2025 Grief define and describe the physical symptoms psychological and social responses and its

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Grief 2025

Grief: define and describe the physical symptoms, psychological and social responses and its spiritual aspects. Summarize the types of grief. Although death is a universal human experience, please specify culture-specific considerations that exist regarding attitudes toward the loss of a loved one, including age (child or older adult) and cause of death. At least 500 words with support from at least 2 academic sources.

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2025 I need this in 24hours Thank you 1 Understanding the Business Side of Health Care worksheet The

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Understanding the Business Side of Health Care worksheet and Medical Terminology Is a Big World 2025

I need this in 24hours Thank you 1. Understanding the Business Side of Health Care worksheet. The Business Side of Health Care infographic was created to show individuals how different entities contribute to the health care industry. For a long time most people assumed you were talking about doctors and nurses, i.e., the clinical aspect of health care, when discussing health care. As you complete this course and many others in your degree, it will be important to remember that there is a business side to health care that interacts with different entities to make the health care industry successful. As such, it is helpful if you remember that health care is an industry. Complete the Understanding the Business Side of Health Care worksheet. —————————————————————- 2. Medical Terminology Is a Big World While the title of this course is “Medical Terminology for Health Care Professionals,” it is important to understand that medical terminology encompasses different terms outside of what is typically thought of as body systems. As you complete Part Two of the assignment, remember to consider the Business Side of Health Care infographic that represents different entities and areas within the health care industry and the vast nature of health care terminology. Part One: Write a 90- to 175-word summary that describes the importance of understanding and using appropriate health care medical terminology in your current or future career. Note : Students are encouraged to use WritePoint® Powered by Garmmarly® offered by the Center for Writing Excellence as a resource this week. WritePoint® is a free, 24/7 service in which you can upload your written work to be reviewed for grammar, usage, and spelling. Part Two: It is important to ensure that you are not plagiarizing your assignments during your educational career, especially since honesty and integrity are essential in the health care industry. The University of Phoenix Center for Writing Excellence provides the plagiarism checker Turnitin® for students to verify that their papers are not plagiarized. The purpose of this section of the assignment is to practice using a plagiarism checker. Save your summary from Part One to your computer and use the following file name as a guide: HCS120_wk1_medical_terminology_summary_lastname Include your last name at the end of the file name as shown above. Access the Plagiarism Checker link in this assignment and submit your summary to Turnitin® for review. Save the originality report generated by Turnitin® to submit to your instructor. Note : A Turnitin® student manual is available for you to review the different components of the originality report. Cite any peer-reviewed, scholarly, or similar references used according to APA guidelines.

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2025 Patient information to complete the soap note please see attachment 39 year old Male with epigastric pain Chief Compliant

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Soap Note Assigment 2025

Patient information to complete the soap note. please see attachment 39-year-old Male with epigastric pain Chief Compliant: “I’ve been having this abdominal pain, and it just seems like it won’t go away. It started probably a year ago. It used to happen a few times a week, now it hurts every day.” History of Present Illness: Mr. Rodriguez is a 39-year-old male that recently immigrated to the United States from Dominican Republic. He complains of epigastric pain that began approximately one year ago. He describes the pain as “burning” and occurring daily. He states that the pain sometimes worsens with eating and sometimes it improves. He states that spicy foods make the pain worsen. He admits to weekly NSAID usage and drinking 3-4 alcoholic beverages a week. He quit smoking 6 months ago. He drinks an herbal tea but does not experience any relief or change in the symptoms. He denies any fever, chills, nausea, hematemesis, hematochezia, or melena. PMH/Medical/Surgical History: No history of gastrointestinal problems in the past. No history of surgery. No known drug allergies. Medications: Takes ibuprofen “almost daily” for aches and pains associated with working. Drinks herbal tea meant to improve GI symptoms. Significant Family History: Patient states family history of heart disease. Father had hypertension and his mother had diabetes. Social History : Patient denies smoking. Patient states that he quit smoking 6 months ago. Patient states that he drinks 3-4 beers weekly. No illicit drugs. Review of Symptoms: GENERAL: 39-year-old Spanish speaking patient. Language interpreter present. Patient is alert and oriented. Afebrile. Patient denies recent, unexplained weight loss, fever, chills, weakness or fatigue. HEENT: Denies headache, change in vision, nose, or ear problems. Denies sore throat. SKIN: No change in skin, hair or nails. CARDIOVASCULAR: Regular heart rate and rhythm. S1, S2, no murmurs, rubs, or gallops. RESPIRATORY: clear to auscultation. GASTROINTESTINAL: Soft, flat, non-distended. Normoactive bowel sounds heard in four quadrants. Soft, non-distended, with minimal epigastric tenderness on deep palpation without rebound tenderness or guarding, no hepatosplenomegaly, and no hernia or masses. GENITOURINARY: Denies problems with urination. NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control. MUSCULOSKELETAL: Alert & oriented x3. Denies muscle, back pain, joint pain or stiffness. HEMATOLOGIC: Denies anemia, bleeding or bruising. LYMPHATICS: No enlarged nodes. Denies history of splenectomy. PSYCHIATRIC: Denies history of depression or anxiety. Patient does express concern about paying for medications and follow up visits due to lack of insurance. ENDOCRINOLOGIC: Denies sweating, cold or heat intolerance. Denies polyuria or polydipsia.. Objective Data: Temperature: 98.5 Fahrenheit Heart rate: 78 beats/minute, regular Respiratory rate: 16 breaths/minute Blood pressure: 133/82 mmHg Body Mass Index: 24.8 kg/m2- This BMI is within normal range according to the National Heart, Lung, and Blood Institute (2017). Physical Assessment Findings: Patient is alert, oriented and is cooperative. HEENT: PERRLA, no nystagmus noted. Tympanic membranes are intact. External auditory canals are normal. Oral pharynx is normal without erythema or exudate. Tongue and gums are normal. Lymph Nodes: Non-palpable Carotids: equal bilaterally 2+ Lungs: clear to auscultation Heart: Regular rate and rhythm normal S1 and S2. Abdomen: soft, non-tender, non-distended, no masses. Genital/Pelvic: unremarkable Extremities/Pulses: normal pulse bilaterally Neurologic: A&Ox3, cranial nerves intact Laboratory and Diagnostic Testing: Fecal Occult Blood Testing: negative Heliobacter Pylori (H. pylori) serology test: Positive CBC with differential to test for other conditions such as anemia or pancreatitis. Upper GI endoscopy: can help to check for damage to the lining of the stomach and to rule out malignancies (National Institutes of Health [NIH], 2017) Upper GI Series: Commonly used in the past to diagnose peptic ulcers however this test can miss smaller ulcers and does not allow for direct treatment of the ulcer (American College of Gastroenterology, 2017). Chest x-ray: This test is not normally used due more effective imaging for GI issues, but could be helpful to rule out other diagnoses such as a hiatal hernia or other abnormal anatomy (Chow, 2015). Diagnosis: K27 Peptic Ulcer Disease K21.9 Gastro-esophageal reflux disease without esophagitis K29.70 Gastritis, unspecified, without bleeding Source: ICD10Date.com, 2017. Differential Diagnosis : Diverticulitis Emergent Treatment of Gastroenteritis Esophageal Rupture and Tears in Emergency Medicine Esophagitis Gallstones (Cholelithiasis) Gastroesophageal Reflux Disease Inflammatory Bowel Disease Viral Hepatitis Acute Cholangitis Acute Coronary Syndrome Acute Gastritis Cholecystitis Cholecystitis and Biliary Colic in Emergency Medicine Chronic Gastritis Source: Epocrates, 2017. Plan of Care: Initially, this patient was started on over the counter antisecretory treatment such as an histamine-2 receptor antagonist or a proton pump inhibitor therapy (PPI) (NIH, 2014). At follow up, patient reported no relief in symptoms and tested positive for H. pylori. He was then treated with standard triple therapy (American Family Physician, 2015). At the next follow up he stated that symptoms resolved during antibiotic triple therapy but returned after finishing the regimen. He was then placed on salvage therapy with included another antibiotic, Levofloxacin, a PPI and amoxicillin for 10 days. At follow up the patient was completely symptom free. The patient was educated regarding possible continuation of PPI therapy to alleviate continuing symptoms. He was counseled to avoid NSAIDS, alcohol, spicy foods, smoking and to avoid lying down after eating (American Academy of Family Physicians [AAFP], 2015) The patient was counseled and educating using the services of a Spanish speaking interpreter and was given Spanish medication and treatment handouts. He was given instructions to recognize worsening symptoms and when to follow up in office. Medications: Triple Therapy: Omeprazole (PPI): 40mg PO QD for 4 weeks Amoxicillin: 1g PO BID for 10 days Clarithromycin 500mg PO BID for 10 days Second Line: Omeprazole (PPI): 40mg PO QD for 10 days Amoxicillin: 1g PO BID for 10 days Levofloxacin 500mg PO QD for 10days References: American Academy of Family Physicians (2015). Diagnosis and Treatment of Peptic Ulcer Disease and H. pylori Infection. American Family Physicians. 91(4):236-242. Retrieved from URL: https://www.aafp.org/afp/2015/0215/p236.htm American College of Gastroenterology (2017) Peptic Ulcer Disease. Digestive Health Topic. Retrieved from URL: http://patients.gi.org/topics/peptic-ulcer-disease/ Chow, S. (2015). Peptic Ulcer Diagnosis. News Medical Life Sciences. Retrieved from URL: https://www.news-medical.net/health/Peptic-Ulcer-Diagnosis.aspx Epocrates (2017). Peptic Ulcer Disease. Retrieved from URL: https://online.epocrates.com/diseases/8035/Peptic-ulcer-disease/Differential-Diagnosis ICD0Data.com (2017). Gastro-esophageal reflux disease without esophagitis. Retrieved fromhttp://www.icd10data.com/ICD10CM/Codes/K00-K95/K20-K31/K21-/K21.9 ICD10Data.com (2017). Peptic ulcer, site unspecified. Retrieved fromhttp://www.icd10data.com/ICD10CM/Codes/K00-K95/K20-K31/K27-/K27 ICD10Data.com (2017). Gastritis, unspecified, without bleeding. Retrieved from URL: http://www.icd10data.com/ICD10CM/Codes/K00-K95/K20-K31/K29-/K29.70 National Institutes of Health [NIH] (2017). Upper GI Endoscopy. Diagnostic Tests. Retrieved from URL: https://www.niddk.nih.gov/health-information/diagnostic-tests

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2025 Course Project Part 3 Translating Evidence Into Practice In Part 3 of the Course Project you

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NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Assignment Week 8 (Grading Rubic and Media Attached) 2025

Course Project: Part 3—Translating Evidence Into Practice In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice. (Link for part 1 – https://www.homeworkmarket.com/content/nurs-5052nurs-6052-essentials-evidence-based-practice-course-project-part-1-grading-rubic-an) (Link for part 2 – https://www.homeworkmarket.com/content/nurs-5052nurs-6052-essentials-evidence-based-practice-course-project-part-2-grading-rubic-an) Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field. To prepare: Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question? With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes. Explore possible consequences of failing to adopt the evidence-based practice that you identified. Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice? To complete: In a 3- to 4-page paper: Restate your PICOT question and its significance to nursing practice. Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles. Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice. Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice? This part of the Course Project is due. It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course. Note: In addition, include a 1-page summary of your project. You will combine Parts 1, 2, and 3 of your Course Project (assigned in Weeks 2, 4, and 8 respectively) into one cohesive and cogent paper. For this final iteration, you will need to: Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on the Grammarly and SafeAssign reports, revise your paper as necessary. Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting. Please follow the belo link for Templates: http://academicguides.waldenu.edu/writingcenter/templates Required Readings Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 12, “Sampling in Quantitative Research” This chapter introduces key concepts concerning sampling in quantitative research. This includes such concepts as a description of populations, different types of sampling and their uses, and how to determine a manageable, yet sufficient number to be included in a sample. The chapter also includes suggestions for implementing a sampling plan. Chapter 13, “Data Collection in Quantitative Research” Once a sampling design is complete, the next step is to collect the data, and this is the focus of Chapter 13. The chapter describes how to develop a data collection plan, and provides information about the different types of instruments that can be used, such as structured observation and biophysiologic measures. Chapter 22, “Sampling in Qualitative Research” The focus of this chapter is on the sampling process in qualitative research. The chapter describes the different types of sampling and when they are commonly used. Sampling techniques in the three main qualitative traditions (ethnography, phenomenological studies and grounded theory studies) are highlighted. Chapter 23, “Data Collection in Qualitative Research” This chapter examines the process of data collection in qualitative research as well as key issues surrounding data collection. This includes such methods as self-reporting, surveys, interviews, and personal journal keeping. The chapter also highlights important considerations when utilizing unstructured observations to gather data and how to record field notes. Keough, V. A., & Tanabe, P. (2011). Survey research: An effective design for conducting nursing research. Journal of Nursing Regulation, 1(4), 37–44. Copyright 2011 by Elsevier Science & Technology Journals. Used with permission of Elsevier Science & Technology Journals via the Copyright Clearance Center. This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations. Walden University. (n.d.a.). Paper templates. Retrieved July 23, 2012, from http://writingcenter.waldenu.edu/57.htm This resource provides you access to the School of Nursing Sample Paper, which will serve as a template for formatting your papers. Media Laureate Education (Producer). (2012b). Data collection. Baltimore, MD: Author. Note: The approximate length of this media piece is 4 minutes. Dr. Kristen Mauk discusses how she collected data for her DNP project in this video. She describes the details of her pre- and post-tests used to track nurses’ knowledge in a rehabilitation unit. Optional Resources Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. (2009). Evidence-based practice challenge: teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195. This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations. Horsley, T., Hyde, C., Santesso, N., Parkes, J., Milne, R., & Stewart, R. (2011). Teaching critical appraisal skills in healthcare settings. Cochrane Database of Systematic Reviews (Online), 11, Art. No.: CD001270. Melnyk, B., Fineout-Overholt, E., & Mays, M. (2009). The evidence-based practice beliefs and implementation scales: Psychometric properties of two new instruments. Worldviews on Evidence-Based Nursing, 6(1), 49. Fawcett, J., & Garity, J. (2009). Evaluating research for evidence-based nursing. Philadelphia, PA: F.A. David Company. Chapter 9, “Evaluation of Research Instruments and Experimental Conditions”

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2025 PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW 1 ZERO 0 PLAGIARISM 2 ATLEAST 5 REFERENCES NO

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Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research 2025

PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW: 1). ZERO (0) PLAGIARISM 2). ATLEAST 5 REFERENCES, NO MORE THAN 5 YEARS 3). PLEASE SEE THE FOLLOWING ATTACHMENTS: RUBRIC DETAILS, CRITICAL APPRAISAL TOOLTEMPLATE, ONE ARTICLE Please carefully review the grading rubric, especially the first column that says, “Excellent”, and please include each component in the assignment requirements. 4). Please Include Introduction, purpose statement, conclusion, and reference page, (APA formatting) 5). PLEASE STICK TO THE NUMBER OF PAGES REQUIRED FOR THE ASSIGNMENT. Thank you. ASSIGNMENT: Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers. Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action. In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts. To Prepare: Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3. Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3. Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources. The Assignment (Evidence-Based Project) Part 3A: Critical Appraisal of Research Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer-reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3. Note : You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented. Part 3B: Critical Appraisal of Research Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

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2025 Please present an essay discussing the Purnell model its framework assumptions which the model is based and how this model helps

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Purnell model- APA Format 2025

Please present an essay discussing the Purnell model its framework, assumptions which the model is based and how this model helps us to provide cultural competence health care. You must present a minimum of two evidence-based references no older than 5 years to sustained your essay. A minimum of 500 words excluding the first and reference page. Read chapter 2 of the class textbook and review the attached PowerPoint presentation. Once done please present an essay discussing the Purnell model its framework, assumptions which the model is based and how this model helps us to provide cultural competence health care.

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2025 Basic Windshield Survey Rural Enter Sentinel Town via the link to begin your virtual experience by taking a tour by

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Basic Windshield Survey – Rural 2025

Basic Windshield Survey – Rural Enter Sentinel Town® via the link to begin your virtual experience by taking a tour by car of Sentinel Town®. Since this is your first tour, select the slowest speed and stay in the car the entire time at least once before getting out of the car. As you take the tour, write down your observations, specifically those that align with the following demographics and/or subsystems listed in the left-hand column of the rubric. Describe the characteristics of the people you see in Sentinel Town®. What are the race/ethnicity distribution, age ranges, and gender mix? Are there signs of poverty or wealth? What are they? Who do you see on the streets? Parent with child, teens, couples, disabled persons? Are there homeless persons, beggars, etc.? Is there anyone in the city you would not expect to see? Are there dogs on or off leash? Are there other animals? Are there churches and other formal religious buildings? What are their denominations? Compile your observations addressing each item listed in the first column of the rubric. You are encouraged to add other relevant observations that may not be listed in the first column. Select a target population of interest and discuss relevant demographic data and health status indicators for this population group. Identify major health concerns for this target population. Include a discussion of major health concerns in relation to a global health issue. Reading and Resources Harkness & DeMarco (2016) Read Chapters 1 & 2 Read all Sentinel City information available at the top of the course homepage. Visit QSEN : Quality and Safety Education for Nurses Read the Report: The Future of Nursing: Leading Change, Advancing Health Read the Report: The Future of Public Health Review Final Project Requirements Watch the Henry Street Settlement: 120 Years in 4 Minutes Video View this 9 minute video entitled Community Assessment Windshield Survey , to help you see what types of things to look for when you conduct a windshield survey in the Sentinel City simulation Additional Instructions: All submissions should have a title page and reference page. Utilize a minimum of two scholarly resources. Adhere to grammar, spelling and punctuation criteria. Adhere to APA compliance guidelines. Adhere to the chosen Submission Option for Delivery of Activity guidelines. Submission Option Instruction Paper 4 to 6-page paper. Include title and reference pages. Note: Title and reference pages/slides do not count towards the count requirements. Attachments area Preview YouTube video Henry Street Settlement: 120 Years in 4 Minutes Preview YouTube video Community Assessment Windshield Survey Community Assessment Windshield Survey ReplyReply allForward

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2025 Instructions Please review the Counterpoint Vaccines Caution Advised an example of a con article Note The article was

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Con-Position Proposal 2025

Instructions Please review the Counterpoint: Vaccines: Caution Advised, an example of a con article. Note: The article was pulled from our Chamberlain library’s Points of View Reference Center database. This resource is highly recommended, as it presents many of the topics in the General Education Healthcare field that may be applicable this term. To access the resource from our library website, choose “Databases” on the homepage, and scroll down to “Points of View.” Click “Go.” Scroll down to Health and Medicine. You will see a large list of potential topics ranging from Allergies in Schools to Vegetarianism. When you click on a topic (Vaccines, for example), you will see an overview of the topic, as well as points, counterpoints, and a guide to critical analysis. The goal of the proposal is to create a working thesis statement and basic research plan that considers context, audience, purpose, and presents potential sources. A proposal is not an outline, as it does not structure the paper. Rather, a proposal offers direction for research needs and gives your professor an opportunity to provide feedback before the drafting process. Access the Con-Position Proposal Template and complete the six required sections: For an example proposal, refer to pages 269-270 of our textbook. Writing Requirements (APA format)

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2025 Assignment 4 Practicum Week 10 Journal Entry Reflect on your overall practicum experience in this

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Assignment 4: Practicum – Week 10 Journal Entry 2025

Assignment 4: Practicum – Week 10 Journal Entry Reflect on your overall practicum experience in this course. Then, address the following in your Practicum Journal. : Explain whether your therapeutic theory has changed as a result of your practicum experiences. Recall the theories you selected in Week 1 which is (Cognitive Behavioral Theory & Rational Emotive Behavioral Theory) : Explain how you integrated the therapeutic approaches from this course in your clinical practice. Include how this helped you achieve the goals and objectives you developed in Week 1 ( For this assignment, just make up any goals) : Explain how you might impact social change through your work with clients who have mental health issues. : Support your approach with evidence-based literature. NOTE: PLEASE SEE AND PAY ATTENTION TO THE ATTACHED Practicum Journal Template AND JOURNAL SAMPLE (TIME LOG & JOURNAL ENTRIES) FOR WRITING THIS ASSIGNMENT…..ALSO FOR THE TIME LOG AND JOURNAL ENTRIES, JUST MAKE UP A REASONABLE INFORMATION AND CLIENT INFORMATION IN MENTAL HEALTH NURSING AND INCLUDE REFERENCES Learning Resources Required Readings Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company. Chapter 17, “Psychotherapy With Children” (pp. 597–624) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Bass, C., van Nevel, J., & Swart, J. (2014). A comparison between dialectical behavior therapy, mode deactivation therapy, cognitive behavioral therapy, and acceptance and commitment therapy in the treatment of adolescents. International Journal of Behavioral Consultation and Therapy, 9 (2), 4–8. doi:10.1037/h0100991 Koocher, G. P. (2003). Ethical issues in psychotherapy with adolescents. Journal of Clinical Psychology, 59 (11), 1247–1256. PMID:14566959 McLeod, B. D., Jensen-Doss, A., Tully, C. B., Southam-Gerow, M. A., Weisz, J. R., & Kendall, P. C. (2016). The role of setting versus treatment type in alliance within youth therapy. Journal of Consulting and Clinical Psychology, 84 (5), 453–464. doi:10.1037/ccp0000081 Zilberstein, K. (2014). The use and limitations of attachment theory in child psychotherapy. Psychotherapy, 51 (1), 93–103. doi:10.1037/a0030930

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2025 A Compare the U S healthcare system with the healthcare system of Great Britain

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C489 task 3 2025

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. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z 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.

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