Unit 2 Assignment 1: Cover Letter/Resume

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Unit 2 Assignment 1: Cover Letter/Resume

(Unit 2 Assignment 1: Cover Letter/Resume)

Read Professional Branding: Resume & Cover Letter in the workbook

Watch these videos:

The Purpose of the Cover Letter (https://www.youtube.com/watch?v=baV_qL0vOmc&feature=youtu.be) (0:30)

The Cover Letter (http://www.careerspots.com/newplayer/default.aspx?key=lT0-IFTkeO_9Y_D0yPbOiQ2&)Links to an external site. (2:34)

Review ECPI University Cover Letter Guide    (https://www.ecpi.edu/documents/career-services/ECPI-Cover-Letter-and-Reference-Guide.pdf)

to help ensure that you have the very best training on this important tool that helps you articulate your brand to the employer.

In order to complete this assignment, you will need to do the following:

1. Locate the job you found last week (Medical Assistant focusing on phlebotomy) . Once again, look closely at the job description, and note any job duties or expectations the employer is seeking. Be sure to tailor your cover letter to the specific job posting’s duties and expectations.

2. Copy and paste the job posting on page 1 of your assignment.

3. On page 2 of your assignment, provide your cover letter using traditional Business Letter format.

This assignment is designed to help you prepare the documents you will share with employers during your job search. You may be asked to submit this activity several times to ensure your career portfolio is polished and professional, so don’t be discouraged if you earn a low score the first time you submit. The assigned readings and videos are also essential to your understanding of how best to present yourself during your job search.

To prepare your resume, pay very close attention to The Resume Guide (https://www.ecpi.edu/documents/career-services/ECPI-Resume-Guide.pdf).

Remember to be sure to:

1. Engage in some brainstorming to identify some of your skills and abilities. That will really help you create a top notch resume.

2. Take some time to jot down your job responsibilities at your current and previous jobs.

3. Examine the job that you located for the Job Search assignment. Look closely at the job duties and expectations and note any key words or qualifications the employer is looking for. Now look to see how many (if any) of those qualifications match any of your skills, abilities, and qualifications. You will need to make sure that your resume includes as many of these key words and qualifications as possible!

4. DO NOT USE A RESUME TEMPLATE.

5. Proofread, proofread, and proofread.

6. Save it in a Word Document. When you submit for a position, we recommend you save it as a PDF – but for the assignment Word is better as it allows editing.

This assignment is designed to help you prepare the documents you will share with employers during your job search. You may be asked to submit this activity several times to ensure your career portfolio is polished and professional, so don’t be discouraged if you earn a low score the first time you submit. Please refer to the assignment rubric below to familiarize yourself with the expectations for your finished product. The assigned readings and videos are also essential to your understanding of how best to present yourself during your job search.

 
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Homework Helpweek2A2

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Homework Helpweek2A2

The Diversity Movement(Homework Helpweek2A2)

The diversity movement suggests that there is strength in our  differences and that our differences enhance each other. At the same  time, the movement insists that our differences should not have  economic, social, or political consequences. We are entitled to the same  access to resources and opportunities regardless of our differences.  The human suffering from Hurricane Katrina and the images of victims has  stimulated the debate about differential access to resources.

The diversity movement, a pivotal force in contemporary society, advocates for inclusivity, equality, and representation across various dimensions, including race, gender, ethnicity, age, and more. Rooted in the belief that diverse perspectives foster innovation and enrich collective experiences, this movement strives to dismantle systemic barriers and promote fairness in all facets of life.

At its core, the diversity movement challenges ingrained biases and prejudices, fostering environments where individuals from diverse backgrounds can thrive. In workplaces, it emphasizes the creation of inclusive cultures that go beyond tokenism, recognizing the inherent value each person brings. Educational institutions embrace the movement to ensure equitable access to opportunities, fostering a learning environment that mirrors the global tapestry.

The movement extends beyond policies and practices, aiming to shift societal paradigms and norms. It encourages candid conversations about privilege, unconscious biases, and the need for allyship. Social media amplifies these discussions, mobilizing collective action for change.

While progress has been made, challenges persist, demanding ongoing commitment. The diversity movement remains a catalyst for transformative societal shifts, urging individuals and institutions alike to champion equality, celebrate differences, and embrace the richness that diversity brings to the collective human experience.

Read the report Women in the Wake of the Storm: Examining the Post-Katrina Realities of the Women of New Orleans and the Gulf Coast. On the basis of your reading, create a report, answering the following:

  • Discuss the prominent dimensions of diversity revealed as a result of the Hurricane Katrina disaster.
  • Discuss factors that specifically influenced women’s vulnerability  to Hurricane Katrina. While answering, consider the primary dimensions  mentioned in the lectures as well as the secondary dimensions such as  parental and marital status, income, educational level, military  experience, geographic location, work background, and religious beliefs.
  • Describe the implications for healthcare organizations as a result of the disaster.
  • Discuss at least of two of the policy implications that are outlined  in the report. If you were given the task to add another policy  recommendation what would it be and why?

Make your report in a 4- to 5-page Microsoft Word document.

Submission Details:

  • Support your responses with examples.
  • Cite any sources in APA format
 
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Assignment 1: Planning a Group

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Assignment 1: Planning a Group

(Assignment 1: Planning a Group)

When a client is dealing with several problems at one time, it can be difficult to determine which type of treatment group would be most beneficial. Some types of treatment groups may overlap in addressing certain problems or issues. The literature is helpful in assisting the clinical social worker in determining the type, purpose, and goals of the treatment group.

For this Assignment, review the “Petrakis Family” case history and video session.

In a 3-page paper, describe a treatment group that would help Helen Petrakis in one of the following areas: (a) caregiving, (b) sandwich generation, (c) serving as a family member of an individual with addiction.

· Review and briefly summarize the literature about the social issue that is the focus of your group (caregiving, sandwich generation, or addictions).

· Write a plan that includes the following elements:

o Type of treatment group

o Purpose of the group

o Membership

o Method to recruit

o Composition

o Size

o Open/closed

o Monitoring

References (use 3 or more)

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

· Chapter 6, “Planning the Group”

Plummer, S.-B., Makris, S., & Brocksen, S. (Eds.). (2013). Sessions case histories. Baltimore, MD: Laureate International Universities Publishing.

· “The Petrakis Family” (pp. 20–22)

Proudlock, S., & Wellman, N. (2011). Solution-focused groups: The results look promising. Counselling Psychology Review, 26(3), 45–55.

The Petrakis Family(Assignment 1: Planning a Group)

Helen Petrakis is a 52-year-old heterosexual married female of Greek descent who says that she feels over ­ whelmed and “blue.” She came to our agency at the suggestion of a close friend who thought Helen would benefit from having a person who could listen. Although she is uncomfortable talking about her life with a stranger, Helen said that she decided to come for therapy because she worries about burdening friends with her troubles. Helen and I have met four times, twice per month, for individual therapy in 50-minute sessions.

Helen consistently appears well-groomed. She speaks clearly and in moderate tones and seems to have linear thought progression; her memory seems intact. She claims no history of drug or alcohol abuse, and she does not identify a history of trauma. Helen says that other than chronic back pain from an old injury, which she manages with acetaminophen as needed, she is in good health.

Helen has worked full time at a hospital in the billing department since graduating from high school. Her husband, John (60), works full time managing a grocery store and earns the larger portion of the family income. She and John live with their three adult children in a 4-bedroom house. Helen voices a great deal of pride in the children. Alec, 27, is currently unemployed, which Helen attributes to the poor economy. Dmitra, 23, whom Helen describes as smart, beautiful, and hardworking, works as a sales consultant for a local department store. Athina, 18, is an honors student at a local college and earns spending money as a hostess in a family friend’s restaurant; Helen describes her as adorable and reliable.(Assignment 1: Planning a Group)

In our frst session, I explained to Helen that I was an advanced year intern completing my second feld placement at the agency. I told her I worked closely with my feld supervisor to provide the best care possible. She said that was fne, congratulated me on advancing my career, and then began talking. I listened for the reasons Helen came to speak with me.

I asked Helen about her community, which, she explained, centered on the activities of the Greek Orthodox Church. She and John were married in that church and attend services weekly. She expects that her children will also eventually wed there. Her children, she explained, are religious but do not regularly go to church because they are very busy. She believes that the children are too busy to be expected to help around the house. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintains the family’s cars. When I asked whether the children contributed to the fnances of the home, Helen looked shocked and said that John would fnd it deeply insulting to take money from his children. As Helen described her life, I surmised that the Petrakis family holds strong family bonds within a large and supportive community.(Assignment 1: Planning a Group)

Helen is responsible for the care of John’s 81-year-old widowed mother, Magda, who lives in an apartment 30 minutes away. Until recently, Magda was self-suffcient, coming for weekly family dinners and driving herself shopping and to church. But 6 months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Through their church, Helen and John hired a reliable and trusted woman to check in on Magda a couple of days each week. Helen goes to see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. She buys her food, cleans her home, pays her bills, and keeps track of her medications. Helen says she would like to have the helper come in more often, but she cannot afford it. The money to pay for help is coming out of the couple’s vacations savings. Caring for Magda makes Helen feel as if she is failing as a wife and mother because she no longer has time to spend with her husband and children.

Helen sounded angry as she described the amount of time she gave toward Magda’s care. She has stopped going shopping and out to eat with friends because she can no longer fnd the time. Lately, John has expressed displeasure with meals at home, as Helen has been cooking less often and brings home takeout. She sounded defeated when she described an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. When she cried in response, he offered to help care for his grandmother. Alec proposed moving in with Magda.(Assignment 1: Planning a Group)

Helen wondered if asking Alec to stay with his grandmother might be good for all of them. John and Alec had been arguing lately, and Alec and his grandmother had always been very fond of each other. Helen thought she could offer Alec the money she gave Magda’s helper.

I responded that I thought Helen and Alec were using creative problem solving and utilizing their resources well in crafting a plan. I said that Helen seemed to fnd good solutions within her family and culture. Helen appeared concerned as I said this, and I surmised that she was reluctant to impose on her son because she and her husband

seemed to value providing for their children’s needs rather than expecting them to contribute resources. Helen ended the session agreeing to consider the solution we discussed to ease the stress of caring for Magda.(Assignment 1: Planning a Group)

I n o ur second session, Helen said that her son again mentioned that he saw how overwhelmed she was and wanted to help care for Magda. While Helen was not sure this was the best idea, she saw how it might be helpful for a short time. Nonetheless, her instincts were still telling her that this could be a bad plan. Helen worried about changing the arrangements as they were and seemed reluctant to step away from her integral role in Magda’s care, despite the pain it was causing her. In this session, I helped Helen begin to explore her

f e elings and assumptions about her role as a caretaker in the family. Helen did not seem able to identify her expecta ­ tions of herself as a caretaker. She did, however, resolve her ambivalence about Alec’s offer to care for Magda. By the end of the session, Helen agreed to have Alec live with his grandmother.

In our third session, Helen briskly walked into the room and announced that Alec had moved in with Magda and it was a disaster. Since the move, Helen had had to be at the apartment at least once daily to intervene with emer ­ gencies. Magda called Helen at work the day after Alec moved in to ask Helen to pick up a refll of her medications at the pharmacy. Helen asked to speak to Alec, and Magda said he had gone out with two friends the night before and had not come home yet. Helen left work immediately and drove to Magda’s home. Helen angrily told me that she assumed that Magda misplaced the medications, but then she began to cry and said that the medications were not misplaced, they were really gone. When she searched the apartment, Helen noticed that the cash box was empty and that Magda’s checkbook was missing two checks. Helen determined that Magda was robbed, but because she did not want to frighten her, she decided not to report the crime. Instead, Helen phoned the pharmacy and explained that her mother-in-law, suffering from dementia, had accidently destroyed her medication and would need reflls. She called Magda’s bank and learned that the checks had been cashed. Helen cooked lunch for her mother­ in-law and ate it with her. When a tired and disheveled Alec arrived back in the apartment, Helen quietly told her son about the robbery and reinforced the importance of remaining in the building with Magda at night.(Assignment 1: Planning a Group)

Helen said that the events in Magda’s apartment were repeated 2 days later. By this time in the session Helen was furious. With her face red with rage and her hands shaking, she told me that all this was my fault for suggesting that Alec’s presence in the apartment would beneft the family. Jewelry from Greece, which had been in the family for generations, was now gone. Alec would never be in this trouble if I had not told Helen he should be permitted to live with his grandmother. Helen said she should know better than to talk to a stranger about private matters.

Helen cried, and as I sat and listened to her sobs, I was not sure whether to let her cry, give her a tissue, or interrupt her. As the session was nearing the end, Helen quickly told me that Alec has struggled with maintaining sobriety since he was a teen. He is currently on 2 years’ probation for possession and had recently completed a rehabilitation program. Helen said she now realized Alec was stealing from his grandmother to support his drug habit. She could not possibly tell her husband because he would hurt and humiliate Alec, and she would not consider telling the police. Helen’s solution was to remove the valuables and medications from the apartment and to visit twice a day to bring supplies and medicine and check on Alec and Magda.

After this session, it was unclear how to proceed with Helen. I asked my feld instructor for help. I explained that I had offered support for a possible solution to Helen’s diffculties and stress. In rereading the progress notes in Helen’s chart, I realized I had misinterpreted Helen’s reluctance to ask Alec to move in with his grandmother. I felt terrible about pushing Helen into acting outside of her own instincts.(Assignment 1: Planning a Group)

My feld instructor reminded me that I had not forced Helen to act as she had and that no one was responsible for the actions of another person. She told me that beginning social workers do make mistakes and that my errors were part of a learning process and were not irreparable. I was reminded that advising Helen, or any client, is ill-advised. My feld instructor expressed concern about my ethical and legal obligations to protect Magda. She suggested that I call the county offce on aging and adult services to research my duty to report, and to speak to the agency director about my ethical and legal obligations in this case.

In our fourth session, Helen apologized for missing a previous appointment with me. She said she awoke the morning of the appointment with tightness in her chest and a feeling that her heart was racing. John drove Helen to the emergency room at the hospital in which she works. By the time Helen got to the hospital, she could not catch her breath and thought she might pass out. The hospital ran tests but found no conclusive organic reason to explain Helen’s symptoms.(Assignment 1: Planning a Group)

I asked Helen how she felt now. She said that since her visit to the hospital, she continues to experience short ­ ness of breath, usually in the morning when she is getting ready to begin her day. She said she has trouble staying asleep, waking two to four times each night, and she feels tired during the day. Working is hard because she is more forgetful than she has ever been. Her back is giving her trouble, too. Helen said that she feels like her body is one big tired knot.

I suggested that her symptoms could indicate anxiety and she might want to consider seeing a psychiatrist for an evaluation. I told Helen it would make sense, given the pressures in her life, that she felt anxiety. I said that she and I could develop a treatment plan to help her address the anxiety. Helen’s therapy goals include removing Alec from Magda’s apartment and speaking to John about a safe and supported living arrangement for Magda.(Assignment 1: Planning a Group)

Assignment 2: Personal Journal Entry 3(Assignment 1: Planning a Group)

A large part of being a social worker is being able to see the strengths in any situation. This characteristic can be described as having a “half full” view on life. As a clinical social worker, it is important to cultivate strength-based skills.

By now, your group should have developed a plan in completing the Group Wiki Project. In your Journal, reflect on your group’s process in establishing the group purpose (Address Opioid Epidemic), establishing the group structure (effectiveness of communication), and contracting assignments.

Describe what you view to be the strengths and weaknesses of your group. What strategies can you implement to assist the group process? Implement one of these strategies, and be prepared to reflect on your experience in Week 9.

Submit your Journal Entry (2 pages).

References (use 2 or more)

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.(Assignment 1: Planning a Group)

Assignment 1: Week 7 Blog

Referring to your process recording from last week, consider the topics covered in this week’s resources and incorporate them into your blog.

Post a blog post that includes:

· An explanation of how you have addressed evaluation or how you might address evaluation in your field education experience at a military mental health clinic

References (use 2 or more)

Thyer, B. A. (2013). Evidence-based practice or evidence-guided practice: A rose by any other name would smell as sweet [Invited response to Gitterman & Knight’s “evidence-guided practice”]. Families in Society, 94(2), 79–84. Retrieved from the Walden Library databases.

Wharton, T. C., & Bolland, K. A. (2012). Practitioner perspectives of evidence-based practice. Families in Society, 93(3), 157–164. Retrieved from the Walden Library databases.

 
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G-BioSport Dilemma Worksheet – 4 Of 5

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G-BioSport Dilemma Worksheet – 4 of 5

(G-BioSport Dilemma Worksheet – 4 Of 5)

The G-BioSport Dilemma revolves around the ethical and business challenges faced by the company in marketing its genetically modified sports drink. At the core of the issue is the tension between maximizing profits and ensuring consumer safety and well-being.

On one hand, G-BioSport sees an opportunity to tap into the growing market of health-conscious consumers by offering a sports drink enhanced with genetically modified ingredients believed to enhance physical performance. The company aims to gain a competitive edge and boost revenue. However, this initiative raises ethical concerns related to the potential long-term health effects of genetically modified organisms (GMOs) and the adequacy of existing regulations to address these concerns.

The dilemma deepens as the company faces the need to balance its fiduciary responsibilities to shareholders with the moral obligation to prioritize consumer health. The decision to proceed with marketing the genetically modified sports drink requires careful consideration of the scientific evidence supporting the safety of GMOs, transparent communication with consumers, and compliance with regulatory standards.

Moreover, the company must assess potential backlash from consumers, advocacy groups, and regulatory bodies who may question the ethical implications of genetically modifying a product intended for widespread consumption. The public perception of the company’s commitment to ethical practices and consumer well-being may significantly impact its long-term success and brand reputation.

In navigating this complex dilemma, G-BioSport must engage in a comprehensive risk-benefit analysis, incorporating scientific research, ethical principles, and legal considerations. Clear and transparent communication, both internally and externally, will be crucial to address concerns and build trust among stakeholders. Ultimately, the resolution of the G-BioSport Dilemma will set a precedent for the company’s ethical stance and its commitment to balancing profit motives with responsible business practices.

The Problem: The Case of Helping the FBI

A friend of yours in the FBI has come to you with a problem. In response to the rising threat of terrorism in the US, the FBI is working at tracking those who might be illegally in the US or otherwise connected with unsavory practices. However, he is having trouble getting enough information to move the investigation ahead. Your friend has asked you to assist by releasing employee information as well as information about all of your sub-contractors and customers. While he does not have sufficient “probable cause” to justify a search warrant, you know that all things being equal at some point you could be compelled to release the information. You want to help prevent terrorism and assure that we are safe. You also feel strongly about non-documented workers.

Please complete each section of this worksheet. Some people find that writing the answers out on another page and then “cutting and pasting” them into the worksheet lets you think through the problem better.

If you only have time to do part of this worksheet, click the “save work” button at the bottom of this page. At any later time, you can then return to this worksheet and continue.

Be Responsible

  1. Choose an Option

    Select one option to implement within your Division:

    Release the information as requested.
    Do not release the information without a search warrant.
    Only release information about your employees that is otherwise available in other public records filed with different government agencies.
    Only release information about your sub-contractors and customers.
  2. Explain Your Decision

    Using the guidelines for how to write a memo, write a memo to be shared with the rest of the leadership team which explains your decision.

When you have completed all sections of this worksheet, please click the “continue” button below. This action will save your answers and advance you to the next worksheet in this assignment. If you wish to save your current work and then return to this worksheet at a later time, click the “save work” button below. Please note that this action will truncate any response that exceeds the 8,000 character limit.

 
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Mod 6-CT 3-574

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Outbreak Investigation Mod 6-CT 3-574

(Mod 6-CT 3-574)

Outbreak Investigation 

In response to the outbreak of CT 3-574, a swift and comprehensive investigation is imperative to identify the source, contain the spread, and protect public health. This module focuses on key steps in the outbreak investigation process.

Firstly, understanding the scope of the outbreak is crucial. Examining the affected population, demographics, and commonalities among cases helps in defining the boundaries and nature of the outbreak. Timely data collection on symptoms, onset, and potential exposures aids in pinpointing the source.

Identification of the pathogen or causative agent is paramount. Laboratory tests, including diagnostic testing and molecular epidemiology, play a pivotal role. This step ensures accurate diagnosis and guides subsequent control measures.

Analyzing potential sources of the outbreak involves interviewing affected individuals, reviewing medical records, and assessing environmental factors. This helps in determining commonalities and identifying potential reservoirs or vectors contributing to the spread of CT 3-574.

Risk factors and modes of transmission need to be elucidated. This involves assessing the chain of transmission, understanding how the pathogen spreads, and implementing targeted interventions to break the transmission cycle.

Communication and collaboration are essential throughout the investigation. Regular updates to the public, healthcare professionals, and relevant authorities foster transparency and trust. Collaboration with local, state, and federal agencies ensures a coordinated response.

Implementing control measures is the final step. This may involve quarantine, treatment, vaccination, or environmental interventions. Ongoing surveillance and monitoring are crucial to assess the effectiveness of control measures and adapt strategies as needed.

In conclusion, the outbreak investigation for CT 3-574 demands a systematic approach, involving data collection, pathogen identification, source analysis, and collaborative control measures. This process is vital to mitigate the impact, protect public health, and prevent future outbreaks.

 

As an epidemiologist investigating a Middle Eastern Respiratory Syndrome (MERS) outbreak, you have been tasked with developing an eight to ten item questionnaire to investigate the situation. You will also write a brief report that explains the questionnaire.

Your report should address the following:

  • An explanation of your questionnaire
  1. Why you selected the questions you used on your questionnaire – in other words, why the questions are important to your investigation, and what information you hope to uncover
  2. The target audience of the questionnaire (i.e., the respondents), and why you chose them
  3. The location of the target audience
  4. How you will distribute the questionnaire.
  5. Be sure to include general and specific information you would need to know from those you are interviewing.

Your questionnaire and paper should meet the following structural requirements:

  1. The questionnaire should consist of eight to ten questions.
  2. The paper should be at least two pages in length, not including the cover sheet, reference page, and questionnaire pages.
  3. Formatted according to writing standards.
  4. Provide support for your statements with in-text citations from a minimum of four scholarly articles. Two of these sources may be from the class readings, textbook, or lectures, but two must be external.
  5. No plagiarism.
 
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Assesment 1: Assessing the Abdomenbdomen

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Assesment 1: Assessing the Abdomenbdomen

(Assesment 1: Assessing the Abdomenbdomen)

APA format 3 peer review references Please follow instructions on assignment

Due 10/3/18 at 4pm EST

 

Assesment 1: Assessing the A

Assesment 1: Assessing the Abdomenbdomen

A woman went to the emergency room for severe abdominal cramping. She was diagnosed with diverticulitis; however, as a precaution, the doctor ordered a CAT scan. The CAT scan revealed a growth on the pancreas, which turned out to be pancreatic cancer—the real cause of the cramping.
Because of a high potential for misdiagnosis, determining the precise cause of abdominal pain can be time-consuming and challenging. By analyzing case studies of abnormal abdominal findings, nurses can prepare themselves to better diagnose conditions in the abdomen.

In this assignment, you will analyze a SOAP note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.

Abdominal Assessment

SUBJECTIVE:

  • CC: “My stomach hurts, I have diarrhea and nothing seems to help.”
  • HPI: JR, 47 yo WM, complains of having generalized abdominal pain that started 3 days ago. He has not taken any medications because he did not know what to take. He states the pain is a 5/10 today but has been as much as 9/10 when it first started. He has been able to eat, with some nausea afterwards.
  • PMH: HTN, Diabetes, hx of GI bleed 4 years ago
  • Medications: Lisinopril 10mg, Amlodipine 5 mg, Metformin 1000mg, Lantus 10 units qhs
  • Allergies: NKDA
  • FH: No hx of colon cancer, Father hx DMT2, HTN, Mother hx HTN, Hyperlipidemia, GERD
  • Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)

OBJECTIVE:

  • VS: Temp 99.8; BP 160/86; RR 16; P 92; HT 5’10”; WT 248lbs
  • Heart: RRR, no murmurs
  • Lungs: CTA, chest wall symmetrical
  • Skin: Intact without lesions, no urticaria
  • Abd: soft, hyperctive bowel sounds, pos pain in the LLQ
  • Diagnostics: None

ASSESSMENT:

  • Left lower quadrant pain
  • Gastroenteritis
  • PLAN: This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

To prepare:

With regard to the SOAP note case study provided:

  • Review this week’s Learning Resources, and consider the insights they provide about the case study.
  • Consider what history would be necessary to collect from the patient in the case study.
  • Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
  • Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

To complete:

  1. Analyze the subjective portion of the note. List additional information that should be included in the documentation.
  2. Analyze the objective portion of the note. List additional information that should be included in the documentation.
  3. Is the assessment supported by the subjective and objective information? Why or Why not?
  4. What diagnostic tests would be appropriate for this case and how would the results be used to make a diagnosis?
  5. Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least 3 different references from current evidence based literature.

 
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Impact Of Finance On Program Success

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Impact of Finance on Program Success

(Impact Of Finance On Program Success)

Money is an important resource, but it is not the only resource that matters when it comes to program design and evaluation. In fact, having sufficient money, in itself, does not equate to having a quality program or even a financially successful one. Financial strategy dictates how money is spent and allocated. With this in mind, what are the most important considerations to bear in mind as you design your program?
To prepare:

  • Review      the financial analysis information presented in the Learning Resources.
  • Conduct      additional research of your own to further your understanding of use of      cost-effectiveness, cost-utility, and cost-benefit. Feel free to share      resources that you find beneficial with your colleagues.
  • How      do these concepts apply to your program planning and help to facilitate      quality program outcomes?

By tomorrow Tuesday 1/15/19 by 6 pm post a minimum of 550 words essay in APA format with a minimum of 3 scholarly reference (see required reading list below). Include the level one headers as numbered below:

Post a cohesive scholarly response that addresses the following:

1) Which method of financial analysis is most appropriate for your program (breast cancer among African American women in the United stated)? Provide your rationale.

2) What are the financial implications of not addressing the problem you have identified for your target population?

3) What are the differences between the long-term and the short-term implications of not addressing the problem?

4) How does your selected financial analysis strategy relate to the quality of program outcomes?

Required Readings

Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.

· Chapter 10, “Performance Measurement, Monitoring, and Program Evaluation”

As you read this chapter, pay attention to the financial functions associated with these forms of evaluation and the data to be collected.

Robbins, L.B., Pfeiffer, K.A., Weolek, S.M., & Lo, Y. (2014). Process evaluation for a school-based physical intervention for 6th and 7th grade boys: Reach, dose, and fidelity. Evaluation and Program Planning, 42, 21–31 doi.org/10.1016/j.evalprogplan.2013.09.002

Schalock, R.L., Lee, t., Verdugo, M., Swart, K., Claes, C., van Loon, J., & Lee, C. (2014). An evidence-based approach to organization evaluation and change in human service organizations evaluation and program planning. Evaluation and Program Planning, 45, 110–118.

Optional Resources

U.S. National Library of Medicine. (2008). HTA 101: IV. Cost analysis methods. Retrieved from http://www.nlm.nih.gov/nichsr/hta101/ta10106.html

· Published by the National Institutes of Health, this site offers an explanation of the types of cost analysis including comparison of cost-utility, cost-effectiveness, and cost-benefits.

 
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Writing Development

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Writing Development

(Writing Development)

Writing development is a multifaceted process that evolves over time, encompassing various skills and stages. In the early years, children begin developing foundational skills such as motor control and letter recognition. As they progress, their writing undergoes significant transformations, reflecting cognitive, linguistic, and socio-cultural advancements.

In the initial stages, young children engage in scribbling and drawing, laying the groundwork for later writing. As they enter school, the focus shifts to letter formation, spelling, and sentence construction. Essential cognitive processes, including memory, attention, and executive functions, play crucial roles in refining these skills.

Language development is intertwined with writing progression. Proficiency in vocabulary, syntax, and grammar contributes to the ability to express ideas coherently on paper. Exposure to diverse literature enhances language skills, fostering a more nuanced and sophisticated writing style.

Moreover, socio-cultural factors influence writing development. Collaborative writing activities, feedback from peers and teachers, and exposure to different writing genres contribute to a child’s evolving writing competence. Writing becomes a means of communication and self-expression, reflecting personal experiences and perspectives.

In adolescence, writing development becomes more complex. Students refine critical thinking skills, argumentation, and the ability to analyze and synthesize information. The integration of technology further shapes writing practices, emphasizing digital literacy and the ability to navigate various platforms.

In conclusion, writing development is a dynamic process influenced by cognitive, linguistic, and socio-cultural factors. From early scribbles to mature compositions, individuals continually refine their writing skills, adapting to the demands of academic, professional, and personal communication.

 

Prior to beginning this discussion, please read “Writing, Early” (pp. 212-219) and “Writing, Advanced” (pp. 220-226) in your required text as well as “Using Blogs to Improve Students’ Summary Writing Abilities” and “An Adjective Is a Word Hanging Down From a Noun: Learning to Write and Students With Learning Disabilities” in your required articles.

Based on your resources this week, explain the theoretical perspectives of early versus late writing development. Apply skeptical inquiry to a brief discussion about why language acquisition is an important component of learning how to write. Apply the concept of writing acquisition to your own academic success. Has your own development for language and for writing affected your success? How? Based on the evidence suggested in “An Adjective Is a Word Hanging Down From a Noun: Learning to Write and Students With Learning Disabilities,” only 25% of students can be classified as proficient writers (Harris & Graham, 2013). Apply ethical principles and professional standards of learning and cognition psychology to this complex and growing concern by playing the role of the expert. What suggestions do you have, based on empirical evidence and theory, for increasing the competency of writers in this country? As a scholar, how important is it to encourage competent writing in others? What strategies could you employ to improve your own writing? Your initial post should be 450 to 600 words in length and thoroughly discuss each of the elements in the prompt.

 
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Putting Social Advocacy Skills into Action

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Putting Social Advocacy Skills into Action

(Putting Social Advocacy Skills into Action)

Assignment:

Putting Social Advocacy Skills into Action

Writing a proposal that functions as a focus of change is a significant part of being a social worker/policy advocate. This is your opportunity to use your advocacy skills to change and improve the lives of others.

In this Assignment, you write a proposal for some form of social advocacy that will seek to change a social, organizational, or legislative policy. The proposal may also involve advocacy for the amelioration of a social problem. The purpose of this assignment is to thoughtfully and thoroughly plan how you will advocate changing a social problem or policy that is of interest to you.

The policy practice/advocacy can take whatever form you wish and can be on any level: agency, community, state, or federal. You will submit a prospectus (3–4 pages) that describes the problem that is being addressed and the expected advocacy activities.

Submit your assignment.

Be specific when describing the social problem or policy you would like to change and address the following:

• If you selected a policy, when was the policy enacted, by whom, and for what reason?

• How are you going to work to change the policy/problem (i.e., plan for social advocacy)?

• How will your efforts address the policy/social problem described?

• Is continued policy practice/advocacy needed to make a long-term impact? Why or why not?

The prospectus will need to be well researched and written using APA guidelines. Data should come from at least five sources.

Make sure that your assertions are supported by appropriate research and reputable resources.

References (use 5 or more)

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

• Chapter 11, “Developing Political Strategy and Putting It into Action in the Policy-Enacting Task” (pp. 372-419)

 

McNutt, J. (2011). Is social work advocacy worth the cost? Issues and barriers to an economic analysis of social work political practice. Research on Social Work Practice, 21(4), 397–403. doi:10.1177/1049731510386624.

Sherraden, M. S., Slosar, B., & Sherraden, M. (2002). Innovation in social policy: Collaborative policy advocacy. Social Work, 47(3), 209–221

 
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Nursing Leadership/Wk5

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Nursing Leadership/Wk5

(Nursing Leadership/Wk5)

Nursing leadership plays a pivotal role in shaping healthcare delivery and patient outcomes. A successful nursing leader combines clinical expertise with strong interpersonal and managerial skills. They inspire and guide the nursing team, fostering a culture of excellence, collaboration, and continuous learning.

Effective nursing leaders prioritize patient-centered care, ensuring that the team delivers compassionate and high-quality services. They advocate for evidence-based practices, staying abreast of advancements in healthcare to enhance clinical outcomes. Communication is a cornerstone of nursing leadership, involving transparent and empathetic interactions with both the team and patients.

In times of crisis, nursing leaders demonstrate resilience and adaptability, steering the team through challenges while maintaining focus on patient safety. Strategic decision-making and resource management are integral to their responsibilities, optimizing workflow efficiency and maintaining a positive work environment.

Nursing leaders also champion professional development, recognizing the importance of education and training in keeping the team abreast of evolving healthcare practices. Through mentorship and empowerment, they nurture future nurse leaders, ensuring the sustainability of a competent and compassionate nursing workforce. Ultimately, nursing leadership is about inspiring excellence, fostering collaboration, and advocating for the best possible outcomes for patients and the healthcare system as a whole.

(Nursing Leadership/Wk5)

wk5/dulce

Nursing informatics improves patient centered care, promote health and communication. “Nursing informatics is a field of nursing that incorporates nursing, computer, and information sciences to maintain and develop medical data and systems to support the practice of nursing, and to improve patient care outcomes” (Registerednursing.org, 2018).

What technology does your facility use?

My facility uses Cerner medical software “Cerner’s powerful, intelligent Electronic Medical Record (EMR) delivers the most comprehensive set of capabilities in the industry” (Cerner.com, 2018). Cerner is user friendly, allows us to scan patients armband prior to scanning medications, reducing medication administration errors. It also has built –in alerts for sepsis, fall risk, wound care and protocols in place for chest-pain, hypo/hyperglycemia, electrolyte imbalance etc.

How has it improved patient care or outcomes?

This technology allows easy access to vital signs, medical records, laboratory results, imaging, medication list, allergies, and progress notes. By integrating this information health care providers can improve patient care outcomes by reducing medical errors. The system is accessible to physicians from the privacy of their homes; which helps optimize patient safety and improve quality of care.

What can be done to make it more useful or to further improve patient care or outcomes?

To further improve patient care it would be helpful if Cerner had the capability to roll over information from previous admissions. Medical history, medication list, allergy, PCP, pharmacy etc, not having to input this information on re-admissions would save time and allow nurses more time for patient care .

 
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