2025 After reading Chapter 1 and reviewing the lecture power point located in lectures

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nursinng 2025

After reading Chapter 1 and reviewing the lecture power point (located in lectures tab), please answer the following questions. Each question must have at least 3 paragraphs and you must use at 3 least references included in your post. Additionally, you are expected to reply to two other students and include a reference that justifies your post. Your reply must be at least 3 paragraphs. Chapter 1 1. After reading Chapter 1, do you think Florence Nightingale is relevant in the 21 st century to the nursing profession? Why or why not? 2. What do you think would be the response of historical nursing leaders such as Florence Nightingale, Lillian Wald, and Mary Breckenridge if they could see what the profession of nursing looks like today?

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2025 TASK 1 You put this assignment online for sale and I bought it

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d025 2025

TASK 1 You put this assignment online for sale and I bought it. You did the topic: T he plan for healthy Angeleno Communities . It look like this assignment was submitted by somebody in 2020. ((Submission date: 19-Sep-2020 05:44PM (UTC+0200) Submission ID: 1391243777 File name: PolicyBriefTemplate1.docx (37.87K) Word count: 1228 Character count: 7130 TASK 2 Task 2 is how you organized the information to write the brief for task 2. I have enclosed the task 1 so you can understand what you wrote and use it to do task 2. Which is the one I am disputing. Write an advocacy action plan summary (suggested length of 100 words or less) of the process you used to create your advocacy plan 2. List a SMART goal for moving your policy brief forward 3. Provide a list of local, state, or federal policymakers’ contact information Note: (you should search and list the names/firms/agencies etc and real contact information of local, state, or federal state who you submitted the policy brief to (you may assume you submitted the brief or will submit the brief but the names/contacts etc should be real and should come from the Angeleno Community in Los Angeles, if this community really exists, not Canada. Task 1 seems to be somebody’s work that has been submitted so you should explain before I dispute that also. (Submission date: 19-Sep-2020 05:44PM (UTC+0200) Submission ID: 1391243777 File name: PolicyBriefTemplate1.docx (37.87K) Word count: 1228 Character count: 7130 3. Write a letter or email and a copy of this email/letter is to be submitted for this assignment to indicate that you sent a letter to the policy makers to make an inquiry about the process for agenda setting Write an action plan for informing media and stakeholders, including five strategies for informing the media and stakeholders of the importance of your identified policy issue Note: you need to name the stakeholder/people who have interest in the topic you wrote for TASK 1 and explain the strategies to achieve your advocacy goals. 4. list seven interprofessional team-building techniques (this should be a list) 5. list five interprofessional stakeholders and a description of how each stakeholder will contribute to meeting your SMART goal (Name them, eg nurse, social workers etc that will help to make the SMART goal listed in #5 works) •  6. Write the agenda that will be followed when you meet with stakeholders ( a team meeting agenda ) for your first team meeting Number the assignment as shown and do it right. English should be right. If you cannot do it, refund the money for both tasks (1 and 2) and delete your account. This is the 3rd time I am getting work done form you and I have to do it all over by myself, causing me to be suspicious because you were using examples from CANADA and I do not know you are writing from Russia. Just do the assignment well and ….

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2025 Please before you respond to the following prompts refer to the attached PowerPoint This is

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Myra Levine (Grand theory) 2025

Please, before you respond to the following prompts refer to the attached PowerPoint. This is based on the PowerPoint (Myra Levine) you did for me last week. Please respond to the following prompts: 1. Describe your thoughts on the grand theory about which your group presented. 2. What were the challenges that you faced in understanding the theory? 3. How did you attempt to resolve those challenges? – Your initial post should contain two to three (2–3) paragraphs of three to four (3–4) sentences per paragraph. – Integrate a minimum of three readings and/or other evidence-based research articles no more than three years old. – Use APA formatting for citations and references.

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2025 Please contact me if you have any questions It needs to be done by Sunday morning so

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Theory Paper Big Tank ONLY 2025

Please contact me if you have any questions. It needs to be done by Sunday morning so I can proofread and make it my own. Do not worry about doing the introduction. The original theory that I am assigned to is the Theory of Unpleasant Symptoms. Please follow the detailed rubric and let me know if you have any questions.

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2025 Create a professional presentation of your evidence based intervention and change proposal to be disseminated to an

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Capstone Project Change Proposal Presentation for Faculty Review and Feedback 2025

Create a professional presentation of your evidence-based intervention and change proposal to be disseminated to an interprofessional audience of leaders and stakeholders. Include the intervention, evidence-based literature, objectives, resources needed, anticipated measurable outcomes, and how the intervention would be evaluated. Submit the presentation in LoudCloud for feedback from the instructor. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. You are not required to submit this assignment to LopesWrite.

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2025 1 Cultural competence and diversity are often considered to have the same meaning in healthcare facilities What is

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Please Rephrase Answers And Answer 1 Question. 2025

1) Cultural competence and diversity are often considered to have the same meaning in healthcare facilities. What is the difference between these two terms and their applicability in terms of healthcare professionals in various healthcare settings? Although cultural competence and diversity are often considered to have the same meaning in healthcare facilities they are different. Diversity is in fact a component of cultural competency. This includes ethnic and racial backgrounds, age, physical and cognitive abilities, family status, religion, sexual orientation, etc… cultural competency wouldnt exist without diversity . It is important for healthcare professionals to be culturally competent for the sake of the patient’s comfort in receiving services. Lack of cultural competence can lead to noncompliance, missed appointments, and patients seeking care from non-professionals. In the cultural compliance training video an older Hispanic women spoke on how her physician said they’d schedule her a new appointment and she basically said that she wouldn’t show up because it would be the same thing that happened to her at her current appointment; a miscommunication and nothing being resolved. Health professionals who are diverse tend to have a better work ethic and connection with their patients because they’re most likely to be understand certain cultural distinctions, treatment seeking behaviors, etc… (cultural compentency for the health professional) 2) Explain the unique circumstances under which the ancestors of most Black/African American people arrived in the Americas. Why is it important for health service professionals to understand this history? The first Africans in the New World arrived with Spanish and Portuguese explorers and settlers. By 1600 an estimated 275,000 Africans, both free and slave, were in Central and South America and the Caribbean area. Africans first arrived in the area that became the United States in 1619, when a handful of captives were sold by the captain of a Dutch man-of-war to settlers at Jamestown. Others were brought in increasing numbers to fill the desire for labor in a country where land was plentiful and labor scarce. By the end of the 17th century, approximately 1,300,000 Africans had landed in the New World. From 1701 to 1810 the number reached 6,000,000, with another 1,800,000 arriving after 1810. Some Africans were brought directly to the English colonies in North America. Others landed as slaves in the West Indies and were later resold and shipped to the mainland. (African American History: Scholastic , n.d.) However many “black” colored individuals rather identify themselves with their family-related nationality rather than where they were born or raised. Some rather the term black when being identified and some rather be identified as African American. This is very complex. I know, myself, I do not like to identified as Black I prefer to identify myself and Haitian/Bahamian because I consider the Black culture as people who only speak English and are just Americans with darker colored skin, who eat American meals and have American traditions. I speak English and Creole, I eat Haitian meals and follow Haitian traditions. I was born in America but my parents and older sisters were born in Bahamas and had the Haitian culture bestowed in them so I identify as that. It is important for health service professionals to understand the history of how most Black/African Americans were brought to the Americas so they’d be able to establish a positive relationship with their patients. The best way to approach patients on the matter would be to just humbly ask the person how they identify themselves. (cultural compentency for the health professional) 3) Is Hispanic a racial or ethnic category? Explain. How might this impact the status of the African/Black group, for example, in terms of whether it is the largest or second largest minority group? Many people confuse racial and ethnic categories when it comes to the Hispanic group. But that is because many people do not know the difference between one’s race and one’s ethnicity. Unlike with ethnicity, one can only belong to one race. See, race is your biologically engineered features. It can include skin color, skin tone, eye and hair color, as well as a tendency toward developing certain diseases. It is not something that can be changed or disguised. People can however change or impersonate ethnicities through choice and principles. Ethnicity is about tradition, learned behavior and customs. It is about learning where you come from, and celebrating the traditions and ideas that are part of that region.(difference between ethnicity and race, n.d.). Thus, Hispanic would fall more into the ethnic category because the Hispanic group has no permanent physical characteristics, language or cultural norms. So a person of Hispanic decent can be Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race. Since Hispanic is not a racial group but an ethnic group, the Hispanic group comprise the largest minority group and the African/Black group comes in second as the second largest minority group. (cultural competency for the health professional) 4) List the racial categories based on the OMB classification in the United States. Explain the geographic origins of the people designated for each of the categories. Why is it important for health professionals to understand cultural differences among and between groups? The racial categories based on the OMB classification in the United States are as follows: · Native Americans or Alaskan Native: A person having origins in any of the original peoples of North America and who maintains cultural identification through tribal affiliations or community recognition. · Asian/Pacific Islander: A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent, or the Pacific Islands. · African American/Black: A person having origins in any of the black racial groups of Africa. · White: A person having origins in any of the original peoples of Europe, North Africa, or the Middle East. (cultural competency for the health professional) In the healthcare setting it is very important for health professionals to understand cultural differences among and between groups. In health care settings, cultural alertness, compassion, and competence conducts are essential because even such concepts as health, illness, suffering, and care mean different things to different people. Being knowledgeable of cultural customs enables health care providers to provide better service and help avoid misconstructions among staff, residents/patients, and families. Health care providers trained in cultural competency: – Demonstrate greater understanding of the central role of culture in healthcare -Recognize common barriers to cultural understanding among providers, staff, and residents/patients -Identify characteristics of cultural competence in health care settings -Interpret and respond effectively to diverse older adults’ verbal and nonverbal communication cues – Assess and respond to differences in values, beliefs, and health behaviors among diverse populations and older adults -Demonstrate commitment to culturally and linguistically appropriate services -Work more effectively with diverse health care staff. -Act as leaders, mentors, and role models for other health care providers (Dawn Lehman, Paula Fenza, & and Linda Hollinger-Smith) 5. A physical therapy office in “Little Haiti” in Miami, Florida is closed due to lack of funds. All patients’ appointments are routed to a nearby hospital’s physical therapy department in which the predominant population served is Cuban. List and describe a minimum some steps you believe the department has to take to meet the needs of the patients from a culturally competent prospective. THIS ASSIGNMENT IS DUE TODAY AT 6PM. ALL BUT ONE QUESTION HAS BEEN ANSWERED. YOU ONLY NEED TO REPHRASE ANSWERS AND ANSWER 1 QUESTION

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2025 Prepare an 4 5 page paper on the importance of nursing sensitive quality indicators As you begin

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#4 Informatics and Nursing Sensitive Quality Indicators 2025

Prepare an 4-5 page paper on the importance of nursing-sensitive quality indicators. As you begin to prepare this assessment you are encouraged to complete the Conabedian Quality Assessment Framework activity. Quality healthcare delivery requires systematic action. Completion of this will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes. The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI®) in 1998 to track and report on quality indicators heavily influenced by nursing action. NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development. The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove, Gray, Jay, Jay, & Burns, 2015). Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes. The focus of Assessment 4 is on how informatics support monitoring of nursing-sensitive quality indicator data. You will develop an 8–10 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurses’ role in supporting accurate reporting and high quality results. Reference Grove, S. K., Gray, J. R., Jay, G.W., Jay, H. M., & Burns, N. (2015). Understanding nursing research: Building an evidence-based practice (6th ed.). St. Louis, MO: Elsevier. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making. Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports. Competency 3: Evaluate the impact of patient care technologies on desired outcomes. Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports. Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients. Justify how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes. Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies. Deliver a professional and effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion. Follow APA style and formatting guidelines for citations and references. Preparation This assessment requires you to prepare a 4-5 page paper on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities: Select a single nursing-sensitive quality indicator that you see as important to a selected type of health care system. Conduct independent research on the most current information about the selected nursing-sensitive quality indicator. Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview: What is your experience with collecting data and entering it into a database? What challenges have you experienced? How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results? What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process Instructions For this assessment, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results. The Council indicates a recording is preferable to a written fact sheet due to the popularity of audio blogs. In this way, new hires can listen to the tutorial on their own time using their phone or other device. As a result of this need, you offer to create an audio tutorial orienting new hires to these topics. You know that you will need a script to guide your audio recording. You also plan to incorporate into your script the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data. You determine that you will cover the following topics in your audio tutorial script: Introduction: Nursing-Sensitive Quality Indicator What is the NDNQI®? What are nursing-sensitive quality indicators? Which particular quality indicator did you select to address in your tutorial? Why is this quality indicator important to monitor? Be sure to address the impact of this indicator on quality of care and patient safety. Why do new nurses need to be familiar with this particular quality indicator when providing patient care? Collection and Distribution of Quality Indicator Data According to your interview and other resources, how does your organization collect data on this quality indicator? How does the organization disseminate aggregate data? What role do nurses play in supporting accurate reporting and high-quality results? As an example, consider the importance of accurately entering data regarding nursing interventions. Additional Requirements References: Cite a minimum of three scholarly and/or authoritative sources. APA: Submit along with the recording a separate Reference page that follows APA style and formatting guidelines. For an APA refresher, consult the APA Style and Format page on Campus.

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2025 Develop a disaster recovery plan to lessen health disparities and improve access

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4060-3 Disaster Recovery Plan 2025

Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team. As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement. Professional Context Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents. This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Analyze health risks and health care needs among distinct populations. Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community. Competency 2: Propose health promotion strategies to improve the health of populations. Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts. Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes. Explain how health and governmental policy affect disaster recovery efforts. Competency 4: Integrate principles of social justice in community health interventions. Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services. Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health. Present a compelling case to community stakeholders to obtain their approval and support for a proposed disaster recovery plan. Note: Complete the assessments in this course in the order in which they are presented. Preparation When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources. In this assessment, you are a member of a community task force responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT, which you will present to city officials and the disaster relief team. To prepare for the assessment, please review Vila Health: Disaster Recovery Scenario simulation attached. In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement. Begin thinking about: Community needs. Resources, personnel, budget, and community makeup. People accountable for implementation of the disaster recovery plan. Healthy People 2020 goals. A timeline for the recovery effort. You may also wish to: Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan: M obilize collaborative partners. A ssess community needs. P lan to lessen health disparities and improve access to services. I mplement a plan to reach Healthy People 2020 objectives. T rack community progress. Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete. Note: Remember that you can submit all, or a portion of, your draft recovery plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations. Instructions Complete the following: Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community. Assess community needs. Consider resources, personnel, budget, and community makeup. Identify the people accountable for implementation of the plan and describe their roles. Focus on specific Healthy People 2020 goals. Include a timeline for the recovery effort. Use the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan: M obilize collaborative partners. A ssess community needs. P lan to lessen health disparities and improve access to services. I mplement a plan to reach Healthy People 2020 objectives. T rack community progress. Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team. Presentation Format and Length You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues. Be sure that your slide deck includes the following slides: Title slide. Recovery plan title. Your name. Date. Course number and title. References (at the end of your presentation). Your slide deck should consist of 8–10 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. The following resources will help you create and deliver an effective presentation: Record a Slide Show With Narration and Slide Timings . This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online. Microsoft Office Software . This Campus page includes tip sheets and tutorials for Microsoft PowerPoint. PowerPoint Presentations Library Guide . This library guide provides links to PowerPoint and other presentation software resources. SoNHS Professional Presentation Guidelines [PPTX] . This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation. Supporting Evidence Cite at least three credible sources from peer-reviewed journals or professional industry publications to support your plan. Graded Requirements The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point: Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community. Consider the interrelationships among these factors. Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services. Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community. Explain how health and governmental policy impact disaster recovery efforts. Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA). Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort. Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community. Include evidence to support your strategies. Present a compelling case to community stakeholders to obtain their approval and support for the proposed disaster recovery plan. Develop your presentation with a specific purpose and audience in mind. Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

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2025 Materials 100 Beans 10 5 x 8 in Bags Permanent Marker Masking Tape Paper

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Experiment 1: Design an Experiment LAB 2025

Materials 100 Beans (10) 5 x 8 in. Bags Permanent Marker Masking Tape *Paper Towels *Water Note: You must provide the materials listed in *red. EXPERIMENT 1: DESIGN AN EXPERIMENT The following experiment is to be designed by you with the beans provided in the kit. You will design and execute the experiment to test factors that influence seed germination. Whatever your experimental design, be sure to include controls, both positive and negative, and make sure it is reproducible! NOTES ABOUT BEAN GERMINATION • The time to germinate will decrease if you soak the beans overnight before beginning the experiment. • It may take 7 – 10 days for the beans to “sprout.” • Make sure the paper towels remain moist for the duration of your experiment. PROCEDURE 1. Identify 10 – 20 variables that may affect seed germination. Record the variables in Table 5. 2. From your list of variables, select one to test. Form a hypothesis regarding why this variable affects seed germination. 3. Determine the positive and negative controls for your experiment. 4. To germinate the beans, place one folded paper towel into the 5 x 8 in. plastic bag. The paper towel should be moistened, but not soaking wet. Place ten beans in a horizontal line on each enclosed paper towel. Then, seal the bag completely. 5. Prepare three bags of beans for each condition (positive control, negative control, variable). 6. Use masking tape to hang each bag in the environment you select. 7. Collect data, and then create a table, including title, units, and any other useful information. 8. Select the appropriate type of graph, and report the data you collected. 9. Write a lab report for this experiment. Instructions: Read the following experiment and download the lab report template form supplied below. Once you have completed your experiment and gathered all required data, upload the completed lab report and save a copy for your own reference and safe-keeping. Also, along side your lab report submission record and submit a brief (1 to 2 minute) video on your experiment/observation experience summary. For example, how did you feel while performing this experiment, what was the difficulty level, any obstacles you may have run into, etc..

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2025 Disc wk 2 50 woman Britt classmate post needs to be respond a comment A 50 year old

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nursing assessment 2025

Disc wk 2/50/woman. Britt/classmate ;post/needs to be respond a comment….. A 50-year-old woman is admitted with chief complaints of headache and decreased range of motion in her neck. She also complains of vertigo, hearing loss in one ear, profuse sweating, and uncontrollable eye movements. Her past medical history indicates that she was in a motor vehicle accident three day before her admission. What specific diagnostic examinations would you recommend? Why? What conditions should be ruled out? Why? How would you distinguish between these conditions? What are the possible causes of these symptoms? With chief complaints of headache and neck stiffness post MVA, I would first order a CT of the brain and cervical spine. This imaging would be pertinent to rule out possible CVA, brain injury, and neck fracture. There is also a strong chance that the patient has whiplash or a concussion. More information would have to be given to determine if the patient actually hit her head, or if she was rear-ended, to direct plan of care. The patient does exhibit some symptoms of a concussion, so this must be ruled out. “The signs of a concussion may include: memory problems, confusion, drowsiness or feeling sluggish, dizziness, double vision or blurred vision, abnormal eye movement, headache, nausea or vomiting, sensitivity to light or noise, balance problems, slowed reaction to stimuli, post traumatic vertigo, or dizziness that lasts up to several months” (Healthline Media Editorial Team, 2017). A traumatic brain injury must be ruled out as well especially since the patient exhibits with the symptom of profuse sweating. “Sweating disorders after traumatic brain injury are common with multifactorial causes including injuries, tumors, infarcts, or hemorrhages of the brain or medulla” (Garg, A. Malhotra, R., 2016). Whiplash would also be a possible diagnosis and is very common after MVAs. This would be the less severe diagnoses. “About 80% of the cases of whiplash injuries recover within a few months. However, about 15-20% (about 40,000 cases per year) develop “late whiplash injury syndrome”. This syndrome involves complaints including neck pain, headache, vertigo, hearing loss and tinnitus. Hearing loss, tinnitus and dizziness are the main ontological symptoms of whiplash” (Arches Natural Products, 2018). Along with imaging, it would be priority to conduct a thorough neuro exam and assess cranial nerves. I would ask if the patient is on any anticoagulants and have basic blood work drawn. Once this data is gathered, the physician should be able to narrow it down and form an accurate diagnosis to treat the patient. Arches Natural Products (2018). Tinnitus Library: Head and Neck Injuries Cause Tinnitus: Part Two. Retrieved from: https://www.tinnitusformula.com/library/head-and-neck-injuries-cause-tinnitus-part-two/ Garg A, Malhotra R (2016) Sweating Disorder after Traumatic Brain Injury. J Anesth Clin Res 7:695. doi: 10.4172/2155-6148.1000695 Healthline Media Editorial Team (2017). Healthline Newsletter: Concussion. Retrieved from https://www.healthline.com/health/concussion Jarvis, C. (2016). Physical Examination and Health Assessment, 7th Edition. [South University]. Retrieved from https://digitalbookshelf.southuniversity.edu/#/books/9781455728107/

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