan, M., Schneider, M., Wang, R., Dixon, L. B., & Olfson, M. (2021). Factors Associated With Discharge Planning Practices for Patients Receiving Inpatient Psychiatric Care.
    _Psychiatric Services_,
    _72_(5), 498–506. https://doi.org/10.1176/appi.ps.202000021

    **Screenshot_20250329_170448_Chrome.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250329-170448-chrome-jpg)

    **Screenshot_20250329_170448_Chrome.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250329-170448-chrome-jpg)

    **## Discussion53.docx**

    2

    **Discussion 5**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    The Follow-Up After Hospitalization for Mental Illness (FUH) measure, which guarantees that people hospitalized for mental illnesses get prompt follow-up treatment, is one core measure that significantly influences patient outcomes (Hugunin et al., 2023). This measure encompasses the inpatient psychiatric team, case managers, outpatient providers, and community mental health clinic patients. Patient stabilization and discharge planning are the responsibility of the inpatient team of psychiatrists, nurses, and social workers. Case managers schedule appointments, communicate with outpatient physicians, and resolve transportation and insurance difficulties. Outpatient professionals such as psychiatric nurse practitioners, therapists, and primary care doctors can preserve continuity, adapt therapy, and minimize readmission (Smith et al., 2021). Due to stigma, cognitive impairment, or social determinants of health, patients with severe depression, schizophrenia, or bipolar illness may struggle to adhere. This strategy aims to prevent rehospitalizations, increase medication adherence, and enhance long-term healing.

    Connectedness among stakeholders is key to effective inpatient-to-outpatient transitions. The inpatient team may miss follow-up visits if they neglect to communicate discharge plans to outpatient doctors. Case managers can promptly remove impediments, and outpatient physicians may adjust therapy based on updated patient evaluations due to strong care team interdependence. Care coordination must adapt to unexpected situations, like a patient skipping an appointment owing to transportation issues. A well-connected system prevents follow-up errors from causing decompensation and readmission (Marshall et al., 2024). A psychiatric nurse practitioner may proactively reschedule and provide telemedicine if they know about a missed appointment. When patients do not attend outpatient treatment, proactive community outreach tactics like home visits or peer support may help.

    In the healthcare system, interdependence implies that one component depends on others. No provider can maintain continuity of care; hence, the FUH measure emphasizes teamwork. A case manager who quickly arranges appointments but lacks drug management knowledge may not meet a patient's requirements (Ojo et al., 2024). A psychiatric professional who makes proper medication changes but does not know about a patient's financial troubles may also cause nonadherence. In an integrated system, each position complements the others to assist the patient holistically. This is especially true in unexpected situations. If an outpatient psychiatrist finds pharmaceutical side effects worsening a newly released patient's symptoms, a pharmacist and the inpatient team may create an alternate treatment plan to avoid a crisis (Ojo et al., 2024). This dynamic, responsive approach builds provider and patient resilience, emphasizing mental healthcare interdependence.

    Emergence affects Follow-Up After Hospitalization results because patient demands and systemic obstacles change. The discharge plan may appear OK, but home instability or job loss might cause problems. A one-size-fits-all follow-up care strategy would not address these rising challenges. Healthcare teams must be nimble and adapt to new knowledge. Outreach must go beyond phone reminders to include crisis intervention if a patient withdraws due to growing depression. Healthcare practitioners' flexibility to new difficulties affects patient outcomes. A good FUH program supports, engages, and empowers patients in their rehabilitation and not only meets medical criteria (Åhlin et al., 2021). The FUH measure helps improve mental health continuity of treatment by identifying healthcare teams' interconnectedness and patients' changing difficulties.

    **References**

    Åhlin, P., Almström, P., & Wänström, C. (2021). When Patients Get stuck: a Systematic Literature Review on Throughput Barriers in hospital-wide Patient Processes.
    _Health Policy_,
    _126_(2). https://doi.org/10.1016/j.healthpol.2021.12.002

    Hugunin, J., Davis, M., Larkin, C., Baek, J., Skehan, B., & Lapane, K. L. (2023). Established outpatient care and follow-up after acute psychiatric service use among youths and young adults.
    _Psychiatric Services_,
    _74_(1), 2–9. https://doi.org/10.1176/appi.ps.202200047

    Marsall, M., Hornung, T., Bäuerle, A., & Weigl, M. (2024). Quality of care transition, patient safety incidents, and patients’ health status: a structural equation model on the complexity of the discharge process.
    _BMC Health Services Research_,
    _24_(1). https://doi.org/10.1186/s12913-024-11047-3

    Ojo, S., Okoye, T. O., Olaniyi, S. A., Ofochukwu, V. C., Obi, M. O., Nwokolo, A. S., Okeke-Moffatt, C., Iyun, O. B., Idemudia, E. A., Obodo, O. R., Mokwenye, V. C., & Okobi, O. E. (2024). Ensuring Continuity of Care: Effective Strategies for the Post-hospitalization Transition of Psychiatric Patients in a Family Medicine Outpatient Clinic.
    _Cureus_,
    _16_(1). https://doi.org/10.7759/cureus.52263

    Smith, T. E., Haselden, M., Corbeil, T., Wall, M. M., Tang, F., Essock, S. M., Frimpong, E., Goldman, M. L., Mascayano, F., Radigan, M., Schneider, M., Wang, R., Dixon, L. B., & Olfson, M. (2021). Factors Associated With Discharge Planning Practices for Patients Receiving Inpatient Psychiatric Care.
    _Psychiatric Services_,
    _72_(5), 498–506. https://doi.org/10.1176/appi.ps.202000021

    **Screenshot_20250329_170448_Chrome.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250329-170448-chrome-jpg)

    **## Discussion53.docx**

    2

    **Discussion 5**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    The Follow-Up After Hospitalization for Mental Illness (FUH) measure, which guarantees that people hospitalized for mental illnesses get prompt follow-up treatment, is one core measure that significantly influences patient outcomes (Hugunin et al., 2023). This measure encompasses the inpatient psychiatric team, case managers, outpatient providers, and community mental health clinic patients. Patient stabilization and discharge planning are the responsibility of the inpatient team of psychiatrists, nurses, and social workers. Case managers schedule appointments, communicate with outpatient physicians, and resolve transportation and insurance difficulties. Outpatient professionals such as psychiatric nurse practitioners, therapists, and primary care doctors can preserve continuity, adapt therapy, and minimize readmission (Smith et al., 2021). Due to stigma, cognitive impairment, or social determinants of health, patients with severe depression, schizophrenia, or bipolar illness may struggle to adhere. This strategy aims to prevent rehospitalizations, increase medication adherence, and enhance long-term healing.

    Connectedness among stakeholders is key to effective inpatient-to-outpatient transitions. The inpatient team may miss follow-up visits if they neglect to communicate discharge plans to outpatient doctors. Case managers can promptly remove impediments, and outpatient physicians may adjust therapy based on updated patient evaluations due to strong care team interdependence. Care coordination must adapt to unexpected situations, like a patient skipping an appointment owing to transportation issues. A well-connected system prevents follow-up errors from causing decompensation and readmission (Marshall et al., 2024). A psychiatric nurse practitioner may proactively reschedule and provide telemedicine if they know about a missed appointment. When patients do not attend outpatient treatment, proactive community outreach tactics like home visits or peer support may help.

    In the healthcare system, interdependence implies that one component depends on others. No provider can maintain continuity of care; hence, the FUH measure emphasizes teamwork. A case manager who quickly arranges appointments but lacks drug management knowledge may not meet a patient's requirements (Ojo et al., 2024). A psychiatric professional who makes proper medication changes but does not know about a patient's financial troubles may also cause nonadherence. In an integrated system, each position complements the others to assist the patient holistically. This is especially true in unexpected situations. If an outpatient psychiatrist finds pharmaceutical side effects worsening a newly released patient's symptoms, a pharmacist and the inpatient team may create an alternate treatment plan to avoid a crisis (Ojo et al., 2024). This dynamic, responsive approach builds provider and patient resilience, emphasizing mental healthcare interdependence.

    Emergence affects Follow-Up After Hospitalization results because patient demands and systemic obstacles change. The discharge plan may appear OK, but home instability or job loss might cause problems. A one-size-fits-all follow-up care strategy would not address these rising challenges. Healthcare teams must be nimble and adapt to new knowledge. Outreach must go beyond phone reminders to include crisis intervention if a patient withdraws due to growing depression. Healthcare practitioners' flexibility to new difficulties affects patient outcomes. A good FUH program supports, engages, and empowers patients in their rehabilitation and not only meets medical criteria (Åhlin et al., 2021). The FUH measure helps improve mental health continuity of treatment by identifying healthcare teams' interconnectedness and patients' changing difficulties.

    **References**

    Åhlin, P., Almström, P., & Wänström, C. (2021). When Patients Get stuck: a Systematic Literature Review on Throughput Barriers in hospital-wide Patient Processes.
    _Health Policy_,
    _126_(2). https://doi.org/10.1016/j.healthpol.2021.12.002

    Hugunin, J., Davis, M., Larkin, C., Baek, J., Skehan, B., & Lapane, K. L. (2023). Established outpatient care and follow-up after acute psychiatric service use among youths and young adults.
    _Psychiatric Services_,
    _74_(1), 2–9. https://doi.org/10.1176/appi.ps.202200047

    Marsall, M., Hornung, T., Bäuerle, A., & Weigl, M. (2024). Quality of care transition, patient safety incidents, and patients’ health status: a structural equation model on the complexity of the discharge process.
    _BMC Health Services Research_,
    _24_(1). https://doi.org/10.1186/s12913-024-11047-3

    Ojo, S., Okoye, T. O., Olaniyi, S. A., Ofochukwu, V. C., Obi, M. O., Nwokolo, A. S., Okeke-Moffatt, C., Iyun, O. B., Idemudia, E. A., Obodo, O. R., Mokwenye, V. C., & Okobi, O. E. (2024). Ensuring Continuity of Care: Effective Strategies for the Post-hospitalization Transition of Psychiatric Patients in a Family Medicine Outpatient Clinic.
    _Cureus_,
    _16_(1). https://doi.org/10.7759/cureus.52263

    Smith, T. E., Haselden, M., Corbeil, T., Wall, M. M., Tang, F., Essock, S. M., Frimpong, E., Goldman, M. L., Mascayano, F., Radigan, M., Schneider, M., Wang, R., Dixon, L. B., & Olfson, M. (2021). Factors Associated With Discharge Planning Practices for Patients Receiving Inpatient Psychiatric Care.
    _Psychiatric Services_,
    _72_(5), 498–506. https://doi.org/10.1176/appi.ps.202000021

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