Western Governors University

The purpose of this task is to develop a working knowledge of nursing theory, nursing ethics, and professional accountability and apply these concepts to your professional clinical practice. You will be required to think about real-life scenarios and how they relate to nursing codes in your professional practice.

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A. Identify a nursing theory that has influenced your values and goals.

1. Explain how nurses apply the identified theory from part A to implement excellent nursing practices.

2. Discuss how the identified theory from part A fits your professional practice.

B. Identify the contributions of two historical nursing figures in the nineteenth or twentieth century.

1. Compare the differences in contributions of the two historical figures identified in part B.

2. Describe how the contributions of the two historical figures influence your professional nursing practice.

C. Explain the functional differences between the State Board of Nursing and the American Nurses Association (ANA).

1. Define the roles of these two organizations.

2. Explain how these two organizations influence your nursing practice.

3. Explain the requirements for professional license renewal in your state.

a. Discuss the consequences of failure to maintain license requirements in your state.

4. Compare the differences between registered nursing license requirements in a compact state versus a non-compact state.

D. Discuss the functional differences between the Food and Drug Administration and the Center for Medicare and Medicaid Services (see the web links below).

1. Discuss how the two regulatory agencies influence your professional nursing practice.

a. Describe your role as a patient advocate in promoting safety when a patient has requested to use an alternative therapy.

E. Discuss the purposes of the Nurse Practice Act in your state and its impact on your professional practice.

1. Discuss the scope of practice for a RN in your state.

2. Discuss how your state defines delegation for the RN.

F. Apply each of the following roles to your professional practice:

  • a scientist
  • a detective
  • a manager of the healing environment
  • G. Identify two provisions from the American Nurses Association (ANA) Code of Ethics (see web link below).

    1. Analyze how the two provisions identified in part G influence your professional nursing practice.

    2. Describe a nursing error that may occur in a clinical practice (e.g., clinical setting, skills lab, or simulation).

    a. Explain how the ANA provisions identified in part G can be applied to the error discussed in part G2.

    H. Identify four leadership qualities or traits that represent excellence in nursing.

    1. Discuss the significance of the four leadership qualities identified in part H in the nurse’s role as each of the following:

  • a leader at the bedside
  • within a nursing team or interdisciplinary team
  • 2. Identify how your work environment impacts the following:

  • nursing leadership
  • decision making
  • professional development
  • I. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

    J. Demonstrate professional communication in the content and presentation of your submission.

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    You need to have a clear thesis statement that makes an argument. You cannot simply say “In this essay I will discuss the Second Red Scare.” You need to connect people and events to prove your thesis. You need a conclusion. While there is no set length for the essay, you need to cover the information and thoroughly explain. You need to prove your thesis. Don’t just give a list of people or events. You must explain who or what they were and how they are connected.

    Will there is not a requirement for page length/word count, I would expect you to need at least 3-4 pages double-spaced to cover it/1000 words. Some people are very concise when they write, and others are not. I have had great essays that are 2 pages and horrible essays that are 10 pages long! Please make sure everything needs to be in your own words and use the information from the textbook – but do not just use quotes from the textbook or outside. Since it is creating analytical essays. Just need a thesis and evidence to support the thesis. Does it make sense?

    Discuss the Civil Rights Movement.

    In this essay, first look at the Secure These Rights and what it said about racial inequality. What was the segregated South like? Who were the Dixiecrats? Look at the efforts to desegregate schools – Brown v Board and the “Southern Manifesto.” Make sure you cover Emmett Till. Look at Little Rock. The fight to desegregate public spaces – sit-ins, bus boycott, Freedom Rides, etc. What was happening in Birmingham? Civil Rights Act of 1964? Look at the push toward the Voting Rights Act – Freedom Summer, Selma March etc. You will need to cover the major figures and groups involved in the movement. Voting Rights Act? Don’t just list names like Rosa Parks and MLK – connect them to specific events. Cover various organizations, like CORE, SCLC, SNNC. I would break this down into the fight against segregated schools, the fight against segregated public spaces, and the fight for voting rights

    https://drive.google.com/file/d/1yyqO60Slev9A5tvdZYIZS02JdNMfwRZu/view?usp=sharing

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    For this assignment, you will choose an object or a process with which you are reasonably familiar and describe it to the audience. If you are choosing a process, the process must be one that is not accomplished through direct human action (that would be instructions). In other words, you can describe how blood circulates; you cannot describe how to make a free throw. You may choose something from your chosen major/profession, or you may choose something from a hobby or interest. Examples might be a camera, a hard drive, the human heart, the metabolic process, or a television.

    The approximate total length for this assignment is 1000 – 1600 words. As always, please cite your sources. Since there are two descriptions of the same process it will be up to you to decide which audience to write for first. However, please do indicate at the top of each paper which audience is which. The specialized audience could be people who share with you a very specific area of specialization within a field, or it could be a broader audience within that field. The non-technical audience has little to no background knowledge of your subject.

    Your descriptions should answer the following questions:

    1. What is it?

    2. What does it do?

    3. What does it look like?

    4. What is it made of (physical objects only)?

    5. How does it work?

    6. How has it been put together?

    7. Why should your reader use it?

    You will not necessarily answer these questions in an orderly manner, but each of them should be addressed if they are relevant to your description.

    Your descriptions should have the following elements:

    • Sense of the overall object or process, including why it is significant for the audience

    • Clear explanation of each part’s function

    • Details to appropriate to the audience’s interest and level of knowledge

    • Clear and appropriate organization, which will likely be one of the following types:

    o Spatial organization when you want readers to visualize the mechanism or process as a static object (e.g., house interior, document, disk box)

    o Functional organization when you want the reader to see a mechanism or a process in action (e.g., camera, smoke detector)

    o Chronological organization, when you want the reader to see a mechanism or a process according to how it was put together (e.g., tent, piece of furniture)

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    key concepts around strategic planning, operating in a global marketplace, and designing products specific to a market segment, apply these concepts as you organize your business in the simulation.

    In this virtual business world, your company will introduce a new line of carbon fiber bicycles into your selected markets in New York, Amsterdam, Rio de Janeiro, or Bangalore. Each city represents a different opportunity with a different mix of potential customers between the recreation, mountain, and speed bike segments.

    In this simulation, you will complete the following activities:

    • Name the company – Bike’s R Us
    • Sell 1,500,000 in stock
    • Analyze the market survey.
    • Establish corporate goals and overall business strategy.
    • Choose your primary and secondary target segments.
    • Design at least one brand for each selected target segment.
    • Schedule the opening of the first bike shop – Open in the spring
    • Set up a production facility – New york

    To get started, in the simulation to name your company, review marketing research to understand the market potential, and develop your organizational goals and strategy. In human resources, you will review compensation packages. For marketing, in this quarter you will develop your initial brands and design bicycle features to deliver benefits to your market segment.

    Based on your strategy and the brands you have designed, you will need to determine your sales channel strategy for the initial quarters. Since your sales channel to your customers will be through company-operated bicycle shops, you will need to choose a city and plan the opening of your first shop. Each city has different costs as well as different potential, so keep in mind your business strategy as you make this decision.

    For manufacturing, you are operating a just-in-time manufacturing facility using 3-D printers. You will need to evaluate how much fixed capacity (or number of 3-D printers) you will need in the next quarter when you open your first store. As you make this decision and others about expenditures, review accounting and finance to make sure the decisions you make are consistent with the reality of your firm’s financial situation and your cash flow.

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    Scenario: A sales representative for a medical device company that manufactures artificial joints. Your company has developed an artificial knee joint that is less expensive than the competition and will dramatically reduce healing time for patients. However, it is also known to produce a serious and potentially lethal infection in a small percentage of patients. The company refuses to disclose this potential side effect. You feel you have a duty to divulge this issue, but you signed a nondisclosure agreement when you were hired and worry about possible repercussions.

    A. Select a nonfictional leader who you feel has exhibited exemplary ethical conduct and do the following:

    1.Discuss two ethical traits your chosen leader has demonstrated.

    2.Explain how your chosen leader has exhibited ethical conduct.

    Note: The chosen leader can be someone famous.

    B. Compare the deontological and consequentialist perspectives and how each perspective would approach the dilemma from the scenario.

    C. Explain which level of cognitive moral development (i.e., preconventional, conventional, or postconventional) is represented in the scenario for each of the following questions:

    Which action would most likely serve the greater good in society?

    If I reveal this information, will I get into trouble and possibly even lose my job?

    Which action best aligns with my long-held belief in the principle of justice?

    What do the laws say, and what would a law-abiding citizen do?

    If I keep quiet will I get some sort of reward?

    D. Reflect on your Ethical Lens Inventory (ELI) by doing the following:

    1.Explain your preferred ethical lens, or what it means to have a center perspective relevant to the ELI.

    a. Analyze whether you have the same preferred lens in different settings (e.g., work, personal, social).

    2.Explain both your primary values and classical virtue(s) from the ELI.

    a. Compare two primary values and one classical virtue from part D2 individually with three of the top five values from the Clarifying Your Values exercise.

    3. Describe one of the following from the ELI: your blind spot, risk, double standard, or vice.

    a. Discuss three steps you can take to mitigate the blind spot, risk, double standard, or vice described in part D3 in order to make better ethical decisions in the future.

    4. Discuss how you plan to use the ethical lens(es) to approach ethical situations throughout your professional life.

    E. Submit a copy of the PDF file with your results from the ELI, as a separate document.

    F. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

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    Patient Write-Up

    Use the provided template and write up an interesting patient that you have seen in your clinic setting.

    The written History and Physical (H&P) serves several purposes:

    1. It is an important reference document that provides concise information about a patient’s history and exam findings at the time of the patient appointment.
    2. It outlines a plan for addressing the issues that prompted the clinic appointment. This information should be presented in a logical fashion that prominently features all of the data that is immediately relevant to the patient’s condition.
    3. It is a means of communicating information to all providers who are involved in the care of a particular patient.

    Knowing what to include and what to leave out will be largely dependent on experience and your understanding of illness and pathophysiology. If, for example, you were unaware that chest pain is commonly associated with coronary artery disease, you would be unlikely to mention other coronary risk factors when writing the history. As you gain experience, your write-ups will become increasingly focused. You can accelerate the process by actively seeking feedback about all the H&Ps that you create as well as by reading those written by more experienced providers.

    Written assignment: Use the provided template and write up an interesting patient that you have seen in your clinic setting.

    The core aspects of the H&P are described in detail below.

    • Chief Concern (CC):
      • One sentence that covers the dominant reason(s) for the visit. While this has traditionally been referred to as the Chief Complaint.
    • History of Present Illness (HPI):
      • The HPI should provide enough information to clearly understand the symptoms and events that lead to the patient appointment.
      • A commonly used mnemonic to explore the core elements of the chief concerns is OLD CARTS, which includes: Onset, Location, Duration, Characteristics, Aggravating/Alleviating factors, Related symptoms, Treatments, and Significance.
      • The remainder of the HPI is dedicated to the further description of the presenting concern. As the storyteller, you are expected to put your own spin on the write-up. That is, the history is written with some bias. You will be directing the reader towards what you feel is/are the likely diagnoses by virtue of the way in which you tell the tale. If, for example, you believe that the patient’s chest pain is of cardiac origin, you will highlight features that support this notion (e.g., chest pressure with activity, relieved with nitroglycerin, preponderance of coronary risk factors etc.). These comments are referred to as “pertinent positives.” These details are factual and no important features have been omitted. The reader retains the ability to provide an alternative interpretation of the data if he/she wishes. A brief review of systems related to the current complaint is generally noted at the end of the HPI. This highlights “pertinent negatives” (i.e., symptoms that the patient does not have). If present, these symptoms might lead the reader to entertain alternative diagnoses. Their absence, then, lends support to the candidate diagnosis suggested in the HPI. Occasionally, patients will present with two (or more) major, truly unrelated problems. When dealing with this type of situation, first spend extra time and effort assuring yourself that the symptoms are truly unconnected and worthy of addressing in the HPI. If so, present them as separate HPIs, each with its own paragraph.
    • Past Medical History (PMH):
      • This includes any illness (past or present) that the patient is known to have, ideally supported by objective data. Items that were noted in the HPI (e.g., the cardiac catheterization history mentioned previously) do not have to be re-stated. You may simply write “See above” in reference to these details. All other historical information should be listed. Important childhood illnesses and hospitalizations are also noted.
      • Detailed descriptions are generally not required. If, for example, the patient has hypertension, it is acceptable to simply write “HTN” without providing an in-depth report of this problem (e.g., duration, all meds, etc.). Unless this has been a dominant problem, requiring extensive evaluation, as might occur in the setting of secondary hypertension.
      • Also, get in the habit of looking for the data that supports each diagnosis that the patient is reported to have. It is not uncommon for misinformation to be perpetuated when past write-ups or notes are used as the template for new H&Ps. When this occurs, a patient may be tagged with (and perhaps even treated for) an illness which they do not have! For example, many patients are noted to have Chronic Obstructive Pulmonary Disease (COPD). This is, in fact, a rather common diagnosis, but one that can only be made on the basis of Pulmonary Function Tests (PFTs). While a Chest X-Ray and smoking history offer important supporting data, they are not diagnostic. Thus, “COPD” can repeatedly appear under a patient’s PMH on the basis of undifferentiated shortness of breath coupled with a suggestive CXR and known smoking history, despite the fact that they have never had PFTs. So, maintain a healthy dose of skepticism when reviewing notes and get in the habit of verifying critical primary data.
    • Past Surgical History (PSH):
      • All past surgeries should be listed, along with the rough date when they occurred. Include any major traumas as well.
    • Medications (MEDS):
      • Includes all currently prescribed medications as well as over the counter and non-traditional therapies. Dosage, frequency, and adherence should be noted.
    • Allergies/Reactions (All/RXNs):
      • Identify the specific reaction that occurred with each medication.
    • Social History (SH):
      • This is a broad category which includes:
      • Alcohol Intake: Specify the type, quantity, frequency, and duration.
      • Cigarette smoking: Determine the number of packs smoked per day and the number of years this has occurred. When multiplied this is referred to as “pack years.” If they have quit, make note of when this happened.
      • Other Drug Use: Specify type, frequency, and duration.
      • Marital/Relationship Status; Intimate Partner Violence (IPV) screen.
      • Sexual History, including: types of activity, history of STIs.
      • Work History: type, duration, exposures.
      • Other: travel, pets, hobbies.
      • Health care maintenance: age and sex appropriate cancer screens, vaccinations.
      • Military history, in particular if working at a VA hospital.
    • Family History (FH):
      • This should focus on illnesses within the patient’s immediate family. In particular, identifying cancer, vascular disease or other potentially heritable diseases among first-degree relatives.
    • Obstetrical History (where appropriate):
      • Include the number of pregnancies, live births, duration of pregnancies, complications. As appropriate, spontaneous and/or therapeutic abortions. Birth control (if appropriate).
    • Review of Systems (ROS):
      • As mentioned previously, many of the most important ROS questions (i.e., pertinent positives and negatives related to the chief concern) are generally noted at the end of the HPI. The responses to a more extensive review, covering all organ systems, are placed in the “ROS” area of the write-up. In actual practice, most physicians do not document an inclusive ROS. The ROS questions, however, are the same ones that are used to unravel the cause of a patient’s chief concern. Thus, early in training, it is a good idea to practice asking all of these questions so that you will be better able to use them for obtaining historical information when interviewing future patients. A comprehensive list can be found here:
        • Physical Exam:
          Generally begins with a one-sentence description of the patient’s appearance.
          Vital Signs:
          HEENT: Includes head, eyes, ears, nose, throat, oro-pharynx, thyroid.
          Lymph Nodes:
          Lungs:
          Cardiovascular:
          Abdomen:
          Rectal (as indicated):
          Genitalia/Pelvic:
          Extremities, Including Pulses:
          Neurologic:
          • Mental Status
          • Cranial Nerves
          • Motor
          • Sensory (light touch, pin prick, vibration and position)
          • Reflexes, Babinski
          • Coordination
          • Observed Ambulation
    • Lab Results, Radiologic Studies, EKG Interpretation, Etc.:
    • Assessment and Plan:
      • It is worth noting that the above format is meant to provide structure and guidance. There is no gold standard, and there is significant room for variation. When you are exposed to other styles, think about whether the proposed structure (or aspects thereof) is logical and comprehensive. Incorporate those elements that make sense into future write-ups as you work overtime to develop your own style.

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    Topic: Case Study

    A 41-year-old male patient presents at the community walk-in clinic with complaints of severe elbow pain radiating into the forearm. His 13-year-old daughter is serving as a translator because her father is unable to speak English and understands only a few words in English. The daughter explains that he has been taking Tylenol to manage pain, but the pain is getting worse and is keeping him from working. You ask the daughter to describe the type of work her father does, and you notice she is hesitant to respond, first checking with her father. He responds, and she translates that he works in construction. Based on the response and the apparent concern, you suspect that the patient may be an undocumented worker. Further conversation reveals that several members of the family are working with the same local construction company.

    Case Questions

    1. You suspect the pain reported as coming from the elbow and radiating down the forearm is caused by repetitive motions, perhaps indicating lateral epicondylitis. What can you do to confirm this diagnosis?
    2. While performing the physical examination, you ask the patient, through his daughter, if he has reported this injury to his employer, because the injury is most likely work-related. The daughter responded without consulting her father that this is an old injury that happened before he started working at his current place of employment. You could tell that she was becoming more distressed. What is the most likely explanation for her concern?
    3. Visual inspection reveals erythema around the affected area with no evidence of overlying skin lesions, scars, or deformities. What other assessments should you perform?
    4. How is lateral epicondylitis treated?
    5. When discussing possible treatment approaches, you notice that the patient is very worried and seems to suggest to his daughter that they should leave. The daughter begins trying to explain why they have to leave right away. What would you tell the patient and his daughter to help them feel comfortable staying for treatment?

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    The purpose of this project is to develop a sensitivity to multicultural issues in a diverse environment. Over your working lifetime, you will almost certainly encounter multicultural situations in the workplace. Therefore, it is critically important that you become familiar with the basics of multiculturalism as it relates to technical communication.

    For this project, you will be comparing two websites of your choice. The first website that you examine should be a site designed to market a product (or products) to a US market. The second site that you examine should be the foreign counterpart to the first. So, for example, you could examine a Honda site designed for US audiences, then look at a Honda site designed for Japanese audiences. (Here are some links: Look at Honda Japan (Links to an external site.), Honda Germany (Links to an external site.), and Honda USA (Links to an external site.). If you open them in Chrome, Google will ask you if you want to translate them into English.) You will need to do a bit of research on the target culture that you choose in order to write an effective memo that explains why designers made the choices that they did. This project will not only expose you to elements of multicultural communication but also begin to show you how different elements of design function in technical communication.

    Deliverable

    You will turn in a 500-800 word memo that describes the profile of your audience and major differences between the sites that you choose. In your memo, you should:

    • Introduce the product and briefly describe the purpose of the web pages (advertising, promotion, to forward a political or religious agenda, etc.)
    • Analyze and describe the audience for each of the pages you examine
    • Analyze and describe one or two major differences (or similarities) in the sites you examine and explain how those aspects you describe motivate an audience to action

    You should include information gathered and any written resources (the class textbook, web sites, etc.). Don’t forget to provide the site URL’s and citations! Cite any references in a “References” section on your memo using APA style citations.There are few examples in the file uploaded.

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    REQUIREMENTS


    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    A. Complete the following, using OneNote:

    Note: The directions to access and use your e-portfolio can be found in the web links section below, which will take you to the “Knowledge Base Article.”

    1. Create a professional mission statement (suggested length of 1 paragraph) that includes the following:

  • a representation of your career goals, your aspirations, and how you want to move forward with your career
  • an overview of where you would like to focus your time and energies within the profession
  • a. Reflect on how your professional mission statement will help guide you throughout your nursing career.

    2. Complete a professional summary (suggested length of 3–4 pages) that includes the following:

    a. Explain how the specific artifacts or completed work or both in your portfolio represent you as a learner and a healthcare professional.

    b. Discuss how the specific artifacts in your portfolio represent your professional strengths.

    c. Discuss challenges you encountered during the progression of your program.

    i. Explain how you overcame these challenges.

    d. Explain how your coursework helped you meet each of the nine nursing program outcomes.

    Note: Refer to the attachment “Nursing Conceptual Model.”

    e. Analyze how you fulfilled the following roles during your program:

  • scientist
  • detective
  • manager of the healing environment
  • f. Discuss how you have grown professionally since the beginning of your program.

    B. Complete the following within the section “Quality and Safety”:

    1. Reflect (suggested length of 1 page) on your professional definition of quality and safety developed in Professional Roles and Values, including any necessary changes to your definition.

    a. Discuss how the program assisted you in developing your professional definition.

    b. Identify the artifacts in your portfolio that support your definition.

    i. Explain how these artifacts support your definition from part B1.

    Note: The artifacts should be attached within the portfolio.

    2. Discuss the importance of the Institute for Healthcare Improvement (IHI) certificate for your future role as a professional nurse.

    C. Complete the following within the section “Evidence-Based Practice”:

    1. Reflect (suggested length of 1 page) on your professional definition of evidence-based practice developed in Professional Roles and Values, including any necessary changes to your definition.

    a. Discuss how the program assisted you in developing your professional definition.

    b. Identify the artifacts in your portfolio that support your definition.

    i. Explain how these artifacts support your definition from part C1.

    Note: The artifacts should be attached within the portfolio.

    2. Reflect (suggested length of 1 page) on your understanding of evidence-based practice and applied nursing research by doing the following:

    a. Discuss how you are able to evaluate current primary research and apply the concepts to your nursing practice, considering the following:

  • relevancy and believability of data
  • differences between quality improvement and research (places and uses of each)
  • differences between primary and secondary research and resources and the implications of each in clinical practice
  • b. Explain how your experience in the program helped you achieve excellence in evidence-based practice.

    D. Complete the following within the section “Applied Leadership”:

    1. Reflect (suggested length of 1 page) on your professional definition of applied leadership you developed in Professional Roles and Values, including any necessary changes to your definition.

    a. Discuss how the program assisted you in developing your professional definition.

    b. Identify the artifacts in your portfolio that support your definition.

    i. Explain how these artifacts support the definition from part D1.

    Note: The artifacts should be attached within the portfolio.

    2. Summarize (suggested length of 1 paragraph to 1 page) your Learning Leadership Experience task by doing the following:

    a. Discuss the importance of professional collaboration for effective nursing leadership.

    E. Complete the following within the section “Community and Population Health”:

    1. Reflect (suggested length of 1 page) on your professional definition of community and population health you developed in Professional Roles and Values, including any necessary changes to your definition.

    a. Discuss how the program assisted you in developing your professional definition.

    b. Identify the artifacts in your portfolio that support your definition.

    i. Explain how these artifacts support the definition from part E1.

    Note: The artifacts should be attached within the portfolio.

    2. Summarize (suggested length of 1 page) your Community and Population Health task by doing the following:

    a. Discuss what you learned during your Community Health Nursing task.

    b. Discuss what you learned that led to your community diagnosis.

    c. Discuss how your initial focus and diagnosis evolved after working with your population.

    3. Discuss the importance of the American Museum of Natural History (AMNH) certificate for your future role as a professional nurse.

    F. Provide an appendix to your portfolio by doing the following:

    1. Include all the documents, prior assignments, and additional items that are examples of your best work to support your mastery of all sections given in parts B, C, D, and E.

    2. Include the following materials:

  • the attached “Nursing Conceptual Model”
  • a link to the current IHI Course Catalog
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    Write instructions for performing a task and present the instructions with an introduction and illustrations, as appropriate. As a result of using your instructions, a reader should be able to complete the task successfully and without frustration.

    Your instructions must meet the following criteria:

    -they instruct on a task that is not dangerous, unethical, offensive, or illegal

    -they should be moderately complex, but not too complex (Choose a procedure with at least three but no more than six major steps. You may have substeps). 

    Audience and selection of task: 

    -Your classmates, or selected people among your classmates, are your audience. You can assume knowledge of common tools and terms but not necessarily of specialized ones.

    -You have to be able to keep in mind that your reader may not be as familiar with a task, so you have to make conscious decisions to include/exclude certain information. 

    -You have to make them aware of the possible risks or dangers that could come about as a result of following through on the instructions. 

    Requirements:

    -You will give instructions on a task your classmates don’t know how to do but one they could reasonably expect to learn from your paper within not more than an hour. This requirement eliminates common tasks such as shampooing hair (which all your classmates know how to do) and complex tasks such as writing a computer program or playing the trumpet (which we couldn’t learn from a short set of instructions).

    -No recipes, but you could give instructions on using a specialized piece of cooking equipment, such as a wok, or on some specialized procedure for preparing food. 

    -Use visuals that are clearly labeled and referred to and that aid in user comprehension of the instructions. 

    Other unacceptable topics: 

    -tying a necktie (I’ve read so many of these.)

    -common tasks which you can perform with common home appliances (applying makeup, programming VCR’s, setting an alarm radio clock, etc.–these appliances are usually accompanied by sets of instructions and manuals) 

    -again, no recipes Procedures that have worked successfully in the past (so they may work well now): 

    -preparing a microscope slide 

    -finding an online discussion group and subscribing to it

    -measuring blood pressure 

    -locating, downloading, and installing a file from CNET shareware.com, Filedudes.com , or a similar download site 

    -making a topographical map 

    -deleting the contents of the cache in your browser 

    -mounting an insect 

    -creating sections in Microsoft word for complex pagination 

    -measuring sodium 

    -copying a compact disc to a blank disc 

    -building something with Legos 

    -creating a “style” in Microsoft Word 

    -making Christmas decorations

    -creating a graphic for a written assignment 

    -other computer- and Internet-related tasks 

    -there are others in the book but if you aren’t sure talk to me 

    Visual Design and usability

    Use headings to show major divisions, “white space” and other typographical devices to call attention to warnings, and illustrations (properly labeled and placed) as helpful. Use a running header and page numbers to identify the project on each page. 

    Your audience and assumptions should be clear from your introduction, but if additional information would help me evaluate your work, please let me know in a memo of transmittal. 

    Suggestions for Responding Successfully

    Keep in mind the following eight tips for completing this assignment successfully:

    1.   Analyze your audience and purpose carefully. The assignment stipulates that you indicate your audience and purpose (in the introduction). This step is important in all technical communication, of course, but it is especially critical in instructional writing, for only if you come to a clear understanding of who you are writing to and what you want to accomplish can you write an effective set of instructions. Therefore, indicate explicitly and specifically on your assignment your audience and purpose. For example, “My audience is adults who are considering buying their first pair of rollerblades. My purpose is to help them understand how to choose the right kind of rollerblades for their intended purpose.” 

    2.   Choose a topic you understand well. This assignment is not a good occasion to learn about a topic you’ve always wanted to understand. Select a topic that you are at least fairly knowledgeable about, either from a personal hobby, coursework at school, or a job. You don’t have to know everything about it, of course, but you do not want to have to spend a good deal of time learning the basics of the subject. Naturally, you can do secondary and primary research. Remember, you can find a lot of current information on the Web. If you use secondary sources to get information on the procedure or illustrations, document with a “Works Cited” list. 

    3.   Focus on safety. Your first responsibility is to make sure your readers use the instructions safely. Doing so is not only an ethical obligation; it is also a legal obligation. The courts are scrutinizing instructions and awarding plaintiffs enormous sums of money if they can prove that the instructions are unclear or fail to warn the reader of hazards in assembling, using, or maintaining machines or other equipment. Our assignment excludes writing instructions on dangerous topics, but practically any task may involve some danger or hazard, so warn the user about it. 

    4.   Choose a topic for which you can find or create effective graphics. The best place to find existing graphics is, of course, the Web, for you can download them easily. (Place the cursor over the graphic, then right-click and save the graphic to your computer.) You can also find graphics for your topic in books and magazines. Remember that if you did not create the graphic, you must cite it. Remember that you must cite a source even if you have modified the original graphic substantially. Of course, you may also create your own graphics. Regardless of whether you find or create a graphic, please include it digitally; that is, download the file and include it in your document or scan the existing image and include the scanned image.

    5.   Study the chapter on the document and page design. Before you begin assembling your instructions, study Chapters 14 and 15 on graphics and design. You want to submit instructions that are clear, easy to follow, and professional in appearance. One easy way to format most instructions is to use the table feature. Create a two-column table. Put the text in the left column; the graphic, in the right column. Make a new row for each step (or set of steps). Then, hide the grid lines. 

    6.   Don’t list “system responses” as steps. A step is an action the reader is supposed to perform. System response is a response made by the system to a step the reader has performed. For instance, a step is to press the Enter key. The system response is that a particular dialog box appears on the screen. To describe the system response, list it as a comment after the step, or show it in a graphic.

    7.   Check to see that your instructions are complete. Follow the guidelines in the text to make sure you have the three sections the reader will be looking for-the introduction, step-by-step instructions, and conclusion-and that each section fulfills its purpose in the instructions.

    8.   Do some informal usability testing. As discussed in Chapter 20, usability testing is the process of studying a person using the instructions to find out if they are easy to understand. Although you won’t have time to do formal usability testing with numerous people trying out your instructions, you can have one or two people try to carry out the process, talking to you as they go along about what they find easy or difficult to understand. 

    9.   Important note: Some students are strongly tempted, in doing this assignment, to plagiarize instructions from the internet. Don’t do it! I’ll be checking your instructions against Google searches to make sure that you yourself have written them.

    Look at the files, These are examples!

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    Western Governors University

    Case Study:

    Sarah Smith is a 28 y/o African American female who presents to the office with c/o wound to her left foot for the past few days. States she had tripped and fell while barefoot scraping the top of her foot on the pavement. She denies any other injury from the incident. Over the past 24 hours the wound has had “smelly” drainage. Has been experiencing generalized achiness, but denies fever and chills. Did not seek medical attention at the time of injury. Has been using hydrogen peroxide to clean her wound. Is unclear of her last tetanus vaccination. Patient PMHx significant for DM II. States that she takes her medications when she remembers, and does not always check her blood sugar.

    PMHx:

    Asthma: no hospitalizations for exacerbation.

    DM II

    PSHx:

    Denies

    SHx:

    Former tobacco user: ceased smoking 2 years ago. Had smoked 1ppd x 5 years

    ETOH: socially

    Illicit drugs: denies

    FHx:

    Significant for paternal DM, otherwise unremarkable

    Medications:

    Metformin: 500mg BID po – did not take the last few days

    Albuterol MDI: 2 puffs every 6 hours prn – last use just PTA

    Singulair: 10mg po daily

    Trinessa: 1 tab po daily – last taken this am

    Allergies:

    PCN: hives

    LNMP: 2 weeks ago.

    G0p0

    ROS:

    General: denies any weight changes, fatigue or fever; + body aches

    Skin: denies any rashes; + wound to left foot

    HEENT: denies headache, head injury, dizziness, lightheadedness;

                           Denies any vision changes

                           Denies any hearing changes, tinnitus, vertigo, earache

                           Denies any nasal congestion, discharge, nose bleeds or sinus tenderness

                           Denies any sore throat, difficulty swallowing

    Neck: denies any swollen glands, pain

    Breasts: denies any pain, discharge

    Respiratory: denies any dyspnea; positive cough and wheezing

    CV: denies any chest pain, edema

    GI: denies any nausea/vomiting/diarrhea/constipation; denies bloody stools

    PV: denies claudication, swelling to LE

    GU: denies frequency, urgency, burning;

                           Denies vaginal discharge, itching, sores

                           Denies penile discharge, itching or sores

    MS: positive pain to left foot

    Psych: denies nervousness, depression

    Neuro: denies Headache, dizziness, vertigo, syncope, weakness; + numbness to right LE

    Heme: denies any easy bruising

    Physical Exam:

    Vital signs: 100.5 (tympanic), 162/88, 118, 22, O2 sat 95% on RA

                           Height: 5’5”     Weight: 250 lbs.

                 Blood glucose: 230 (Fasting; states has not eaten yet today)

    patient awake, alert, oriented x 4 in NAD

    Skin: warm, dry, color WNL. 4 cm lesion noted to anterior left foot with crusting and purulent drng; + surrounding erythema extending up 7 cm proximally

    HEENT: head nontraumatic, normocephalic

    Pupils PERRLA, EOMs intact; disc margins sharp, without hemorrhages, exudates; no AV nicking noted

    Ears: bilateral TM with good cone of light and intact

    Nose: mucosa pink, septum midline; no sinus tenderness appreciated

    Mouth: mucosa pink, moist; tongue midline; tonsils 1+ without exudate

    Neck: supple; trachea midline; no LAD

    Resp: regular and unlabored; lungs with end expiratory wheezing throughout

    CV: RRR, S1 and S2 noted; no s3, s4 or murmur appreciated

    Abdomen: soft, non-distended; Bs + x 4; no tenderness with palpation; no CVA tenderness with percussion

    Genitalia: deferred

    Rectal: deferred

    Extremities: warm and without edema; calves supple, non-tender

    PV: no LE edema

    MS: + swelling to left foot; + tenderness of 2-4th left metatarsals; + left pedal pulse; CMS intact; Cap refill < 2 sec.

    Neuro: alert, cooperative; thought coherent; oriented x 4; cranial nerves II-XII intact

    Questions:

    1. List your differentials for her current problems. Remember you should have at least three different differentials for each problem. Include rationale for each differential.
    2. At this time what medical diagnoses are you most concerned about? Do they impact other diagnoses? If so, how?
    3. What diagnostic images would you order? Provide your rationale. What are you trying to rule in or out?
    4. What laboratory work would you order? What would you anticipate to be abnormal? Provide your rationale for each.
    5. What is your comprehensive plan of care? Include your rationales.

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    Competency 4060.1.1: : Security Governance

    The graduate develops security policy, standards, procedures, and guidelines to strategically secure an organization’s assets.

    Competency 4060.1.2: : Security Roles and Responsibilities

    The graduate designs an organizational structure to support an information security policy.

    Competency 4060.1.3: : Risk Management

    The graduate manages risk in the face of an ever-changing technology landscape.

    Competency 4060.1.4: : Development of Business Continuity

    The graduate develops business continuity plans to maintain an organization’s ability to perform its mission-critical tasks.

    Competency 4060.1.5: : Laws, Regulations, and Compliance

    The graduate manages compliance practices for cybersecurity and information assurance.

    INTRODUCTION

    Throughout your career in cybersecurity management, you will be asked to develop and improve an IT department to support a company’s strategic goals and mission. Assessments of the organization’s cybersecurity posture will need to be conducted to secure the company’s information and systems. The organization’s leadership may decide to hire external consultants to do this assessment. The consultants will review the security policies, standards, procedures, and guidelines that are used to secure the company’s assets. Additionally, they will look at compliance issues, personnel roles and assignments, continuity plans, and overall risk management.

    In this task, you will analyze an independent assessment and respond to it in a detailed written report. You will need to read the attached “Company Overview” and “Independent Security Report” that correspond with the following scenario.

    SCENARIO

    Psinuvia Incorporated is a medical supply company specializing in wearable and implantable medical devices. Its chief scientist recently left the organization and returned to St. Petersburg, Russia. During a recent board meeting, the discussion centered on how the company can improve its operations and secure its information and information systems. Board members focused on the possibility of an internal threat from the recently departed chief scientist and the possibility of external threats. As a result of this meeting, the board decided to have an independent assessment of the cybersecurity posture of the company. The assessment was completed by Autojor Security Consultants. This organization uncovered a number of issues with Psinuvia’s security program and sent a security report detailing what was found. (See the “Independent Security Report” in the attachments.)

    As Psinuvia Inc.’s chief technology officer (CTO), you act as the leader of the cybersecurity department. You are required to review the report and write Psinuvia’s response to the proposed security improvements. You must determine the appropriate actions to take, resulting in a plan for fixing the revealed issues. Your response must be in a written report outlining the ways Psinuvia will improve security. This report will be given to the board of directors and upper management, including the chief executive officer (CEO).

    REQUIREMENTS

    A.   Describe both  the physical vulnerabilities and physical threats that put the security posture of Psinuvia Inc. at risk. Provide details from the attached “Independent Security Report,” including how each  vulnerability or threat is negatively impacting the security posture of the company.

    B.   Describe both  the logical vulnerabilities and logical threats that put the security posture of Psinuvia Inc. at risk. Provide details from the attached “Independent Security Report,” including how each  vulnerability or threat is negatively impacting the security posture of the company.

    C.   Summarize industry standards for securing organizational assets regarding policies for acceptable use, mobile devices, passwords, and personally identifiable information (PII), using industry-respected sources to support your claims.

    D.    List the IT department duties that belong in the Compliance and Risk Department and the Security Department, as described in part six of the attached “Independent Security Report,” by organizing them into a chart or table.

    E.    Develop a PCI DSS-compliant policy to address the concerns in the “Independent Security Report,” including the roles and responsibilities of each component of the policy.

    F.    Propose methods for bringing Psinuvia Inc. into compliance with General Data Protection Regulation (GDPR) requirements, including specific examples for how each  method will address international regulations.

    G.   Identify the HIPAA provisions Psinuvia Inc. needs to address, including the associated consequences for continued noncompliance.

    H.   Develop a business continuity plan to address the natural disaster described in part four of the “Independent Security Report.” CISSP best practice should inform execution and maintenance of mission critical tasks in the business continuity plan for Psinuvia Inc.

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    REQUIREMENTS


    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide


    Please Note:
    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    A. Select one of the following communicable diseases that has had an outbreak across international borders:

  • influenza
  • measles
  • respiratory syndrome coronavirus
  • meningococcal disease
  • HIV/AIDS
  • Ebola virus
  • hepatitis B
  • hepatitis C
  • tuberculosis
  • Zika virus
  • B. Describe the outbreak of the disease selected in part A, including each of the following:

  • name of the disease
  • the countries involved
  • the date the outbreak was discovered
  • the dates the disease reached each involved country
  • 1. Analyze the epidemiological determinants and risk factors associated with the outbreak.

    2. Discuss the route of transmission of the selected disease.

    3. Discuss how an outbreak of the selected disease would impact your community at a systems level (e.g., the functioning of schools, local government, businesses, hospitals).

    4. Explain what the reporting protocol would be if an outbreak of the selected disease were to occur in your community.

    5. Discuss two strategies (e.g., patient education strategies, community education strategies) that you would recommend to prevent an outbreak of the selected disease in your community.

    C. Submit a PDF of your score summary from Bentonville that includes each of the following completed activities:

  • Influenza in Bentonville
  • Community Advocacy
  • Emergency Response
  • Communicable Disease
  • Note: For an example of how your score sheet should look, refer to the attached “Sample Final Results Report: Influenza in Bentonville.”
    Please, I have attached the sample copy of the Final Results Report.

    D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E. Demonstrate professional communication in the content and presentation of your submission.

    RUBRIC

    A. COMMUNICABLE DISEASE

    COMPETENT

    A communicable disease from the given list is selected.

    B. DESCRIPTION OF OUTBREAK

    COMPETENT

    The description of the disease outbreak includes each of the given points as they apply to the disease selected in part A.

    B1. EPIDEMIOLOGICAL DETERMINANTS AND RISK FACTORS

    COMPETENT

    The analysis accurately identifies epidemiological determinants of the disease outbreak, accurately identifies risk factors of the disease outbreak, and logically discusses how each epidemiological determinant and risk factor identified is associated with the outbreak of the disease selected in part A.

    B2. ROUTE OF TRANSMISSION

    COMPETENT

    The discussion logically and accurately describes the methods, determining factors, environments, and/or hosts required as part of the route of transmission for the disease selected in part A.

    B3. IMPACT ON COMMUNITY

    COMPETENT

    The discussion accurately and logically explains how areas of the community would be impacted on a systems level if an outbreak were to occur locally.

    B4. REPORTING PROTOCOL

    COMPETENT

    The explanation logically describes the steps, actions, or processes that make up the reporting protocol for the community and logically discusses how the community reporting protocol would be used if an outbreak of the disease selected in part A were to occur in the community.

    B5. PREVENTION STRATEGIES

    COMPETENT

    The discussion logically explains how each of the 2 strategies would prevent an outbreak of the selected disease in the community, and it logically explains why each of the 2 strategies are recommended.

    C. BENTONVILLE ACTION REPORT

    COMPETENT

    The submitted Bentonville score summary PDF includes each of the given completed activities.

    D. SOURCES

    COMPETENT

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    E. PROFESSIONAL COMMUNICATION

    COMPETENT

    Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

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    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    A. Create a target patient population profile that describes your chosen target patient population (based on data obtained from the “County Health Rankings & Roadmaps” web link, “U.S. Census Data” web link, and other reliable resources) by including the following:

  • demographic profile
  • priority population
  • social determinants of health
  • barriers to accessing healthcare
  • disease frequency
  • available health services
  • resource availability
  • health behaviors and beliefs
  • health expectations
  • Note: You will need to choose a patient population and geographical area for this task that is not Tupelo and TCMC.

    1. Describe, based on the target patient population profile, the critical healthcare risks for the target patient population.

    2. Describe key opportunities for improving health outcomes of this patient population.

    3. Identify an organization that serves the target population and could assist in your population health initiative.

    B. Describe, using information from the target patient population profile, how the identified organization can motivate the target population to transition from an illness-based model to a wellness-based model.

    C. Describe the fiscal management tools, principles, and strategies that you would use to manage healthcare organizational sustainability and productivity by doing the following:

    1. Describe the tools and process (i.e., the steps or an outline of the steps) you would use to calculate the cost of moving from an illness-based model to a wellness-based model.

    2. Analyze, using a financial perspective, the difference in types of costs that impact the operating budget for the organization resulting from a decision to deliver care to the target population using a population health, wellness-based model as opposed to the current illness-based model.

    D. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

    Note: Sources should be reputable and reliable. Sources such as wiki pages are not acceptable.

    E. Demonstrate professional communication in the content and presentation of your submission.

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    Using the attached “Business Systems Design Report Template,” design and document a multilevel target security architecture to address cybersecurity threats to the Healthy Body Wellness Center (HBWC). You will also use the “Business Systems Design Report Template” to conduct, record, and audit your design, and provide justification to defend each aspect of your multilevel network architecture. You will then complete the attached “DREAD Workbook” and submit it as a separate attachment.

    The “Healthy Body Wellness Center Case Study” and “Healthy Body Wellness Center Security Assessment Report” are attached for your reference; you may also refer to the “Business Requirements Document Template” you created in Task 1 to assist in the completion of this task.

    Requirement:

    A. Current Systems: Summarize the systems currently being used at the Healthy Body Wellness Center using details from attached case study and assessment report. (HBWC) You may use the information you provided in the BRD template from your Task 1 submission. Record your summary in the “Current Systems” section of the attached “Business Systems Design Report Document.”

    B. Goals, Objectives, and Rationale for New System: Outline the purpose, goals, objectives, and rationale for the proposed system, including a clear statement of the problem using the information provided from the “Healthy Body Wellness Center Case Study” and the “Healthy Body Wellness Center Security Assessment Report” to justify your claims. Record your responses in each subsection of the “Goals, Objectives, and Rationale for New or Significantly Modified System” section of the attached “Business Systems Design Report Document.”

    C. Factors Influencing Technical Design: Explain the relevant standards, assumptions, dependencies, constraints, and design goals that influence the technical design of the proposed new system. Record your responses in the “Factors Influencing Technical Design” section of the attached “Business Systems Design Report Template.”

    D. Proposed System: Determine the necessary requirements to achieve the proposed system and its associated technical design, including the multilevel architecture specifications and design. Include all required tables and diagrams as part of your submission. Record your responses in all subsections of the “Proposed System” section of the attached “Business Systems Design Report Document.”

    E. DREAD Analysis: Conduct an analysis of your multilevel architecture using the attached “DREAD Workbook.” Record your results in the “DREAD Workbook” and include the workbook as an attachment. Your workbook should include a minimum of ten threats.

    F. Analysis of Proposed System: Summarize your findings from the DREAD analysis by prioritizing and describing the top five risks identified in the “Listing of Threats” worksheet, including mitigation, risk acceptance, and justification for your decisions. Record your responses in the “Analysis of the Proposed System” section of the attached “Business Systems Design Report Document.”

    G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    H. Demonstrate professional communication in the content and presentation of your submission..

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    I’m working on a english question and need guidance to help me learn.

    Windshield Survey

    Sentinel City is an urban environment where the housing and commercial buildings  appear to be of varying ages, with the newest and most well-kept buildings seen in Nightingale Square. The majority of the buildings are attached structures made of brick and no solar panels  or windmills are present. There are signs of building disrepair in the Industrial Heights and  Casper Park neighborhoods as evidenced by graffiti and broken windows. The buildings are  close together with not much open space around them or throughout the city for that matter.  Open space in the city is limited and there is one park. There is minimal foliage scattered throughout the city and no houses appear to have yards. The neighborhoods are designated  with signs and the boundaries are also apparent due to differences in amenities and housing.  For example, the neighborhood of Nightingale Square offers a tennis, a grocery store and new  condominiums compared to Industrial Heights’ soup kitchen and old housing projects. There are various other amenities and hangouts seen throughout Sentinel. Examples include the school  yard, restaurants (i.e. Italian cuisine, Lilly’s, donut shop, sushi), markets (i.e. Joe’s Grocery,  Bodega Market and Deli, food stands), coffee shops, fine art gallery, book store and a park. Residents use numerous means of transportation to travel throughout the city. People  walk, bike, drive private vehicles and ride the bus. The roads are in fair condition throughout  most of the city with issues noted mainly in Industrial Heights and Casper Park. There are many  services offered throughout the city such as a gas station, senior center, hospital, dental office,  park and recreation center and Interfaith Church. There are numerous billboards in Sentinel City addressing public safety and community health topics like abstaining from texting while driving  and promoting smoking cessation. The city even has it’s ow radio station, Buzz 96.5. Multiple people of various ages were seen throughout Sentinel City with the majority of  children seen at the school, both crossing the street and playing in the school yard. The city’s  population is mainly Caucasian, however, many different ethnical and cultural backgrounds are  present in the city as evidenced by the people seen walking around, various restaurants and  clothing of the residents. For example, an African American woman can be seen wearing a  vibrant head piece. People appear to be in various states of health and a few residents are  noted to be wheelchair bound. There are also stray cats and dogs walking around the city and  areas where rats can be seen scurrying about piles of garbage. Another observation is a group  of protestors outside of City Hall and a supervised team of incarcerated men in the Casper Park  neighborhood. Lastly, uniformed police officers can be spotted patrolling throughout the city.

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    You need a thesis statement and you must have specific historical evidence to support that thesis. You cannot simply say: “There was violence against African American in the 1910s.” You will need evidence to prove that. For example, The Tulsa Riot and give some details about it. Don’t just give a list of people or events. You must explain who or what they were and how they are connected.

    Will there is not a requirement for page length/word count, I would expect you to need at least 3-4 pages double-spaced to cover it/1000 words. Some people are very concise when they write and others are not. I have had great essays that are 2 pages and horrible essays that are 10 pages long!  Please make sure everything needs to be in your own words and use the information from the textbook – but do not just use quotes from the textbook or outside. Since it is creating analytical essays. Just need a thesis and evidence to support the thesis.  Does it make sense? ?

    Discuss Progressive Reform. Use the lectures on Social Purity and Pure Food and the textbook – this is spread out in Chapters 17 and 18.

    I would divide this into social reform and political reform.

    Look at who the Progressive were and what motivated them.

    Social: Look at the Social Gospel, Settlement Houses (Hull House), Temperance (Frances Willard, WCTU), look at the Mann Act, Jack Johnson, Margaret Sanger, and other social purity concerns.

    Political: look at efficiency, municipal reform, labor regulations (especially after the Triangle Fire and efforts against child labor), “trust busting,” government regulation (especially in meat packing and the Pure Food movement – don’t forget the Jungle and the Poison Squad). Look at the role of the muckrakers. Notated political figures like Theodore Roosevelt etc.

    https://drive.google.com/file/d/1yyqO60Slev9A5tvdZYIZS02JdNMfwRZu/view?usp=sharing

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    Application essay.

    The purpose of the application essay is to demonstrate to the FNP Admissions Committee your understanding of the family nurse practitioner role, justifications for the family nurse practitioner role in delivering high-quality and cost-effective healthcare, and how the WGU FNP program might prepare you to meet the healthcare needs of your local community or population of interest. This is an opportunity for you to communicate directly with the admissions committee, highlighting how your life and professional experiences have prepared you for the transition from the role of Registered Nurse to Family Nurse Practitioner.   

    Directions

    Select at least two (2) academic resources (articles/online literature) that describe the health, social, and economic benefits related to nurse practitioner practice in the Unites States.  

    Use the information from your sources and your own personal and professional preparation to answer the following questions in your application essay for the WGU FNP program:?

    • How have your life and professional experiences prepared you for the WGU FNP program? 
    • How can the WGU FNP program prepare you to deliver healthcare to the community in which you live?  
    • Please describe the type of clinical practice you will pursue upon graduation from the WGU FNP program (e.g. family practice, outpatient internal medicine, etc).
    • How can your future clinical practice as an FNP affect the quality and cost of care for patients and their families? 
    • Please add this statement to the bottom of your Application Essay. You may include a typed signature.
      I have reviewed and understand the scope of practice of the Family Nurse Practitioner role in my state of _________.
      Signature Line: ____________________________________________

    A bit about myself: 1 year experience in medical surgical unit as staff nurse in Texas and still working. Completed associate degree in nursing in Texas and then completed RN to BSN program in the same school (Western governor university). Had 4 years military experience as construction engineer, and 1 year experience in correction at county jail in case if needed. 

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    A.  Within Sentinel City™ you will notice a camera icon. Use the camera to take pictures within the simulation. Use the “enter text” feature to add your observations to the pictures. Submit a PDF of your action report from Sentinel City™ that includes the following completed activities from Industrial Heights, Casper Park District, Acer Tech Center, and Nightingale Square:

     Interfaith Church

     Sentinel City School District

     Sentinel City Department of Transportation

     Better Health Clinic

    •  ABC Daycare
    •  Sentinel City Affordable Housing Project
    •  City Hall
    •  Radio Buzz 96.5FM
    •  Sentinel City Healthcare System
    •  Lilly’s
    •  Joe’s Grocery
    •  Sentinel City Department of Parks and Recreation
    • B.  Complete a needs-assessment summary to determine the health needs and risks of the virtual community in Sentinel City™ by using each of the following tools:
    • Note: These tools can be found either in the web links section or as an attachment to this task.
    •  Demographics Assessment
    •  Neighborhood/Community Safety Inventory

     Windshield Survey

     Population Health Scavenger Hunt

    Note: The name of each of the four tools should be identified in the needs-assessment summary, along with a brief summary of how each of the four tools were used in the needs assessment.

    • 1. Analyze the collected data using concepts of epidemiology and health determinants.
    • Note: Refer to these three sections of your COS for additional information: Epidemiology and Environmental Health, Epidemiological Data, and Application of Epidemiology.
    • C.  Formulate a community diagnosis for Sentinel City™ by doing the following:
    • 1. Discuss the three problems for Sentinel City™ based on the Healthy People goals.

    2. Discuss community resources (e.g., Sentinel City™ Affordable Housing Project, Better Health Clinic) that are available to address one of the problems identified in part C1.

    3. Identify a primary prevention topic based on the problem you selected in part C2.

    Note: See the attached “Primary Prevention Topics List” for guidance in formulating your topic.

    D.  Discuss how you will apply the assessment strategies you have learned from the simulation environment to your community assessment strategies in your community.

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    Western Governors University

    REQUIREMENTS


    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    A. Compare the U.S. healthcare system with the healthcare system of Great Britain, Japan, Germany, or Switzerland, by doing the following:

    1. Identify one country from the following list whose healthcare system you will compare to the U.S. healthcare system: Great Britain, Japan, Germany, or Switzerland.

    2. Compare access between the two healthcare systems for children, people who are unemployed, and people who are retired.

    a. Discuss coverage for medications in the two healthcare systems.

    b. Determine the requirements to get a referral to see a specialist in the two healthcare systems.

    c. Discuss coverage for preexisting conditions in the two healthcare systems.

    3. Explain two financial implications for patients with regard to the healthcare delivery differences between the two countries (i.e.; how are the patients financially impacted).

    B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    C. Demonstrate professional communication in the content and presentation of your submission.

    RUBRIC


    A1:COUNTRY TO COMPARE

    NOT EVIDENT

    A country for comparison is not identified.

    APPROACHING COMPETENCE

    The identified country for comparison is not from the given list.

    COMPETENT

    The identified country for comparison is from the given list.

    A2:ACCESS

    NOT EVIDENT

    A comparison of healthcare system access is not provided.

    APPROACHING COMPETENCE

    The comparison does not accurately describe access to healthcare systems in both the U.S. and the country chosen in A1 for one or more of the given groups of people, or the comparison does not logically describe both the similarities and differences between access to each of the healthcare systems for all of the given groups of people.

    COMPETENT

    The comparison accurately describes access to healthcare systems in both the U.S. and the country chosen in part A1 for children, people who are unemployed, and people who are retired. The comparison logically describes the similarities and differences between access to each of the healthcare systems for all of the given groups of people.

    A2A:COVERAGE OF MEDICATIONS

    NOT EVIDENT

    A discussion of medication coverage in both healthcare systems is not provided.

    APPROACHING COMPETENCE

    The discussion of coverage is not accurate or is not relevant to one or more of the healthcare systems.

    COMPETENT

    The discussion of coverage for medications is accurate and relevant to both the U.S. healthcare system and the healthcare system of the country chosen in part A1.

    A2B:REFERRAL TO SEE A SPECIALIST

    NOT EVIDENT

    A determination of specialist referral requirements is not provided.

    APPROACHING COMPETENCE

    The submission does not accurately determine the requirements to get a referral to see a specialist for one or more of the healthcare systems.

    COMPETENT

    The submission accurately determines the requirements to get a referral to see a specialist for both the U.S. healthcare system and the healthcare system of the country chosen in part A1.

    A2C:COVERAGE FOR PREEXISTING CONDITIONS

    NOT EVIDENT

    A discussion of preexisting condition coverage is not provided.

    APPROACHING COMPETENCE

    The discussion of coverage for preexisting conditions is not accurate or does not relate to one or more of the healthcare systems.

    COMPETENT

    The discussion of coverage for preexisting conditions is accurate and relevant to both the U.S. healthcare system and the healthcare system of the country chosen in part A1.

    A3:FINANCE IMPLICATIONS FOR HEALTHCARE DELIVERY

    NOT EVIDENT

    An explanation of 2 financial implications for the patient is not provided.

    APPROACHING COMPETENCE

    The explanation does not logically discuss 2 financial implications for the patient in regards to healthcare delivery differences, or the explanation does not include both the U.S. healthcare system and the healthcare system of the country chosen in part A1.

    COMPETENT

    The explanation logically discusses 2 financial implications for the patient in regards to the delivery differences in both the U.S. healthcare system and the healthcare system of the country chosen in part A1.

    B:SOURCES

    NOT EVIDENT

    The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

    APPROACHING COMPETENCE

    The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.

    COMPETENT

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    C:PROFESSIONAL COMMUNICATION

    NOT EVIDENT

    Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.

    APPROACHING COMPETENCE

    Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

    COMPETENT

    Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

    Follow the rubric to answer each question.

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    Clinical decision making is the process by which we determine who needs what and when. While not exactly arbitrary, this exercise can be quite subjective. Each provider compiles their own data (hence the emphasis on learning to perform an accurate H&P) and then constructs an argument for a particular disease state based on their interpretation of the “facts.” The strength of their case will depend on the way in which they gather and assemble information. There may then be no single, right way of applying diagnostic and therapeutic strategies to a particular case. Medicine involves playing the odds, assessing the relative chance that a patient is/is not suffering from a particular illness. Codifying the way in which providers logically approach problems and deal with this uncertainty is a difficult task. Relying solely on the classic features of a disease may be misleading. That is because the clinical presentation of a disease often varies: the symptoms and signs of many conditions are non-specific initially and may require hours, days, or even months to develop.

    Generating a differential diagnosis; that is, developing a list of the possible conditions that might produce a patient’s symptoms and signs, is an important part of clinical reasoning. It enables appropriate testing to rule out possibilities and confirm a final diagnosis.

    This case portrays a poor patient outcome after a misdiagnosis.

    Case scenario

    A previously healthy 35-year-old lawyer presents to a primary care office with a chief complaint of chest pain and a non-productive cough. The pain started suddenly 2 hours prior to coming to the office while the patient was sitting at his desk. The patient describes the pain as sharp in nature, constantly present but made worse with inspiration and movement, and with radiation to the base of the neck. His blood pressure in the right arm and other vital signs are normal.

    On physical examination, the only findings of note are chest wall tenderness and a faint cardiac murmur. The ECG in the office is normal. The patient is observed for an hour in the office and assessed. He is diagnosed with viral pleurisy and sent home on non-steroidal analgesics.

    The following day the patient collapses at home and cannot be resuscitated by the paramedic service. An autopsy reveals a Type 1 aortic dissection with pericardial tamponade.

    Discussion Assignment:

    Developing a list of possible conditions that might produce a patient’s symptoms and signs is an important part of clinical reasoning.

    1. As an NP in primary care, what would you have done differently?
    2. Discuss the importance of creating a list of differentials for this patient. How could it have changed this outcome?

    If a serious diagnosis comes to mind based on a patient’s symptoms:

    • Ask yourself: Have you considered the likelihood of a serious diagnosis and whether it needs to be ruled out by testing or referral?
    • Because many serious disorders are challenging to diagnose, have you considered ruling out the worst-case scenario?
    • Ask yourself: Do you have a sufficient understanding of the clinical presentation to offer an opinion on the diagnosis?
    • What other diagnoses could it be? How might the treatment to date have altered the patient’s outcome?
    • What other diagnostic and laboratory or imaging was needed in order to make a complete differential list? What support tools would you consider using in helping to create a differential diagnosis list?
    • Are you familiar with the current clinical practice guidelines for the investigation of a suspected condition such as chest pain?
    • Please support with up-to-date evidence-based standard of care guidelines.

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    This Leadership Learning Experience (LLE) project will help you examine the roles of a nurse as detective, scientist, and manager of the healing environment in delivering safe and effective patient care. Nurses are increasingly called upon to assume dynamic leadership roles on interdisciplinary teams in the workplace. In the LLE, you will examine team dynamics in your practicum healthcare organization to learn about the function of the nurse as leader and change agent. You will observe nursing leadership-in-action during interdisciplinary team meetings. This project will be included in your nursing portfolio.

    1. Make an appointment to plan your project with your practicum preceptor.

    a. Prepare for this meeting by:

    i. reviewing previous course (e.g., C489) content on leadership and interdisciplinary practice

    ii. identifying your practicum agency’s mission, vision, value statement, and strategic plan

    iii. jotting down your thoughts about the nurse as leader in the interdisciplinary environment

    b. Determine the topics and questions you would like to address during your meeting with a nurse manager.

    2. Request a 30-minute meeting with a nurse manager soon after your third shift. Be prepared and professional in this meeting, and demonstrate organization of your thoughts for efficient use of your time together. You should at least ask the following questions:

    a. What leadership roles do nurses play in this facility at the administrative, management, and patient care levels?

    b. What regular interdisciplinary team meetings occur at these levels?

    c. How is the nursing staff involved in these meetings?

    d. As part of my practicum assignment, I need to observe/engage in the work of three different teams. How can I participate in an activity of an interdisciplinary team?

    e. Who should I talk to in order to arrange attending these meetings?

    f. What advice would you give me so I can accomplish my goal of observing the nursing leadership dynamics in the different types of teams?

    3. You need to attend three or more interdisciplinary team meetings with a nurse leader, as an observer or an active participant. The nurse leader may include a charge or unit nurse manager, clinical nurse specialist, nurse educator, or nurse administrator.

    a. The interdisciplinary meetings need to have three or more participants from differing specialties (e.g., respiratory therapist, physical therapist, speech therapist, wound care nurse, PICC team nurse, physician, pharmacist, nursing assistant, patient care assistant, administrator). These meetings may or may not be related to a patient you are providing primary care for during your clinical rotation. While attending the meetings, you should observe the following:

  • name of the meeting or team
  • date
  • who is in attendance
  • why is the meeting being held
  • what is/are the goal/s of the meeting
  • how does the team interact (e.g., group dynamic)
  • how do the leaders function (e.g., was the leadership effective)
  • how do these meetings fit into the organizational goals
  • what role does the nurse fulfill in the meeting
  • what were the meeting outcomes or next steps
  • REQUIREMENTS


    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included. Do not include the actual names of people, stakeholders, or other personally identifiable information. Fictional names should be used. Also, agency-specific data, including financial information, should not be included but should be addressed in a general fashion as appropriate.

    Note: Your submission may be in a variety of formats (e.g., report, multimedia presentation).

    A. Summarize (suggested length of 1/2–1 page) evidence-based practice, relevant national standards, or current literature to support the need for interdisciplinary teams.

    B. Summarize (suggested length of 1–2 pages) your initial meeting with the nurse manager and your experiences during the three different interdisciplinary team meetings you attended as either an observer and/or an active participant.

    C. Discuss the roles of three interdisciplinary team members who participated in the interdisciplinary team meetings you attended.

    1. Explain how nurses play an important role in interdisciplinary team interactions.

    D. Evaluate your interdisciplinary team interactions by doing the following:

    1. Discuss how effective the leadership was during the team meetings, based on your observations.

    2. Discuss two goals from any of the interdisciplinary teams you observed.

    a. Discuss how you participated or could have participated in achieving the goal(s) of one of the teams.

    3. Discuss the benefits of having a cohesive interdisciplinary team, based on your observations, for the following:

  • client or patient
  • healthcare organization
  • nursing staff
  • group dynamic
  • 4. Assess the group dynamic for one interdisciplinary team you observed or participated with, including the effectiveness of the group.

    a. Discuss the method you used to evaluate the group dynamic.

    b. Discuss whether any personal or professional conflicts arose during the team interactions.

    E. Identify two potential issues that may arise in the future within any of the interdisciplinary teams, based on your evaluation of the groups’ dynamics.

    1. Compare two methods for dealing with difficult group dynamics (e.g., negotiation, conflict management).

    a. Discuss how you could implement one of these methods.

    b. Discuss how individual members of the interdisciplinary team could affect the function or dysfunction of the group.

    2. Discuss two factors that could make it difficult for change to occur in your clinical setting, based on the meetings you observed.

    a. Discuss why nurses, as leaders, are instrumental for leading change.

    F. Discuss how the meeting outcomes for any one of the interdisciplinary teams were communicated throughout the practice setting.

    1. Discuss whether the interdisciplinary team’s recommendations and action items were implemented.

    G. Reflect on how your observations or participation in the interdisciplinary meetings shaped your views about the role of the nurse in an interdisciplinary team.

    1. Discuss your observations of nursing leadership in action.

    2. Discuss how you, as a nurse, could function as a leader in your clinical setting.

    H. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

    I. Demonstrate professional communication in the content and presentation of your submission.

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