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  • [Solved] 1-2 Journal: Deconstructing Narratives

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Please see the attached file below. **files (1)** – ## ModuleOneJournalDeconstructingNarrativesGuidelinesandRubricNEW.html.zip **## ModuleOneJournalDeconstructingNarrativesGuidelinesandRubricNEW.html.zip** ## Module One Journa…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    Please see the attached file below.

    **files (1)**

    – ## ModuleOneJournalDeconstructingNarrativesGuidelinesandRubricNEW.html.zip

    **## ModuleOneJournalDeconstructingNarrativesGuidelinesandRubricNEW.html.zip**

    ## Module One Journal Deconstructing Narratives Guidelines and Rubric NEW.html

    ## Module One Journal Guidelines and Rubric

    ### Overview

    In this journal assignment, you will reflect on historical discourses and dominant narratives, using a reading about immigration and nativism in the United States. Consider the following definition of historical discourse: the exchange of ideas relating to a historical event. As you review the module resources this week, consider how the historical myth regarding immigration has continued throughout U.S. history.

    ### Directions

    Review the module resources. Then reflect on the role of immigration in the United States in the present.

    Specifically, you must address the following rubric criteria:

    1. Discourses: Describe how historical discourses are recycled or repeated. In your description, include how AI tools, like those used on social media or news websites, influence the stories people see about immigration.
    2. Dominant Narrative: Describe the dominant narrative about the history of immigration in the United States.
    3. Accomplishment: Explain what the dominant narrative of the history of immigration seeks to accomplish.

    ### What to Submit

    Your submission should be a 1- to 2-page Microsoft Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Any sources used should be cited according to APA style both throughout and at the end of your journal.

    Alternatively, Brightspace allows the use of video notes. You may optionally use the Video Note tool to complete this assignment, but if you use any sources, you must refer to your sources verbally throughout your video and submit a separate references page. If you use Video Note, your video should be 2 to 5 minutes long. If you need assistance using Video Note, please refer to the resources in the Start Here module.

    ### AI Usage

    If you use gen AI tools to support your work on this assignment, be sure to follow
    [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in
    [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

    ### Module One Journal Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Discourses | Describes how historical discourses are recycled or repeated and includes how AI tools influence the stories people see about immigration | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include specific details about the repeating and recycling of historical discourses or influence of AI tools | Does not attempt criterion | 30 |
    | Dominant Narrative | Describes the dominant narrative about the history of immigration in the United States | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details about the dominant narrative | Does not attempt criterion | 30 |
    | Accomplishment | Explains what the dominant narrative of the history of immigration seeks to accomplish | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include more specific details about the dominant narrative | Does not attempt criterion | 30 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
    | Total: | 100% |

    **## ModuleOneJournalDeconstructingNarrativesGuidelinesandRubricNEW.html.zip**

    ## Module One Journal Deconstructing Narratives Guidelines and Rubric NEW.html

    ## Module One Journal Guidelines and Rubric

    ### Overview

    In this journal assignment, you will reflect on historical discourses and dominant narratives, using a reading about immigration and nativism in the United States. Consider the following definition of historical discourse: the exchange of ideas relating to a historical event. As you review the module resources this week, consider how the historical myth regarding immigration has continued throughout U.S. history.

    ### Directions

    Review the module resources. Then reflect on the role of immigration in the United States in the present.

    Specifically, you must address the following rubric criteria:

    1. Discourses: Describe how historical discourses are recycled or repeated. In your description, include how AI tools, like those used on social media or news websites, influence the stories people see about immigration.
    2. Dominant Narrative: Describe the dominant narrative about the history of immigration in the United States.
    3. Accomplishment: Explain what the dominant narrative of the history of immigration seeks to accomplish.

    ### What to Submit

    Your submission should be a 1- to 2-page Microsoft Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Any sources used should be cited according to APA style both throughout and at the end of your journal.

    Alternatively, Brightspace allows the use of video notes. You may optionally use the Video Note tool to complete this assignment, but if you use any sources, you must refer to your sources verbally throughout your video and submit a separate references page. If you use Video Note, your video should be 2 to 5 minutes long. If you need assistance using Video Note, please refer to the resources in the Start Here module.

    ### AI Usage

    If you use gen AI tools to support your work on this assignment, be sure to follow
    [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in
    [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

    ### Module One Journal Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Discourses | Describes how historical discourses are recycled or repeated and includes how AI tools influence the stories people see about immigration | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include specific details about the repeating and recycling of historical discourses or influence of AI tools | Does not attempt criterion | 30 |
    | Dominant Narrative | Describes the dominant narrative about the history of immigration in the United States | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details about the dominant narrative | Does not attempt criterion | 30 |
    | Accomplishment | Explains what the dominant narrative of the history of immigration seeks to accomplish | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include more specific details about the dominant narrative | Does not attempt criterion | 30 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
    | Total: | 100% |

  • [Solved] 1-1 Short Paper: Penal Systems and Corrections Models

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Please see the attached file below. **files (1)** – ## ModuleOneShortPaperGuidelinesandRubric.html.zip **## ModuleOneShortPaperGuidelinesandRubric.html.zip** ## Module One Short Paper Guidelines and Rubric.html ## CJ 320 Modul…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    Please see the attached file below.

    **files (1)**

    – ## ModuleOneShortPaperGuidelinesandRubric.html.zip

    **## ModuleOneShortPaperGuidelinesandRubric.html.zip**

    ## Module One Short Paper Guidelines and Rubric.html

    ## CJ 320 Module One Short Paper Guidelines and Rubric

    ### Overview

    Changes in correction models (including the reform movement, the medical model, the community model, and the crime control model) were the result of changes in social trends. How did penal systems change? What were the social trends? Specifically, how did these trends influence thinking about corrections?

    ### Prompt

    Write a short paper that explores the relationship between social trends and corrections models.

    – Compare and contrast the different penal systems (Pennsylvania, Auburn, Southern, and Western).
    – Describe the predominant views on offenders and corrections prior to the development of the correction models and trace how these views changed over time.
    – Describe the major attributes of each of the models.
    – Examine the relationship between the social views at the time and the specific attributes of each model. Cite specific examples of how social views shaped each of the models.

    ### What to Submit

    Your short paper should be 2 to 3 pages in length and should use double spacing, 12-point Times New Roman font, and one-inch margins. The paper should include at least three scholarly/academic (peer-reviewed) sources, which should be cited according to APA style.

    ### AI Usage

    If you use gen AI tools to support your work on this assignment, be sure to follow
    [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in
    [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

    ### Module One Short Paper Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Compare Penal Systems | Penal systems are accurately compared using appropriate dimensions, and explanations manifest a depth of analysis beyond exceeds expectations | Penal systems are accurately compared using appropriate dimensions | Important points of comparison are lacking | No comparison is evident | 15 |
    | Contrast Penal Systems | Penal systems are accurately contrasted using appropriate dimensions, and explanations manifest a depth of analysis beyond exceeds expectations | Penal systems are accurately contrasted using appropriate dimensions | Important points of contrast are lacking | No contrast is evident | 15 |
    | Changes in Social Trends | Predominant views prior to the models are especially well described, and changes are clearly traced with details accounting for the changes | Predominant views prior to the models are clearly described and changes are clearly traced | Predominant views prior to the models are not adequately described or changes are inadequately identified and traced | No evidence of views prior to the models or changes in these views | 15 |
    | Attributes of Corrections Models | Distinguishing attributes of each of the corrections models are especially well described | Distinguishing attributes of each of the corrections models are adequately identified | The identified attributes are not critical in distinguishing the models or attributes of some models were not identified | No evidence of describing the critical attributes | 15 |
    | Influence of Trends on the Models | More than one example is provided for each model, illustrating the relationship between specific social views and attributes of the model, and the analyses are especially insightful | One example is provided for each model, illustrating the relationship between specific social views and attributes of the model | An example is not provided for some of the models, illustrating the relationship between specific social views and attributes of the model, or the examples fail to illustrate the influence of social views on the models | No evidence of describing the influence of social views | 15 |
    | Sources | The paper cites more than the required number of scholarly sources | The paper cites the required number of scholarly sources | The paper cites less than the required number of sources or the sources do not meet sufficient standards of scholarship in the field | The paper shows no evidence of sources | 5 |
    | Organization | Excellent transitions and topic sentences are used and the smooth flow of ideas explicitly follows from the thesis | Appropriate transitions are used, every paragraph contains a clear topic sentence, and ideas flow logically and relate to the thesis | The paper does not flow smoothly from paragraph to paragraph and topic sentences are missing and/or flawed | The paper lacks internal coherence, some ideas do not relate to the thesis, and/or a few paragraphs lack topic sentences | 10 |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
    | Total: | 100% |

    **## ModuleOneShortPaperGuidelinesandRubric.html.zip**

    ## Module One Short Paper Guidelines and Rubric.html

    ## CJ 320 Module One Short Paper Guidelines and Rubric

    ### Overview

    Changes in correction models (including the reform movement, the medical model, the community model, and the crime control model) were the result of changes in social trends. How did penal systems change? What were the social trends? Specifically, how did these trends influence thinking about corrections?

    ### Prompt

    Write a short paper that explores the relationship between social trends and corrections models.

    – Compare and contrast the different penal systems (Pennsylvania, Auburn, Southern, and Western).
    – Describe the predominant views on offenders and corrections prior to the development of the correction models and trace how these views changed over time.
    – Describe the major attributes of each of the models.
    – Examine the relationship between the social views at the time and the specific attributes of each model. Cite specific examples of how social views shaped each of the models.

    ### What to Submit

    Your short paper should be 2 to 3 pages in length and should use double spacing, 12-point Times New Roman font, and one-inch margins. The paper should include at least three scholarly/academic (peer-reviewed) sources, which should be cited according to APA style.

    ### AI Usage

    If you use gen AI tools to support your work on this assignment, be sure to follow
    [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in
    [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

    ### Module One Short Paper Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Compare Penal Systems | Penal systems are accurately compared using appropriate dimensions, and explanations manifest a depth of analysis beyond exceeds expectations | Penal systems are accurately compared using appropriate dimensions | Important points of comparison are lacking | No comparison is evident | 15 |
    | Contrast Penal Systems | Penal systems are accurately contrasted using appropriate dimensions, and explanations manifest a depth of analysis beyond exceeds expectations | Penal systems are accurately contrasted using appropriate dimensions | Important points of contrast are lacking | No contrast is evident | 15 |
    | Changes in Social Trends | Predominant views prior to the models are especially well described, and changes are clearly traced with details accounting for the changes | Predominant views prior to the models are clearly described and changes are clearly traced | Predominant views prior to the models are not adequately described or changes are inadequately identified and traced | No evidence of views prior to the models or changes in these views | 15 |
    | Attributes of Corrections Models | Distinguishing attributes of each of the corrections models are especially well described | Distinguishing attributes of each of the corrections models are adequately identified | The identified attributes are not critical in distinguishing the models or attributes of some models were not identified | No evidence of describing the critical attributes | 15 |
    | Influence of Trends on the Models | More than one example is provided for each model, illustrating the relationship between specific social views and attributes of the model, and the analyses are especially insightful | One example is provided for each model, illustrating the relationship between specific social views and attributes of the model | An example is not provided for some of the models, illustrating the relationship between specific social views and attributes of the model, or the examples fail to illustrate the influence of social views on the models | No evidence of describing the influence of social views | 15 |
    | Sources | The paper cites more than the required number of scholarly sources | The paper cites the required number of scholarly sources | The paper cites less than the required number of sources or the sources do not meet sufficient standards of scholarship in the field | The paper shows no evidence of sources | 5 |
    | Organization | Excellent transitions and topic sentences are used and the smooth flow of ideas explicitly follows from the thesis | Appropriate transitions are used, every paragraph contains a clear topic sentence, and ideas flow logically and relate to the thesis | The paper does not flow smoothly from paragraph to paragraph and topic sentences are missing and/or flawed | The paper lacks internal coherence, some ideas do not relate to the thesis, and/or a few paragraphs lack topic sentences | 10 |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
    | Total: | 100% |

  • [Solved] sutton

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    rewrite so it does not sound like its from chat cpt **Communication Etiquette in the Workplace** **References** Indeed. (2023). _Workplace communication etiquette._ [https://www.indeed.com](https://www.indeed.com/) Harvard Business Review. (2022). _The importance of communication etiquette in the wo…

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    Assignment Prompt & Instructions

    rewrite so it does not sound like its from chat cpt

    **Communication Etiquette in the Workplace**

    **References**

    Indeed. (2023). _Workplace communication etiquette._ [https://www.indeed.com](https://www.indeed.com/)

    Harvard Business Review. (2022). _The importance of communication etiquette in the workplace._ [https://hbr.org](https://hbr.org/)

  • [Solved] Rw 2 soap notes

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Rw 2 soap notes **files (1)** – ## SOAPNoteTemplate-Final1_124176454.PDF **## SOAPNoteTemplate-Final1_124176454.PDF** SOAP Note _______ NU___:_________ Herzing University Name:_________________________ Typhon Encounter #: ________________…

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    Assignment Prompt & Instructions

    Rw 2 soap notes

    **files (1)**

    – ## SOAPNoteTemplate-Final1_124176454.PDF

    **## SOAPNoteTemplate-Final1_124176454.PDF**

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    S: SUBJECTIVE DATA
    CC: What are they being seen for? This is the reason that the patient sought

    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Use the “OLDCART” approach for collecting data and documenting

    findings. [O=onset, L=location, D=duration, C=characteristics,

    A=associated/aggravating factors, R=relieving factors, T=treatment,

    S=summary]

    PMH: This should include past illness/diagnosis, conditions, traumas,

    hospitalizations, and surgical history. Include dates if possible.

    ALLERGIES State the offending medication/food and the reactions.

    MEDICATIONS Names, dosages, and routes of administration along with indication of

    use.

    SH Related to the problem, educational level/literacy, smoking, alcohol,

    drugs, HIV risk, sexually active, caffeine, work and other stressors.

    Cultural and spiritual beliefs that impact health and illness. Financial

    resources.

    FH Use terms like maternal, paternal, and the diseases along with the ages

    they were deceased or diagnosed if known.

    HEALTH

    PROMOTION &

    MAINTENANCE

    Required for all SOAP notes: Immunizations, exercise, diet, etc.

    Remember to use the United States Clinical Preventative Services Task

    Force (USPSTF) for age-appropriate indicators. This should reflect what

    the patient is presently doing regarding the guidelines. Other wellness

    visits including but not limited to dental and eye exams.

    ROS

    (put N/A in sections

    not completed day of

    exam)

    Constitutional

    Head

    Eyes

    Ears, Nose, Mouth, Throat
    Neck
    Cardiovascular/Peripheral

    Vascular

    Respiratory

    Breast

    Gastrointestinal

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Genitourinary
    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric (screening tools: Ex:

    PHQ-9, MMSE, GAD-7)

    Endocrine

    Hematologic/Lymphatic
    Allergic/Immunologic

    Other

    O: OBJECTIVE DATA
    VITALS: HR: RR: BP: Temp:

    SpO2%: Ht: Wt: BMI:

    Age: LMP: PAIN:

    PHYSICAL

    EXAM

    (Pertinent data

    related to

    presenting

    problem or

    visit type. Put

    N/A in sections

    not completed

    day of exam)

    General Appearance

    Head

    Eyes

    ENT, Mouth
    Neck
    Cardiovascular/Peripheral Vascular

    Respiratory

    Breast

    Gastrointestinal
    Genitourinary Male

    • External Exam

    • Internal Exam

    Genitourinary Female

    • External Exam

    • Internal Exam

    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric

    Endocrine

    Hematologic/Lymphatic

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Allergic/Immunologic

    Other

    A: ASSESSMENT AND DIAGNOSIS
    DIAGNOSIS ICD-10 CODES

    PRIORITIZE
    DIAGNOSIS

    1.

    2.

    3.

    VISIT CODES CPT BILLING CODES

    DIAGNOSTICS

    POC TESTING

    TESTS REVIEWED

    P: PLAN
    ACTIONS 1. Diagnosis:

    Diagnostics Order: labs, diagnostics testing (tests that you planned

    for/ordered during the encounter that you plan to review/evaluate

    relative to your work up for the patient’s chief complaint.)

    Therapeutic: changes in meds, skin care, counseling, include full

    prescribing information for any pharmacologic interventions

    including quantity and number of refills for any new or refilled

    medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no

    refills)

    Education: information clients need in order to address their health

    problems. Include follow-up care. Anticipatory guidance and

    counseling.

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Consultation/Collaboration: referrals or consult while in clinic with

    another provider. If no referral made was there a possible referral

    you could make and why? Advance care planning.

    2. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    3. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    PREVENTITIVE

    (Used for

    comprehensive exams)

    Enter Guidance, Health Promotion, and/or Disease Prevention for

    patient, family, and/or caregiver.

    FOLLOW UP

    **## SOAPNoteTemplate-Final1_124176454.PDF**

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    S: SUBJECTIVE DATA
    CC: What are they being seen for? This is the reason that the patient sought

    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Use the “OLDCART” approach for collecting data and documenting

    findings. [O=onset, L=location, D=duration, C=characteristics,

    A=associated/aggravating factors, R=relieving factors, T=treatment,

    S=summary]

    PMH: This should include past illness/diagnosis, conditions, traumas,

    hospitalizations, and surgical history. Include dates if possible.

    ALLERGIES State the offending medication/food and the reactions.

    MEDICATIONS Names, dosages, and routes of administration along with indication of

    use.

    SH Related to the problem, educational level/literacy, smoking, alcohol,

    drugs, HIV risk, sexually active, caffeine, work and other stressors.

    Cultural and spiritual beliefs that impact health and illness. Financial

    resources.

    FH Use terms like maternal, paternal, and the diseases along with the ages

    they were deceased or diagnosed if known.

    HEALTH

    PROMOTION &

    MAINTENANCE

    Required for all SOAP notes: Immunizations, exercise, diet, etc.

    Remember to use the United States Clinical Preventative Services Task

    Force (USPSTF) for age-appropriate indicators. This should reflect what

    the patient is presently doing regarding the guidelines. Other wellness

    visits including but not limited to dental and eye exams.

    ROS

    (put N/A in sections

    not completed day of

    exam)

    Constitutional

    Head

    Eyes

    Ears, Nose, Mouth, Throat
    Neck
    Cardiovascular/Peripheral

    Vascular

    Respiratory

    Breast

    Gastrointestinal

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Genitourinary
    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric (screening tools: Ex:

    PHQ-9, MMSE, GAD-7)

    Endocrine

    Hematologic/Lymphatic
    Allergic/Immunologic

    Other

    O: OBJECTIVE DATA
    VITALS: HR: RR: BP: Temp:

    SpO2%: Ht: Wt: BMI:

    Age: LMP: PAIN:

    PHYSICAL

    EXAM

    (Pertinent data

    related to

    presenting

    problem or

    visit type. Put

    N/A in sections

    not completed

    day of exam)

    General Appearance

    Head

    Eyes

    ENT, Mouth
    Neck
    Cardiovascular/Peripheral Vascular

    Respiratory

    Breast

    Gastrointestinal
    Genitourinary Male

    • External Exam

    • Internal Exam

    Genitourinary Female

    • External Exam

    • Internal Exam

    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric

    Endocrine

    Hematologic/Lymphatic

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Allergic/Immunologic

    Other

    A: ASSESSMENT AND DIAGNOSIS
    DIAGNOSIS ICD-10 CODES

    PRIORITIZE
    DIAGNOSIS

    1.

    2.

    3.

    VISIT CODES CPT BILLING CODES

    DIAGNOSTICS

    POC TESTING

    TESTS REVIEWED

    P: PLAN
    ACTIONS 1. Diagnosis:

    Diagnostics Order: labs, diagnostics testing (tests that you planned

    for/ordered during the encounter that you plan to review/evaluate

    relative to your work up for the patient’s chief complaint.)

    Therapeutic: changes in meds, skin care, counseling, include full

    prescribing information for any pharmacologic interventions

    including quantity and number of refills for any new or refilled

    medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no

    refills)

    Education: information clients need in order to address their health

    problems. Include follow-up care. Anticipatory guidance and

    counseling.

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Consultation/Collaboration: referrals or consult while in clinic with

    another provider. If no referral made was there a possible referral

    you could make and why? Advance care planning.

    2. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    3. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

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    For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. In this practicum experience, when devel…

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    For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. In this practicum experience, when developing your goals and objectives, be sure to keep psychiatric assessment and diagnostic reasoning in mind.

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    1. Select a COVID-related topic and explain why it matters to you personally. 2. Provide at least three scholarly or trustworthy sources. For each, include a 2–3 sentence annotation explaining why it’s credible and how it informed your understanding. 3. Assess the issue from an interdisciplinary per…

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    1. Select a COVID-related topic and explain why it matters to you personally.
    2. Provide at least three scholarly or trustworthy sources. For each,  include a 2–3 sentence annotation explaining why it’s credible and how  it informed your understanding.
    3. Assess the issue from an interdisciplinary perspective, drawing on  concepts such as assumptions, complexity, common ground, and critical  reflection.
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    **files (1)** – ## pato15.docx **## pato15.docx** **Discussion 1 map** **Create a concept map for** **_one_ of the topics from the list below:** · Sickle Cell Anemia · Cystic Fibrosis **The content of the concept map must include:** · E2233 · definition · etiology · risk factors (genetic predisposit…

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    **files (1)**

    – ## pato15.docx

    **## pato15.docx**

    **Discussion 1 map**

    **Create a concept map for**
    **_one_ of the topics from the list below:**

    · Sickle Cell Anemia

    · Cystic Fibrosis

    **The content of the concept map must include:**

    · E2233

    · definition

    · etiology

    · risk factors (genetic predisposition and environment factors if applicable)

    · causative factors

    · common signs and symptoms for the disease

    · labs & diagnostic tests

    · nursing interventions

    · medical treatment

    · complications of the disease

    · patient & family education

    · 4-6 references using APA 7th ed. format

    **What is a concept map?**

    A concept map is a visual representation of an overarching topic and the relationships between individual ideas, images, or words that lend themselves to the larger picture. Using designated shapes, as well as labeled lines and arrows, concept maps can depict cause and effect, requirements, and contributions between items. Concept maps are ideal for developing logical thinking, dissecting complex systems, and contextualizing specific ideas within larger topics. Source: Lucidspark. (n.d.).
    _What is a Concept Map?_ [https://lucidspark.com/blog/what-is-a-concept-map](https://lucidspark.com/blog/what-is-a-concept-map)

    DiscussionModule 1.1 – Discussion

    Safety in Drug Administration

    **Case Study:** You are preparing to discharge a 43-year-old male patient who has received treatment for a fracture of the right tibia. You provide the patient with a prescription for a narcotic analgesic to be used as needed for pain, along with information about the medication. The patient states, “
    _I don’t need the prescription. My cousin just had surgery and didn’t take all of his pain medicine. I can just use his. That will be cheaper for me, anyway, since I don’t have insurance._”

    **Instructions:**

    1. Read the Case Study above.

    2. Then, re-read Chapter 1, then answer the following questions below:

    a. Discuss the legal and therapeutic implications related to the patient taking narcotic analgesics that have been prescribed for another person.

    · With these implications in mind, how should you respond to the patient?

    b. How should you respond to the patient’s concern about the cost of his medication?

    3. Your post should:

    3. Be at least 140 words.

    3. Include at least one (1) reference to support your answers.

    2. Reference(s) must follow
    [APA guidelinesLinks to an external site.](https://libraryguides.mdc.edu/apa).

    4. Read and respond to at least one (1) classmate's post.

    4. Your response should:

    . Be at least 100 words.

    . Include at least one (1) reference to support your response.

    2. Reference(s) must follow
    [APA guidelinesLinks](https://libraryguides.mdc.edu/apa)

    Discussion Topic: Module 1.3 – DiscussionModule 1.3 – Discussion

    Medication Orders

    **Case Study:** You are working at a long-term care facility and have been appointed to serve on a new committee. The purpose of the committee is to improve medication safety in the facility. Currently, the medication orders are handwritten in each patient’s chart. The orders are then sent to the pharmacy via fax. The nurses copy the medication orders by hand onto the medication administration record (MAR). The facility does not use barcoding or computer-generated MARs. Medications are supplied from the pharmacy in bulk rather than in unit dose.”

    **Instructions:**

    1. Read the Case Study above.

    2. Then, re-read Chapter 3, then answer the following questions below:

    a. Discuss the potential for medication errors in the current system. What processes are in place that could make medication errors more likely to occur?

    b. Develop suggested solutions for each of the process issues identified.

    a. What additional suggestions for improving medication safety can you identify?

    c. What would be the potential advantages and disadvantages of implementing a barcoding system in this facility?

    3. Your post should:

    3. Be at least 140 words.

    3. Include at least one (1) reference to support your answers.

    . Reference(s) must follow
    [APA guidelinesLinks to an external site.](https://libraryguides.mdc.edu/apa).

    4. Read and respond to at least one (1) class

    Map 2

    **Create a concept map for**
    **_one_ of the topics from the list below:**

    · Alzheimer’s Disease

    · Parkinson’s Disease

    · Multiple Sclerosis

    · Stroke/Cerebral Vascular Accident

    · Seizure

    **The content of the concept map must include:**

    · pathophysiology

    · definition

    · etiology

    · risk factors (genetic predisposition and environment factors if applicable)

    · causative factors

    · common signs and symptoms for the disease

    · labs & diagnostic tests

    · nursing interventions

    · medical treatment

    · complications of the disease

    · patient & family education

    · 4-6 references using APA 7th ed. format

    **What is a concept map?**

    A concept map is a visual representation of an overarching topic and the relationships between individual ideas, images, or words that lend themselves to the larger picture. Using designated shapes, as well as labeled lines and arrows, concept maps can depict cause and effect, requirements, and contributions between items. Concept maps are ideal for developing logical thinking, dissecting complex systems, and contextualizing specific ideas within larger topics. Source: Lucidspark. (n.d.).
    _What is a Concept Map?_ [https://lucidspark.com/blog/what-is-a-concept-mapLinks to an external site.](https://lucidspark.com/blog/what-is-a-concept-map)

    Tolerance and cross toleramce

    1.2 DISCUSSION

    1. After reading Chapter 2 in your ebook, discuss how pharmacogenomics affects drug response in people.

    2. Then, construct a concept map to illustrate how pharmacogenomics affects drug response in people with various illnesses. Use the articles attached below to support your response.

    ·
    [Pharmacogenetics of Drugs Used in the Treatment of Cancers](https://mdc.instructure.com/courses/145612/files/57497669?wrap=1)

    ·
    [How to Make a Concept Map: Beginner’s Guide (Templates)\
    Links to an external site.](https://visme.co/blog/how-to-make-a-concept-map/)

    3. Your post should:

    . Be at least 140 words.

    . Include at least one (1) reference to support your answers.

    2. Reference must follow
    [APA guidelines\
    Links to an external site.](https://libraryguides.mdc.edu/apa).

    4. Read and respond to at least one (1) classmate's post.

    . Your response should:

    . Be at least 100 words.

    . Include at least one (1) reference to support your response

    Lesson 2 Discussion

    A woman has just been diagnosed with breast cancer. Her doctor tells her that while cancer is a multifactorial disease, she carries the breast cancer susceptibility gene, BRCA1. One of her two identical twin 19-year-old daughters is afraid that she also may have inherited the gene (Chapter 4, Learning Objective 2, 3, 8).

    1. What considerations would you give her daughter who is worried about inheriting the cancer gene?

    2. What ethical issues are raised when one identical twin wants to know her genetic susceptibility to a disease and other does not?

    **Instructions:**

    1. Your primary post should be at least 200 words long and should include reference to the textbook or another course resource using APA 7th edition format. Your primary post is due by Wednesday at midnight ET.

    **## pato15.docx**

    **Discussion 1 map**

    **Create a concept map for**
    **_one_ of the topics from the list below:**

    · Sickle Cell Anemia

    · Cystic Fibrosis

    **The content of the concept map must include:**

    · E2233

    · definition

    · etiology

    · risk factors (genetic predisposition and environment factors if applicable)

    · causative factors

    · common signs and symptoms for the disease

    · labs & diagnostic tests

    · nursing interventions

    · medical treatment

    · complications of the disease

    · patient & family education

    · 4-6 references using APA 7th ed. format

    **What is a concept map?**

    A concept map is a visual representation of an overarching topic and the relationships between individual ideas, images, or words that lend themselves to the larger picture. Using designated shapes, as well as labeled lines and arrows, concept maps can depict cause and effect, requirements, and contributions between items. Concept maps are ideal for developing logical thinking, dissecting complex systems, and contextualizing specific ideas within larger topics. Source: Lucidspark. (n.d.).
    _What is a Concept Map?_ [https://lucidspark.com/blog/what-is-a-concept-map](https://lucidspark.com/blog/what-is-a-concept-map)

    DiscussionModule 1.1 – Discussion

    Safety in Drug Administration

    **Case Study:** You are preparing to discharge a 43-year-old male patient who has received treatment for a fracture of the right tibia. You provide the patient with a prescription for a narcotic analgesic to be used as needed for pain, along with information about the medication. The patient states, “
    _I don’t need the prescription. My cousin just had surgery and didn’t take all of his pain medicine. I can just use his. That will be cheaper for me, anyway, since I don’t have insurance._”

    **Instructions:**

    1. Read the Case Study above.

    2. Then, re-read Chapter 1, then answer the following questions below:

    a. Discuss the legal and therapeutic implications related to the patient taking narcotic analgesics that have been prescribed for another person.

    · With these implications in mind, how should you respond to the patient?

    b. How should you respond to the patient’s concern about the cost of his medication?

    3. Your post should:

    3. Be at least 140 words.

    3. Include at least one (1) reference to support your answers.

    2. Reference(s) must follow
    [APA guidelinesLinks to an external site.](https://libraryguides.mdc.edu/apa).

    4. Read and respond to at least one (1) classmate's post.

    4. Your response should:

    . Be at least 100 words.

    . Include at least one (1) reference to support your response.

    2. Reference(s) must follow
    [APA guidelinesLinks](https://libraryguides.mdc.edu/apa)

    Discussion Topic: Module 1.3 – DiscussionModule 1.3 – Discussion

    Medication Orders

    **Case Study:** You are working at a long-term care facility and have been appointed to serve on a new committee. The purpose of the committee is to improve medication safety in the facility. Currently, the medication orders are handwritten in each patient’s chart. The orders are then sent to the pharmacy via fax. The nurses copy the medication orders by hand onto the medication administration record (MAR). The facility does not use barcoding or computer-generated MARs. Medications are supplied from the pharmacy in bulk rather than in unit dose.”

    **Instructions:**

    1. Read the Case Study above.

    2. Then, re-read Chapter 3, then answer the following questions below:

    a. Discuss the potential for medication errors in the current system. What processes are in place that could make medication errors more likely to occur?

    b. Develop suggested solutions for each of the process issues identified.

    a. What additional suggestions for improving medication safety can you identify?

    c. What would be the potential advantages and disadvantages of implementing a barcoding system in this facility?

    3. Your post should:

    3. Be at least 140 words.

    3. Include at least one (1) reference to support your answers.

    . Reference(s) must follow
    [APA guidelinesLinks to an external site.](https://libraryguides.mdc.edu/apa).

    4. Read and respond to at least one (1) class

    Map 2

    **Create a concept map for**
    **_one_ of the topics from the list below:**

    · Alzheimer’s Disease

    · Parkinson’s Disease

    · Multiple Sclerosis

    · Stroke/Cerebral Vascular Accident

    · Seizure

    **The content of the concept map must include:**

    · pathophysiology

    · definition

    · etiology

    · risk factors (genetic predisposition and environment factors if applicable)

    · causative factors

    · common signs and symptoms for the disease

    · labs & diagnostic tests

    · nursing interventions

    · medical treatment

    · complications of the disease

    · patient & family education

    · 4-6 references using APA 7th ed. format

    **What is a concept map?**

    A concept map is a visual representation of an overarching topic and the relationships between individual ideas, images, or words that lend themselves to the larger picture. Using designated shapes, as well as labeled lines and arrows, concept maps can depict cause and effect, requirements, and contributions between items. Concept maps are ideal for developing logical thinking, dissecting complex systems, and contextualizing specific ideas within larger topics. Source: Lucidspark. (n.d.).
    _What is a Concept Map?_ [https://lucidspark.com/blog/what-is-a-concept-mapLinks to an external site.](https://lucidspark.com/blog/what-is-a-concept-map)

    Tolerance and cross toleramce

    1.2 DISCUSSION

    1. After reading Chapter 2 in your ebook, discuss how pharmacogenomics affects drug response in people.

    2. Then, construct a concept map to illustrate how pharmacogenomics affects drug response in people with various illnesses. Use the articles attached below to support your response.

    ·
    [Pharmacogenetics of Drugs Used in the Treatment of Cancers](https://mdc.instructure.com/courses/145612/files/57497669?wrap=1)

    ·
    [How to Make a Concept Map: Beginner’s Guide (Templates)\
    Links to an external site.](https://visme.co/blog/how-to-make-a-concept-map/)

    3. Your post should:

    . Be at least 140 words.

    . Include at least one (1) reference to support your answers.

    2. Reference must follow
    [APA guidelines\
    Links to an external site.](https://libraryguides.mdc.edu/apa).

    4. Read and respond to at least one (1) classmate's post.

    . Your response should:

    . Be at least 100 words.

    . Include at least one (1) reference to support your response

    Lesson 2 Discussion

    A woman has just been diagnosed with breast cancer. Her doctor tells her that while cancer is a multifactorial disease, she carries the breast cancer susceptibility gene, BRCA1. One of her two identical twin 19-year-old daughters is afraid that she also may have inherited the gene (Chapter 4, Learning Objective 2, 3, 8).

    1. What considerations would you give her daughter who is worried about inheriting the cancer gene?

    2. What ethical issues are raised when one identical twin wants to know her genetic susceptibility to a disease and other does not?

    **Instructions:**

    1. Your primary post should be at least 200 words long and should include reference to the textbook or another course resource using APA 7th edition format. Your primary post is due by Wednesday at midnight ET.