Budgeting And Timeline Tools – 2025 Describe the budgeting tool s you will use and the steps you plan to take in order to identify the

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Budgeting And Timeline Tools – 2025

 

  • Describe the budgeting tool(s) you will use and the steps you plan to take in order to identify the financial resources necessary for your Strategic Plan issue. Explain your rationale for your selected tool(s) and plans.
  • Explain your plans for outlining the timeline for implementation of your proposed change. Explain which timeline tool(s) you will use and how they will represent the activities needed to successfully plan and implement your project.
  • Explain how your timeline can allow leeway for variance.

Advanced Health Assessment – 2025 Assignment 1 Lab Assignment Assessing the Abdomen Please note this assignment is

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Advanced Health Assessment – 2025

Assignment 1: Lab Assignment: Assessing the Abdomen

 Please note this assignment is due week 6.  Please refer to your resource list as well as your grading rubrics and study guide for week 6. In this Lab Assignment, you will analyze an Episodic 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. Please use your Resource list and grading rubric as a guide. Please reach out to me if you have any questions regarding this assignment

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, hyperactive 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

Review the Episodic note case study your instructor provides you for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your Episodic note case study.

  • With regard to the Episodic 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.

The Assignment

  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 three different references from current evidence-based literature.

Rubric Detail

 

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6512_Week_6_Assignment_1_Rubric

[removed]

  Excellent Good Fair Poor
With regard to the SOAP note case study provided, address the following:

Analyze the subjective portion of the note. List additional information that should be included in the documentation.
10 (10%) – 12 (12%)
The response clearly, accurately, and thoroughly analyzes the subjective portion of the SOAP note and lists detailed additional information to be included in the documentation.
7 (7%) – 9 (9%)
The response accurately analyzes the subjective portion of the SOAP note and lists additional information to be included in the documentation.
4 (4%) – 6 (6%)
The response vaguely and/or with some inaccuracy analyzes the subjective portion of the SOAP note and vaguely and/or with some inaccuracy lists additional information to be included in the documentation.
0 (0%) – 3 (3%)
The response inaccurately analyzes or is missing analysis of the subjective portion of the SOAP note, with inaccurate and/or missing additional information included in the documentation.
Analyze the objective portion of the note. List additional information that should be included in the documentation.
10 (10%) – 12 (12%)
The response clearly, accurately, and thoroughly analyzes the objective portion of the SOAP note and lists detailed additional information to be included in the documentation.
7 (7%) – 9 (9%)
The response accurately analyzes the objective portion of the SOAP note and lists additional information to be included in the documentation.
4 (4%) – 6 (6%)
The response vaguely and/or with some inaccuracy analyzes the objective portion of the SOAP note and vaguely and/or inaccurately lists additional information to be included in the documentation.
0 (0%) – 3 (3%)
The response inaccurately analyzes or is missing analysis of the objective portion of the SOAP note, with inaccurate and/or missing additional information included in the documentation.
Is the assessment supported by the subjective and objective information? Why or why not?
14 (14%) – 16 (16%)
The response clearly and accurately identifies whether or not the assessment is supported by the subjective and/or objective information, with a thorough and detailed explanation.
11 (11%) – 13 (13%)
The response accurately identifies whether or not the assessment is supported by the subjective and/or objective information, with an explanation.
8 (8%) – 10 (10%)
The response vaguely and/or inaccurately identifies whether or not the assessment is supported by the subjective and/or objective information, with a vague explanation.
0 (0%) – 7 (7%)
The response inaccurately identifies whether or not the assessment is supported by the subjective and/or objective information, with an inaccurate or missing explanation.
What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis?
18 (18%) – 20 (20%)
The response thoroughly and accurately describes appropriate diagnostic tests for the case and explains clearly, thoroughly, and accurately how the test results would be used to make a diagnosis.
15 (15%) – 17 (17%)
The response accurately describes appropriate diagnostic tests for the case and explains clearly and accurately how the test results would be used to make a diagnosis.
12 (12%) – 14 (14%)
The response vaguely and/or with some inaccuracy describes appropriate diagnostic tests for the case and vaguely and/or with some inaccuracy explains how the test results would be used to make a diagnosis.
0 (0%) – 11 (11%)
The response inaccurately describes appropriate diagnostic tests for the case, with an inaccurate or missing explanation of how the test results would be used to make a diagnosis.
·   Would you reject or accept the current diagnosis? Why or why not?
·   Identify three possible conditions that may be considered as a differenial diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.
23 (23%) – 25 (25%)
The response states clearly whether to accept or reject the current diagnosis, with a thorough, accurate, and detailed explanation of sound reasoning. The response clearly, thoroughly, and accurately identifies three conditions as a differential diagnosis, with reasoning that is explained clearly, accurately, and thoroughly using at least three different references from current evidence-based literature.
20 (20%) – 22 (22%)
The response states whether to accept or reject the current diagnosis, with an accurate explanation of sound reasoning. The response accurately identifies three conditions as a differential diagnosis, with reasoning that is explained accurately using three different references from current evidence-based literature.
17 (17%) – 19 (19%)
The response states whether to accept or reject the current diagnosis, with a vague explanation of the reasoning. The response identifies two or three conditions as a differential diagnosis, with reasoning that is explained vaguely and/or inaccurately using three references from current evidence-based literature.
0 (0%) – 16 (16%)
The response inaccurately or is missing a statement of whether to accept or reject the current diagnosis, with an explanation that is inaccurate and/or missing. The response identifies two or fewer conditions as a differential diagnosis, with reasoning that is missing or explained inaccurately using three or fewer references from current evidence-based literature.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors.
3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors.
0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors.
Total Points: 100

Name: NURS_6512_Week_6_Assignment_1_Rubric

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Advanced Health Assessment – 2025 Assignment 1 Lab Assignment Assessing the Abdomen Please note this assignment is due week 6 Please refer

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Advanced Health Assessment – 2025

Assignment 1: Lab Assignment: Assessing the Abdomen

 Please note this assignment is due week 6.  Please refer to your resource list as well as your grading rubrics and study guide for week 6. In this Lab Assignment, you will analyze an Episodic 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. Please use your Resource list and grading rubric as a guide. Please reach out to me if you have any questions regarding this assignment

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, hyperactive 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

Review the Episodic note case study your instructor provides you for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your Episodic note case study.

  • With regard to the Episodic 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.

The Assignment

  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 three different references from current evidence-based literature.

Rubric Detail

 

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6512_Week_6_Assignment_1_Rubric

[removed]

  Excellent Good Fair Poor
With regard to the SOAP note case study provided, address the following:

Analyze the subjective portion of the note. List additional information that should be included in the documentation.
10 (10%) – 12 (12%)
The response clearly, accurately, and thoroughly analyzes the subjective portion of the SOAP note and lists detailed additional information to be included in the documentation.
7 (7%) – 9 (9%)
The response accurately analyzes the subjective portion of the SOAP note and lists additional information to be included in the documentation.
4 (4%) – 6 (6%)
The response vaguely and/or with some inaccuracy analyzes the subjective portion of the SOAP note and vaguely and/or with some inaccuracy lists additional information to be included in the documentation.
0 (0%) – 3 (3%)
The response inaccurately analyzes or is missing analysis of the subjective portion of the SOAP note, with inaccurate and/or missing additional information included in the documentation.
Analyze the objective portion of the note. List additional information that should be included in the documentation.
10 (10%) – 12 (12%)
The response clearly, accurately, and thoroughly analyzes the objective portion of the SOAP note and lists detailed additional information to be included in the documentation.
7 (7%) – 9 (9%)
The response accurately analyzes the objective portion of the SOAP note and lists additional information to be included in the documentation.
4 (4%) – 6 (6%)
The response vaguely and/or with some inaccuracy analyzes the objective portion of the SOAP note and vaguely and/or inaccurately lists additional information to be included in the documentation.
0 (0%) – 3 (3%)
The response inaccurately analyzes or is missing analysis of the objective portion of the SOAP note, with inaccurate and/or missing additional information included in the documentation.
Is the assessment supported by the subjective and objective information? Why or why not?
14 (14%) – 16 (16%)
The response clearly and accurately identifies whether or not the assessment is supported by the subjective and/or objective information, with a thorough and detailed explanation.
11 (11%) – 13 (13%)
The response accurately identifies whether or not the assessment is supported by the subjective and/or objective information, with an explanation.
8 (8%) – 10 (10%)
The response vaguely and/or inaccurately identifies whether or not the assessment is supported by the subjective and/or objective information, with a vague explanation.
0 (0%) – 7 (7%)
The response inaccurately identifies whether or not the assessment is supported by the subjective and/or objective information, with an inaccurate or missing explanation.
What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis?
18 (18%) – 20 (20%)
The response thoroughly and accurately describes appropriate diagnostic tests for the case and explains clearly, thoroughly, and accurately how the test results would be used to make a diagnosis.
15 (15%) – 17 (17%)
The response accurately describes appropriate diagnostic tests for the case and explains clearly and accurately how the test results would be used to make a diagnosis.
12 (12%) – 14 (14%)
The response vaguely and/or with some inaccuracy describes appropriate diagnostic tests for the case and vaguely and/or with some inaccuracy explains how the test results would be used to make a diagnosis.
0 (0%) – 11 (11%)
The response inaccurately describes appropriate diagnostic tests for the case, with an inaccurate or missing explanation of how the test results would be used to make a diagnosis.
·   Would you reject or accept the current diagnosis? Why or why not?
·   Identify three possible conditions that may be considered as a differenial diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.
23 (23%) – 25 (25%)
The response states clearly whether to accept or reject the current diagnosis, with a thorough, accurate, and detailed explanation of sound reasoning. The response clearly, thoroughly, and accurately identifies three conditions as a differential diagnosis, with reasoning that is explained clearly, accurately, and thoroughly using at least three different references from current evidence-based literature.
20 (20%) – 22 (22%)
The response states whether to accept or reject the current diagnosis, with an accurate explanation of sound reasoning. The response accurately identifies three conditions as a differential diagnosis, with reasoning that is explained accurately using three different references from current evidence-based literature.
17 (17%) – 19 (19%)
The response states whether to accept or reject the current diagnosis, with a vague explanation of the reasoning. The response identifies two or three conditions as a differential diagnosis, with reasoning that is explained vaguely and/or inaccurately using three references from current evidence-based literature.
0 (0%) – 16 (16%)
The response inaccurately or is missing a statement of whether to accept or reject the current diagnosis, with an explanation that is inaccurate and/or missing. The response identifies two or fewer conditions as a differential diagnosis, with reasoning that is missing or explained inaccurately using three or fewer references from current evidence-based literature.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors.
3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors.
0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors.
Total Points: 100

Name: NURS_6512_Week_6_Assignment_1_Rubric

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Group Note – 2025 Select a client family that you have observed or counseled at your practicum site Review pages 137 142 of Wheeler

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Group Note – 2025

 

  • Select a client family that you have observed or counseled at your practicum site.
  • Review pages 137–142 of Wheeler (2014) and the Hernandez Family Genogram video in this week’s Learning Resources.
  • Reflect on elements of writing a comprehensive client assessment and creating a genogram for the client you selected.

Assignment

Part 1: Comprehensive Client Family Assessment

Create a comprehensive client assessment for  your selected client family that addresses (without violating HIPAA  regulations) the following:

  • Demographic information
  • Presenting problem
  • History or present illness
  • Past psychiatric history
  • Medical history
  • Substance use history
  • Developmental history
  • Family psychiatric history
  • Psychosocial history
  • History of abuse and/or trauma
  • Review of systems
  • Physical assessment
  • Mental status exam
  • Differential diagnosis
  • Case formulation
  • Treatment plan

Part 2: Family Genogram

Develop a genogram for the client family you  selected. The genogram should extend back at least three generations  (parents, grandparents, and great grandparents).

Clinical Supervision Gr – 2025 I NEED A RESPONSE FOR THIS ASSIGNMENT 2 REFERENCES Cognitive Behavior Therapy Cognitive behavior therapy CBT

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Clinical Supervision Gr – 2025

I NEED A RESPONSE FOR THIS ASSIGNMENT

2 REFERENCES 

Cognitive Behavior Therapy

Cognitive behavior therapy (CBT) is a practical therapeutic approach to psychotherapy. According to Eidelmen et al. (2019), CBT effectively treats 50-60 % of individuals with depression and anxiety, sustainably decreasing their symptoms by targeted therapeutic approaches. CBT is a form of psychotherapy that provides clients with the insight that thoughts, feelings, and behavior are connected and teaches clients how to change negative cognition that leads to psychopathology(Tovote et al., 2017).

Contrasting CBT

Spillane-Grieco (2000) noted that in contrasting CBT with families to CBT with individuals, CBT with families focuses on cognition, beliefs, perception, behavior, and current interaction between family members, which overlap and affect how the family functions. On the other, In CBT with individuals, the therapist works with the client to set and achieve specific goals and explore how the client’s behavior, thoughts, and feelings contribute to the difficulties the client is currently facing.

An example from my practicum experience is a couple presenting for psychotherapy due to marital challenges because of the husband’s mother’s strong involvement in the marriage, which displease the wife and causes strife. This family’s treatment goal was to help the couple describe a healthy and positive relationship in their family systems and rebuild essential family relationships.

Stigma

Stigma is a challenge mental health counselor can encounter in CBT with families. According to Halder and Mahato (2019), although awareness of mental health continues to increase, some families remain in denial of the mental health illness of their family members and can blame their ward, not giving them the attention needed and not developing real insight concerning the challenges their ward faces. For instance, in this week’s video resource, some female group members talked about stigma, feeling blame, and being blamed by others even though they were dealing with very severe traumatic experiences. In conclusion, CBT is a useful tool for both families and individuals; however, healthcare providers must recognize the difference and its impact when treating families or individuals.

References

Eidelman, P., Jensen, A., & Rappaport, L. M. (2019). Social support, negative social exchange, and response to case formulation-based cognitive behavior therapy. Cognitive Behavior Therapy, 48(2), 146–161. https://doi-org.ezp.waldenulibrary.org/10.1080/16506073.2018.1490809

Halder, S., & Mahato, A. (2019). Cognitive behavior therapy for children and adolescents: Challenges and gaps in practice. Indian Journal of Psychological Medicine, 41(3), 279–283. https://doi-org.ezp.waldenulibrary.org/10.4103/IJPSYM.IJPSYM_470_18

Hauksson, P., Ingibergsdóttir, S., Gunnarsdóttir, T., & Jónsdóttir, I. H. (2017). Effectiveness of cognitive behavior therapy for treatment-resistant depression with psychiatric comorbidity: comparison of individual versus group CBT in an interdisciplinary rehabilitation setting. Nordic Journal of Psychiatry, 71(6), 465–472. https://doi-org.ezp.waldenulibrary.org/10.1080/08039488.2017.1331263

Shryane, N., Drake, R., Morrison, A., & Palmier-Claus, J. (2020). Is cognitive-behavioral therapy effective for individuals experiencing thought disorder? Psychiatry Research, 285. https://doi-org.ezp.waldenulibrary.org/10.1016/j.psychres.2020.112806

Spillane-Grieco, E. (2000). Cognitive-Behavioral Family Therapy with a Family in High-Conflict Divorce: A Case Study. Clinical Social Work Journal, 28(1), 105–119.

Tovote, K., Schroevers, M., Snippe, E., Emmelkamp, P., Links, T., Sanderman, R., & Fleer, J. (2017). What works best for whom? Cognitive Behavior Therapy and Mindfulness-Based Cognitive Therapy for depressive symptoms in patients with diabetes. PLoS ONE, 12(6), 1–16. https://doi-org.ezp.waldenulibrary.org/10.1371/journal.pone.0179941

Parent Guide – 2025 PLEASE FOLLOW THE INSTRUCTIONS BELOW 5 REFERENCE ZERO PLAGIARISM Learning disorders and

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Parent Guide – 2025

 PLEASE FOLLOW THE INSTRUCTIONS BELOW

5 REFERENCE

ZERO PLAGIARISM

Learning disorders and motor disorders can be difficult for parents to understand. They often have many questions that go unanswered and can create considerable misunderstanding. This misunderstanding can damage the child/parent relationship. The PMHNP can answer questions and provide guidance for the family in order to help reduce the uncertainty of the disorders.

For the Discussion, you will work with your group again to develop a Parent Guide for your assigned disorder.

Learning Objectives

Students will:
  • Analyze signs and symptoms of learning and motor disorders in childhood
  • Analyze pathophysiology of learning and motor disorders in childhood
  • Analyze diagnosis and treatment methods for learning and motor disorders in childhood
  • Evaluate Parent Guides

To Prepare for this Discussion:

  • Your Instructor will assign you to a group and a disorder by Day 1 of Week 2.
  • Review the resources concerning your assigned disorder.
  • Use your group’s Discussion Board to design and develop the Parent Guide before posting to the group wiki. For further guidance, refer to the Accessing Group Discussions instructions below.

Using evidence-based research, design and develop a Parent Guide for your assigned disorder including:

  • Signs and symptoms
  • Pathophysiology
  • How the disorder is diagnosed
  • Treatment options

Provide a minimum of three academic references.

Module 5: Assignment N494 – 2025 Integrating Evidence Based Practice Write a 1000 1500 word essay addressing each of the following points questions Be

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Module 5: Assignment N494 – 2025

  

Integrating Evidence-Based Practice

Write a 1000-1500 word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. There should be two main sections, one for each bullet below. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with (2) sources (1 outside source and the textbook) using citations in your essay. Make sure to cite using the APA writing style for the essay. The cover page and reference page in correct APA do not count towards the minimum word amount. Review the rubric criteria for this assignment.

Part 1:

Describe the eight steps to integrating evidence-based practice into the clinical environment. What barriers might you face in implementing a new practice to address your research topic (as identified in Module 1)? Describe strategies that could be used to increase success including overcoming barriers.

Part 2:

Describe six sources of internal evidence that could be used in providing data to demonstrate improvement in outcomes.

Assignment Expectations:

Length: 1000 – 1500 words
Structure: Include a title page and reference page in APA format. These do not count towards the minimum word count for this assignment. Your essay must include an introduction and a conclusion.
References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of one (1) scholarly source and the textbook are required for this assignment.

Treatment Of Psychiatric Emergencies In Children Versus Adults – 2025 The diagnosis of psychiatric emergencies can include a wide range of problems from serious drug reactions

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Treatment Of Psychiatric Emergencies In Children Versus Adults – 2025

 

The diagnosis of psychiatric emergencies can include a wide range of problems—from serious drug reactions to abuse and suicidal ideation/behaviors. Regardless of care setting, the PMHNP must know how to address emergencies, coordinate care with other members of the health care team and law enforcement officials (when indicated), and effectively communicate with family members who are often overwhelmed in emergency situations.

In this week’s Discussion, you compare treatment of adult psychiatric emergency clients to child or adolescent psychiatric emergency clients.

Learning Objectives

Students will:
  • Compare treatment of adult psychiatric emergency clients to child or adolescent psychiatric emergency clients
  • Analyze legal and ethical issues concerning treatment of child or adolescent psychiatric emergency clients

To Prepare:

  • Review the Learning Resources concerning emergency psychiatric medicine.
  • Consider a case where an adult client had a psychiatric emergency. If you have not had a personal experience with an adult client who had a psychiatric emergency, you can conduct an internet or library search to identify one. 

 POST

  • Briefly describe the case you selected.
  • Explain how you would treat the client differently if he or she were a child or adolescent.
  • Explain any legal or ethical issues you would have to consider when working with a child or adolescent emergency case.

DQ1 DQ2. DUE BY 1/6 – 2025 DQ1 250 WORDS CITATION AND REFERENCES Describe one internal and one external method for the dissemination

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DQ1 DQ2. DUE BY 1/6 – 2025

DQ1.  250 WORDS CITATION AND REFERENCES

Describe one internal and one external method for the dissemination of your evidence-based change proposal. For example, an internal method may be the hospital board, and an external method may be a professional nursing organization. Discuss why it is important to report your change proposal to both of these groups. How will your communication strategies change for each group?

DQ2.  250 WORDS CITATION AND REFERENCES

In order to evaluate an evidence-based practice project, it is important to be able to determine the effectiveness of your change. Discuss one way you will be able to evaluate whether your project made a difference in practice.

Read “Leadership for Evidence-Based Practice: Strategic and Functional Behaviors for Institutionalizing EBP,” by Stetler, Ritchie, Rycroft-Malone, and Charns, from Worldviews on Evidence-Based Nursing (2014).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103991765&site=eds-live&scope=site

Read “A Successful Approach to Implementing Evidence-Based Practice,” by Giomuso et al., from Med-Surg Matters (2014).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109799107&site=eds-live&scope=site

Read “The Establishment of Evidence-Based Practice Competencies for Practicing Registered Nurses and Advanced Practice Nurses in Real-World Clinical Settings: Proficiencies to Improve Healthcare Quality, Reliability, Patient Outcomes, and Costs,” by Melnyk, Gallagher-Ford, Long, and Fineout-Overholt, from Worldviews on Evidence Based Nursing (2014).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsbl&AN=RN348459921&site=eds-live&scope=site

Read “Searching for Ethical Leadership in Nursing,” by Marakoff et al., from Nursing Ethics (2014).

URL:https://journals-sagepub-com.lopes.idm.oclc.org/doi/full/10.1177/0969733013513213

Read “Back to Basics: Implementing Evidence-Based Practice,” by Spruce, from AORN Journal (2015).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103866426&site=eds-live&scope=site

Microbiology Paper – 2025 topic of paper is Staphylococcus requires reference page Term Paper As part of the course students must write

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Microbiology Paper – 2025

topic of paper is Staphylococcus . requires reference page 

Term Paper As part of the course students must write a term-paper on a vaccine, an antimicrobial or a disease caused by a microorganism and explore information provided by the CDC, WHO, and literary sources for a total of at least five resources. The term paper should include a summary of the research and provide the Web sites and references utilized for the research. Each student must have a different disease, antimicrobial or vaccine to research. The term paper must be typed with 1” margins, double spacing and a 12 point Times Roman font. The paper should also include a reference list. A minimum of five references must be utilized. The American Psychological Association format must also be utilized for the paper. The paper should be between five and seven pages in length (not including cover page, abstract, references, exhibits, etc.). The following guidelines will be utilized to grade the paper:

Content • Provides substantive and relevant development of ideas • Provides logical, accurate, and sufficient level of detail • Demonstrates an in depth understanding of the ideas in the assigned reading and critically evaluates/responds to those ideas in an analytical, persuasive manner. • Has appropriate references 65%

Organization • Creates a clearly identifiable introduction, body, and conclusion. • Provides unified paragraph structure–each paragraph develops only one central idea. • Utilizes APA format 20%

Language • Incorporates appropriate medical terminology, avoids irrelevant and redundant words, phrases and other distracting information and has appropriate spelling; • Avoids errors in sentence boundaries such as fused sentences and sentence fragments • Avoids plagiarism; uses paraphrase and quotes skillfully 5%

Presentation • Clear and logical • Creative and interesting • Effectively relies information 10%