I need help with a assignment – 2 years ago
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– 2 years ago
[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) – Present an image from Aegean or Greek art from your readings this week. – Create at least three #s (hashtags) that go along with the image. – Explain the connection between your hashtags and your image (minimum 150 words). -…
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Order on TutorsGallery →[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)
– Present an image from Aegean or Greek art from your readings this week.
– Create at least three #s (hashtags) that go along with the image.
– Explain the connection between your hashtags and your image (minimum 150 words).
– [\
\
Screenshot_20250315_064417_ColumbiaCollegemyPortal.jpg](https://www.sweetstudy.com/files/screenshot-20250315-064417-columbiacollegemyportal-jpg-10242463 "Screenshot_20250315_064417_ColumbiaCollegemyPortal.jpg")
– [\
\
Screenshot_20250315_064403_ColumbiaCollegemyPortal.jpg](https://www.sweetstudy.com/files/screenshot-20250315-064403-columbiacollegemyportal-jpg-10242465 "Screenshot_20250315_064403_ColumbiaCollegemyPortal.jpg")
– 2 years ago
/: It is vital that nursing practice be guided by theories or framework. Select and discuss a Middle Range Theory that would be instrumental in the development of your proposed quality improvement project. Following the guidelines bellow. Use at least 500 words, APA 7 format and scholarly references…
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Order on TutorsGallery →/: It is vital that nursing practice be guided by theories or framework. Select and discuss a Middle Range Theory that would be instrumental in the development of your proposed quality improvement project.
Following the guidelines bellow.
Use at least 500 words, APA 7 format and scholarly references NO older than 5 years old.
**The possible project theme is: Determine the effectiveness of antineuropathic such as Gabapentin and pregabalin on the treatment of lumbar radiculopathy instead opioids as a first line treatment**
### **Participation Requirements**
The student must answer the graded discussion with a substantive reply to the graded discussion question(s)/topic(s) posted by the course instructor by Wednesday, 11:59 p.m. Eastern Time of each week. Two scholarly sources references are required, unless stated otherwise by your professor.
The student provides a substantive response to the discussion question or topic on Wednesday day and posts a minimum **of two additional responses** to peers on another day(s).
Remember that a new discussion rubric was approved by the professors, committee members, and a majority of the students. Please review the rubric before posting to ensure a maximum of points.
Here are the categories of the new discussion rubric:
**Initial Post** relevance to the topic of discussion, applicability, and insight. (20%)
**Quality of Written Communication** Appropriateness of audience and words choice is specific, purposeful, dynamic, and varied. Grammar, spelling, punctuation. (20%)
**Inclusion of DNP essentials explored in the discussion as well as the role-specific competencies as applicable.**(10%)
**Rigor, currency, and relevance of the scholarly references.** (Use articles that are below 5 years). (20%)
**Peer & Professor Responses.** The number of responses, quality of response posts. (20%)
**Timeliness of the initial post and the answers to the peers. (10%)**
– 2 years ago
My topic is to review the cardiovascular complications of Systemic Lupus Erythematosus (SLE) . Patients with SLE have a higher risk of stroke, heart attack, and thromboembolic disorders. The relative risk of CVD is around 2.5 times normal due to SLE (Bello, 2022) 1. Describe the specific pathophysio…
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Order on TutorsGallery →My topic is to review the cardiovascular complications of Systemic Lupus Erythematosus (SLE) .
Patients with SLE have a higher risk of stroke, heart attack, and thromboembolic disorders. The relative risk of CVD is around 2.5 times normal due to SLE (Bello, 2022)
1. Describe the specific pathophysiological processes in SLE that lead to the manifestations observed in your assigned body system. How does SLE affect your assigned body system?
SLE causes chronic inflammation in blood vessels throughout the body. High Blood Pressure (HTN) is common for people with SLE. SLE Kidney damage also causes HTN.
Vessel inflammation and HTN cause atherosclerosis of coronary arteries and heart attacks are more likely for SLE patients.
An antibody that is a hallmark of SLE autoimmunity is called anti phospholipid antibody (APL). This APL antibody can trigger clots, and it can start inflammation on the surface of blood vessels or cardiac tissue.
Direct SLE inflammation of cardiac tissues is another burden for patients. Pericarditis occurs in 25%, Endocarditis in 15% and Myocarditis in 10% of SLE patients. The valve damage that happens in Lupus endocarditis is not from infection it is from immune complex deposits on the valve surface (Ibrahim, 2023). Scars and hypertrophy impair the valve function.
2. Discuss the symptoms and clinical manifestations of SLE on your assigned body system. How do these symptoms impact the client’s function and quality of life? Can changes in your assigned body system affect or be affected by other body systems in clients with SLE?
The presentation of CVD in SLE patients is not different than for other patients. SLE patients have the typical signs and symptoms for HTN, heart attack, stroke, venous thrombosis, embolism and heart valve disease. What is different is that these conditions occur earlier in life. SLE is more common in women than men, so SLE is the cause of heart disease in women in their 30s and 40s. Chest pain, shortness of breath are seen in SLE heart attack, endocarditis, pericarditis, and myocarditis.
Heart disease can affect the function of all other organs. Poor pump function (CHF) affects lung function, kidney, liver and brain function. Clots can block blood flow where they form or travel and cause tissue damage. It is possible for Lupus patients to have heart disease, kidney injury and vision loss all at the same time.
3. Discuss the diagnostic tests used to diagnose SLE-related complications in your body system. What challenges are associated with diagnosing SLE if only looking at your assigned body system?
If a person presents for care with signs and symptoms of a cardiac condition and we don’t know they have SLE, we would use the usual diagnosis tools for heart disease; EKG, echocardiogram, stress test or even cardiac cath. We would also get blood tests to check for heart muscle damage, like troponins. SLE patients have HTN and atherosclerosis like everyone else, but people with SLE get it younger and more severe. The one heart condition that is more commonly seen in Lupus is valve damage. This is diagnosed with an Echocardiogram. This is one example of how a heart test might make the care team consider SLE.
4. Explore the current treatments for managing SLE symptoms associated with your assigned body system. What are the goals of these treatments and how effective are they in mitigating the impact of SLE on the body?
Medications used for control of LUPUS inflammation include Hydroxychloroquine (HCQ) and corticosteroids. HCQ is taken chronically. Steroids are used to control flare ups. Some patients get targeted auto immune therapy (Siegel, 2024).
Suppression of Lupus activity with these drugs can delay the onset of organ damage.
The treatments for heart disease caused by SLE are the usual treatments. Blocked arteries get stents or bypass surgery. High blood pressure gets HTN medication. Clots get blooder thinners. Valves can be replaced if severely damaged. Poor heart pumps get CHF medication.
In summary, Lupus is a rough illness that causes damage to blood vessels and all organs. Heart disease happens younger in SLE patients. Suppression of Lupus and control of other CVD risk factors are goals of care.
Bello N, Meyers KJ, Workman J, Hartley L, McMahon M. Cardiovascular events and risk in patients with systemic lupus erythematosus: Systematic literature review and meta-analysis. Lupus. 2023 Mar;32(3):325-341. doi: 10.1177/09612033221147471. Epub 2022 Dec 22. PMID: 36547368; PMCID: PMC10012401.
Ibrahim AM, Siddique MS. Libman-Sacks Endocarditis. [Updated 2023 Sep 4]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 Jan-. Available from: [https://www.ncbi.nlm.nih.gov/books/NBK532864/Links to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK532864/)
Siegel CH, Sammaritano LR. Systemic Lupus Erythematosus: A Review _. JAMA._ 2024;331(17):1480–1491. doi:10.1001/jama.2024.2315
– 2 years ago
My assigned body system will be – Hematology System 1. Describe the specific pathophysiological processes in SLE that lead to the manifestations observed in your assigned body system. How does SLE affect your assigned body system? – Systemic lupus erythematosus (SLE) is an autoimmune disease charact…
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Order on TutorsGallery →My assigned body system will be – Hematology System
1. Describe the specific pathophysiological processes in SLE that lead to the manifestations observed in your assigned body system. How does SLE affect your assigned body system? – Systemic lupus erythematosus (SLE) is an autoimmune disease characterized by the production of autoantibodies that target various tissues in the body. In the hematologic system, several specific pathophysiological processes occur: –
– **Autoantibody Production**: SLE leads to the formation of autoantibodies, such as anti-nuclear antibodies (ANAs) and anti-dsDNA antibodies, which can bind to red blood cells, white blood cells, and platelets.
– **Hemolytic Anemia**: The binding of antibodies to red blood cells can lead to their destruction (hemolysis), resulting in hemolytic anemia, which is characterized by a decrease in red blood cell count.
– **Thrombocytopenia**: Autoantibodies may also target platelets, leading to thrombocytopenia (low platelet count), which increases the risk of bleeding and bruising.
– **Leukopenia**: SLE often causes a decrease in white blood cells (leukopenia), which impairs the immune response and increases susceptibility to infections.
2. Discuss the symptoms and clinical manifestations of SLE on your assigned body system. How do these symptoms impact the client’s function and quality of life? Can changes in your assigned body system affect or be affected by other body systems in clients with SLE? – Symptoms and clinical manifestations of SLE affecting the hematologic system include:
– **Fatigue and weakness**: Resulting from anemia.
– **Pallor**: Due to decreased red blood cell count.
– **Easy bruising and bleeding**: From thrombocytopenia.
– **Frequent infections**: Due to leukopenia. -These symptoms can severely impact the client's function and quality of life, leading to decreased physical activity, increased healthcare utilization, and emotional distress due to persistent fatigue and fear of bleeding or infections. The interconnectedness of body systems means that changes in the hematologic system can affect other systems, such as the immune system (increased susceptibility to infections) and the cardiovascular system (anemia can lead to cardiovascular strain).
3. Discuss the diagnostic tests used to diagnose SLE-related complications in your body system. What challenges are associated with diagnosing SLE if only looking at your assigned body system? – Complete Blood Count (CBC): To assess for anemia, leukopenia, and thrombocytopenia.
– Peripheral Blood Smear: To evaluate the morphology of blood cells and identify hemolysis signs.
– Direct Coombs Test: To determine if hemolytic anemia is present.
– Challenges: Diagnosing SLE can be difficult when only focusing on the hematologic system because these abnormalities can also be seen in other conditions, such as infections, malignancies, or other autoimmune diseases. This overlap can lead to misdiagnosis or delayed diagnosis.
4. Explore the current treatments for managing SLE symptoms associated with your assigned body system. What are the goals of these treatments, and how effective are they in mitigating the impact of SLE on the body?
– Corticosteroids: to reduce inflammation and suppress the immune response in cases of severe anemia or thrombocytopenia.
– Immunosuppressants: azathioprine or mycophenolate mofetil, to manage autoimmune activity.
– Blood transfusions: for severe anemia.
– Erythropoietin-stimulating agents: to stimulate red blood cell production in chronic anemia.
– Goals of Treatment
– To reduce symptoms and improve blood counts.
– To minimize the risk of complications, such as severe anemia or bleeding.
– To enhance overall quality of life by managing fatigue and preventing infections.
These treatments can effectively mitigate the impact of SLE on the hematologic system, though they may have side effects and require careful monitoring. The overall goal is to maintain a balance between managing SLE activity and minimizing treatment-related complications.
– 2 years ago
– 2 years ago **files (2)** – ## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx – ## SoapNoterubric.docx **## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx** A S…
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**files (2)**
– ## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx
– ## SoapNoterubric.docx
**## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx**
A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.
**Instructions:**
SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.
For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:
| | |
| — | — |
| **S** = | Subjective data: Patient’s Chief Complaint (CC). |
| **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
| **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
| **P** = | Plan: Treatment, diagnostic testing, and follow up |
**## SoapNoterubric.docx**
| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |
| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |
| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |
| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |
**## SoapNoterubric.docx**
| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |
| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |
| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |
| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |
**## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx**
A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.
**Instructions:**
SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.
For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:
| | |
| — | — |
| **S** = | Subjective data: Patient’s Chief Complaint (CC). |
| **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
| **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
| **P** = | Plan: Treatment, diagnostic testing, and follow up |
**## SoapNoterubric.docx**
| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |
| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |
| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |
| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |
**## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx**
A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.
**Instructions:**
SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.
For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:
| | |
| — | — |
| **S** = | Subjective data: Patient’s Chief Complaint (CC). |
| **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
| **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
| **P** = | Plan: Treatment, diagnostic testing, and follow up |
**## SoapNoterubric.docx**
| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |
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| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |
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| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |
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| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |
[>Financial markets homework help](https://www.sweetstudy.com/fields/business-finance-financial-markets) Company Name – GM Motors **Part 1: WACC Calculation (In section1 use regression to find BETA)** Using concepts learned during the class, estimate the weighted average cost of capital (WACC) for y…
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Company Name – GM Motors
**Part 1: WACC Calculation (In section1 use regression to find BETA)**
Using concepts learned during the class, estimate the weighted average cost of capital (WACC) for your company. The process involves several key steps:
1. **Cost of Equity Calculation using CAPM Model**:
– Estimate beta for your company using regression analysis. Estimate beta using daily prices for past one year, weekly prices for the past two years, and monthly prices using the past five years. Do you get different beta using three approaches? Why? Which beta is the most appropriate beta for your company? Explain your reasoning in the excel document itself.
– Estimate the cost of equity by employing the Capital Asset Pricing Model (CAPM), factoring in your company's appropriate beta. Utilize an appropriate risk-free rate and a market risk premium of 6% for your calculation.
2. **Cost of Debt Estimation**:
– Estimate the appropriate cost of debt for your company. You can use different approaches to estimate cost of debt.
– Credit rating and Yield-spreads.
– If credit rating is missing, find rating of firms in the same industry and similar size.
– Adjust for expectations of changes in the future interest rates based on your economic analysis.
– Explain your analysis in the excel document.
3. **Capital Structure Weight Calculation**:
– Determine the capital structure weights of equity and debt based on the current market values of equity and debt. This involves calculating the proportion of total capital represented by equity and debt.
By meticulously completing these steps, you'll arrive at a comprehensive understanding of your company's WACC, a vital metric used in investment decision-making and capital budgeting.
**Part II: Pro-forma statements**
Select the appropriate explicit forecast period for your company, ensuring it spans a minimum of 5 years and a maximum of 10 years. Utilize this chosen forecast period to estimate pro forma income statements and balance sheets for your company for the upcoming 5 to 10 years.
**Part III: Free cash flow estimation and discounted cash flow valuation**
As discussed in class, estimate free cash flow to firm and free cash flow to equity for your company. Using WACC estimates in part-I, estimate fair value of stock using discounted cash flow methodology. Which of the two approaches (FCFE vs FCF) is suitable for your firm? why?
**Deliverable**: Submit an Excel spreadsheet containing all pertinent details. Format the spreadsheet to enhance clarity and ease of understanding. Explicitly state the basic assumptions underlying your estimates for transparency and coherence. Use your excel to explicitly state your major assumptions and rationale for these assumptions.
– 2 years ago
TASK “Music-making activities such as listening, playing instruments, singing, movement, creating music, and reading music provide the modes for students to express themselves musically” (Lindeman & Hackett, 2010, pg.45) After READING Chapter 3 pp.15-45, and pg 280 of the text book; and after SINGIN…
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“Music-making activities such as listening, playing instruments, singing, movement, creating music, and reading music provide the modes for students to express themselves musically” (Lindeman & Hackett, 2010, pg.45)
After READING Chapter 3 pp.15-45, and pg 280 of the text book; and after SINGING along to CD tracks 1-24; and after watching the movie link “If you are happy,” while singing along, clapping your hands and moving;
Explain your own singing skills. For example what areas need improvement? Identify some situations where you can sing, such as university ensemble or church groups. Share what you know about children’s vocal development and singing. Discuss your own movement experiences. Did you play singing or rope-skipping games? What movement activities were you introduced to in school? Did you study ballet? Dance to popular music? How are your experiences the same or different from today’s children and how will this affect your teaching? etc. ( **50 points**).
Areas that need improvement: Don't be ashamed to sing out, be willing to try even when the note or tone isn't correct. Put more of myself into my singing and not just sing a song. Put my feelings into what I am singing.
I currently sing in my church choir, I also sang on the praise and worship team at my high school. I would love to sing in a university choir and have the opportunity to travel and sing.
When I was a little girl I loved to sing all the time no matter how it sounded I would always sing and be asked to be lead singer. I have watched old videos where my mom would record me singing and my voice was so scratchy and raspy. But as I got old and I listened to recordings of myself singing I can notice a big change in my voice. I am now able to listen to a song and find the correct note that a song is to be sung in.
As I think back I do not recall playing singing or rope-skipping games at all to be honest. The only movement activities that I can remember would be hopscotch, jump rope, ring around the rosie and musical chairs and we even play that now at family and church gatherings.
I did not study ballet but my mom did enroll me into a christian dance center that I enjoyed so much, even today I do praise dancing.
I have always loved to dance even as a young adult I enjoy dancing and learning all of the new TikTok dances and line dances.
Because I am only 19 years old I am still able to stay in-tune with the newest and latest dances that are out. I feel that at my age I will be able to relate and interact with my students when I comes to the latest dances and music.
– 2 years ago
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– 2 years ago