Day: April 24, 2018

Problem 3.5 from pg 114 ? Chapter 3
? Brandywine Homecare, a not-for-profit business, had revenues of $12 million in 2015. Expenses other than depreciation totaled 75% of revenues, and depreciation expense was $1.5 million. All revenues were collected in cash during the year, and all expenses other than depreciation were paid in cash.
o Construct Brandywine?s 2015 income statement.
o What were Brandywine?s net income, total profit margin and cash flow?
o Now, suppose the company changed its depreciation calculation procedures (still within GAAP) such that its depreciation expense doubled. How would this change affect Brandywine?s net income, total profit margin and cash flow?
o Suppose the change had halved, rather than doubled, the firm?s depreciation expense. Now, what would be the impact on net income, total profit margin and cash flow?

Problem 4.5 from pg 152, Chapter 4
? Consider the following balance sheet:

o How does this balance sheet differ from the one presented in Exhibit 4.1 for Sunnyvale?
o
o What is BestCare?s net working capital for 2015?
o What is BestCare?s debt ratio? How does it compare with Sunnyvale?s debt ration?

Problem 4.6 from pg 153, Chapter 4

? Consider the following balance sheet:

o How does this balance sheet differ from the ones presented in Exhibit 4.1 and Problem 4.5?
o What is Green Valley?s net working capital for 2015?
o What is Green Valley?s debt ratio? How does it compare with the debt rations for Sunnyvale and BestCare?

The Global Harmonization System (GHS) is a unified international system for the classification and labeling of chemicals, designed by the United Nations. It was adopted by the Occupational Safety and Health Administration (OSHA) in 2008 for use on the MSDS (Material Safety Data Sheet). The following link to the OSHA (n.d.) website details information on GHS and is provided for further reference https://www.osha.gov/dsg/hazcom/ghs.html#1.1.

National Fire Protection Association (NFPA) System of Identifying Potential Hazards: NFPA uses a hazard diamond shaped figure divided into four color-coded quadrants for rapid identification of hazards:

? Hazards: health, flammability, chemical reactivity
? Severity: 0 to 4

References
Fire, F. (1996). The common sense approach to hazardous materials (2nd ed.). Tulsa, OK: PenWell. Hazmat. (n.d.). In Merriam?Webster?s online dictionary. Retrieved from http://www.merriam-
webster.com/dictionary/hazmat

Meyer, E. (2014). Chemistry of hazardous materials (6th ed.). Upper Saddle River, NJ: Pearson.

Occupational Safety and Health Administration. (n.d.). A guide to the globally harmonized system of classification and labelling of chemicals (GHS). Retrieved from https://www.osha.gov/dsg/hazcom/ghs.html#1.1

Schnepp, R., & Gantt, P. W. (1998). Hazardous materials: Regulations, response and site operations.
Independence, KY: Delmar Cengage Learning.

Zumdahl, S. S., & Zumdahl, S. A. (2000). Chemistry (5th ed.). Boston, MA: Houghton Mifflin Company.

Suggested Reading

Occupational Safety and Health Administration. (n.d.). A guide to the globally harmonized system of classification and labelling of chemicals (GHS). Retrieved from https://www.osha.gov/dsg/hazcom/ghs.html#1.1

Course Learning Outcomes for Unit I

Upon completion of this unit, students should be able to:

1. Recognize how to use basic chemistry fundamentals that are essential in the study of hazardous materials, such as the common elements by their atomic symbols on the periodic table; the difference between elements, compounds, and mixtures; how ionic and covalent bonding influence chemical properties; and properties of gases, liquids, and solids.
1.1 Use the periodic table to identify the symbols, atomic number, atomic weights, and general properties of currently known elements.
1.2 Differentiate between elements, compounds, and mixtures; ionic and covalent bonding; and physical and chemical changes or properties.
1.3 Explain the properties of gases, liquids, and solids.
1.4 Determine chemical formulas and molecular weights of compounds.
1.5 Recognize heat of chemical reactions and how it relates to the transfer of energy.

2. Identify the common units of measurement used in the practice of environmental health and safety (EHS) and fire science (FS), such as concentration, temperature, and pressure.
2.1 Identify the common units of measuring scientific property or behavior, and convert between units of the same kind (measure the same property).
2.2 Apply the concepts of concentration, density, specific gravity, vapor density, vapor pressure, and heat/energy.

9. Demonstrate familiarity with the Global Harmonized System of Classification and Labeling of Chemical Substances (GHS) and the NFPA system of identifying potential hazards.
9.1 Describe the GHS system.
9.2 Identify the types of hazardous materials represented by the GHS pictograms.
9.3 Describe the NFPA system of identifying potential hazards.

Reading Assignment

Chapter 1:
Introduction

Chapter 2:
Some Features of Matter and Energy

Chapter 4:
Chemical Forms of Matter

Unit Lesson

Hazardous materials, now commonly known as hazmat, are present in all facets of life. They can be found at home, in the workplace, in public places, at shopping malls, and even at amusement parks. The Merriam- Webster Online dictionary (n.d.) defines hazmat as, ?a material (flammable or poisonous material) that would be a danger to life or to the environment if released without precautions? (para. 1). Hazardous materials are important for the continued operations of our technology-based society (Meyer, 2014). They have a purpose but can be harmful if not handled properly. In order to minimize hazards posed by these materials, their storage, transport, use, and disposal are heavily regulated by various federal, state, and local agencies.
Despite the myriad regulations, incidents still occur that need to be mitigated for the protection of public health and the environment.

Hazardous materials are generally classified into the following categories: corrosive (acids/bases), water- reactive, air-reactive (pyrophoric), flammable, toxic, explosive, and radioactive. In this course, we will study their chemical behavior, properties, and interactions with each other so that we can learn to manage them properly and/or be able to respond and mitigate incidents involving them in a safe and timely manner. Most of the materials in our textbook are viewed from the fire-service perspective; however, the chemistry will apply across the parameters and responsibilities of occupational safety and health as well as environmental management professionals.

Before we get into specifics regarding hazardous materials, we will first review some basic chemistry fundamentals that are essential to better understand the various topics covered in this course. Due to time constraints, only a few selected topics from Chapters 1, 2, and 4 will be covered in this unit (Unit 1). Students, however, are encouraged to read all of Chapters 1 through 5 if they need to refresh their knowledge or understanding of chemistry fundamentals.

Periodic Table: Everybody must have heard of the periodic table at least once before this class. This table is where all the known chemical elements are arranged in groups and periods based on their currently known properties. A copy of a modern version of this table is included as Figure 4.3 on page 115 of our textbook. As you can see, the chemical symbols, atomic number, and weights are included in the table. It is advisable to memorize the symbols of at least the common elements if you are not already familiar with them.

An element is defined as a substance that is composed of only one kind of an atom; therefore, it cannot be broken down into a simpler substance by chemical means (Fire, 1996). An atom, as you may know, is the smallest particle of an element and is composed of electrons, protons, and neutrons as shown in the illustration below.

Meyer (2014) defines atomic number as the number of protons in an atom, while atomic weight represents an abundance-weighted sum of the atomic masses of an element?s naturally occurring isotopes from a specified source. In practice, we use the atomic weights to get the formula or molecular weights of a chemical compound. Molecular weight is an important chemical property because it is used in determining other properties such as density. An example of how to calculate the molecular weight is presented in Section 4.16 (page 130).

A substance is any homogeneous material that has a constant and fixed chemical composition. An element and a compound are substances. When the material is not a pure substance, it is called a mixture.

Back to the periodic table, on the version included in the textbook, each column represents a family of elements. Each column or family (also called group) is identified by a number and capital letter, such as IA, 2A, 3B, up to 8A. Another version of the periodic table, which will not be discussed here, numbers these columns consecutively, 1 through 18, from left to right (Meyer, 2014). One use of the periodic table is by just looking where the elements are located, we can readily tell their general properties. For example, lithium, in general has similar chemical properties (water-reactive) as sodium since they both belong to the same family (they are relatives). One popular family/group that is encountered in the field of hazardous materials is the halogen family (Group 7A). This family consists of chlorine, bromine, fluorine, iodine, and astatine; each of them are very reactive (you can now add astatine in your vocabulary). The horizontal row in the table is called a period. In each period, the elements are arranged from left to right in the order of their increasing atomic number.

Ionic and Covalent Bonding: Two or more elements can combine to form a chemical compound. An example of a compound is table salt, sodium chloride (NaCl), which is made by combining sodium metal (Na)

and yellow chlorine gas (Cl2). These compounds are formed or joined by a force that chemists refer to as a chemical bond, meaning that the atoms of the combining elements get attached to each other. Chemical bonding could be an ionic or covalent bonding, depending on the number of electrons in the outer shell of each atom. (Note: The difference in outer shell electron configurations is beyond what you need to understand for this course.)

An example of ionic bonding is that of sodium fluoride (NaF) as illustrated on page 119. An example of covalent bonding is that of methane (CH4) as illustrated on page 120. Compounds formed by ionic bonds are called ionic compounds and those formed by covalent bonds are called covalent compounds. Note that these compounds have contrasting general properties, which are summarized in Table 4.6. For example, ionic compounds generally have higher boiling points, are nonflammable, and are more soluble in water (Meyer, 2014).

Solids, liquids, and gases: After chemical bonding, the resulting material (compound) takes on a certain physical form or state (Schnepp & Gantt, 1998). The three main states (of matter) are solid, liquid, and gas. Basically, a solid has a definite shape and volume, while a liquid has volume but has no shape. A gas has neither. A
vapor, according to Meyer (2014), is the gaseous form of a substance that exists as a solid or liquid at normal ambient temperature. Although not encountered in the study of hazmat, it is interesting to note that there are two other forms of matter: namely, plasma and Base-Einstein condensate (Meyer, 2014). These two will not be discussed in this course. However, the physical state is important when it comes to handling and/or remediating hazardous material incident sites. It also impacts the level of protection needed as their behavior is influenced by their state or form.

Physical and chemical properties: When an element or a compound gets transformed but the chemical composition is not changed, the process involves only a physical change (e.g., boiling, freezing, pulverizing). The behavior that the substance exhibits during the physical change is its physical property (boiling point, freezing point, or temperature). The substance is still the same.

By contrast, if the process results in a change in the chemical composition, then it is considered a chemical change/reaction. Examples of this are combustion and corrosion. Similarly, the associated properties when undergoing a chemical change are chemical properties. In the combustion example, one or more new substances are formed as a result of the burning process.

Units of measurement: We cannot learn chemistry without understanding some basic math (addition, subtraction, multiplication, and division). A scientific observation (measurement) must consist of a number and a scale (unit) for the measurement to be meaningful (Zumdahl & Zumdahl, 2000). There are two systems of units that are being used today: the metric system (SI) and the English (U.S.) system. Units of the same kind can be converted from one system to the other by using the factor-unit method. See pages 41-42 for examples. It is more efficient for you to use a conversion Website, but it is good to practice manually converting between basic units to improve your understanding and familiarity with the factor-unit method. In our field, this is very important, and there may be times when there is no Internet access.

Concentration: This is the amount of a substance present in a given mass or volume of a mixture. Examples of units of concentration include the following:

? airborne concentration of contaminants in the air in a room: milligrams/cubic meter (mg/m3),
? concentration of a constituent such as sulfates in liquid samples like water: milligrams/liter (mg/L),
? concentration of a constituent such as arsenic in solid media like soil samples: milligrams/kilogram (mg/kg), and
? can also be expressed in % by mass or volume.

Side note: This is not in the textbook, but it may be useful to some, especially if taking the CSPs and IH
exams:

Conversion of ppm to mg/m3 and vice versa: ppm =

(????/??3)(24.45),
????

where 24.45 is volume in liters of one gram-mole of a substance.

Specific terminology is also beneficial in studying hazardous materials. Density is the mass of a substance divided by the volume that it occupies. Examples of units of density include the following: pound/gallon

(lb/gal); pound/cubic feet (lb/ft3); and kilogram/cubic meter (kg/m3). Specific gravity is the mass of a given volume of matter compared with the mass of an equal volume of water; this is dimensionless (mass to mass). Vapor density is the mass of a vapor or gas compared with the mass of an equal volume of another gas such as air at the same temperature and pressure, this is also dimensionless (mass to mass). Temperature is a measurement of how hot or cold; common units are Celsius and Fahrenheit. Pressure is the force applied to a unit area (e.g., pounds/square inch lb/in2 or psi). Heat is the form of energy transferred from one body to another because of temperature difference; energy due to atomic or molecular motion in a chemical. Heat is transferred by conduction, convection, and radiation.

You are the project manager of an environmental company that was hired to cleanup a historical arsenic contamination site. Soil sampling results indicated the area impacted with arsenic above action levels is 30 feet by 55 feet. The depth of the arsenic plume is three feet below ground surface. The land owner wanted to clean this site for future development. Answer the questions below to help you prepare a cost estimate for this portion of the project. Your solutions and any assumptions to justify your estimate must be shown.
What is the chemical symbol of arsenic, and what group/family does it belong to?
Solve for the minimum volume of soil that will be excavated in cubic yards?
If each dump truck can transport 18 cubic yards, determine how many dump trucks loads will be transported? For calculation purposes, add a 15% “fluff factor” (add to the volume that will be transported).
If the bulk density of soil is 1350 kg/m3 (84.3 lb/ft3), solve for the weight of the soil that will be transported to a disposal site in kilograms? total response to parts a-d must be at least 200 words in length

Conformity and obedience are forms of social influence, one of the subfields within social psychology. Conformity research addresses the influence the group majority has on individual and group behavior. Sherif and Asch conducted seminal studies on conformity. These researchers and others provide a clear picture of the influence of a group majority on the individual and factors that influence conformity. Research also provides insights into how a minority can influence a group (Fiske, 2014).

For this Discussion, review this week?s media program, Week 6: The Virtual Office. Consider how conformity occurred in the virtual office and describe the conditions that led to conformity.
With these thoughts in mind:

Assignment a brief description of two conditions in the media that led to conformity and explain why. Using the current literature, explain one way to alter the conditions in the scenario to prevent conformity. Finally, provide an example where conformity might be good and explain why.

.
References:

Asch, S. E. (1951). Effects of group pressure upon the modification and distortion of judgment. In H. Guetzkow (Ed.), Groups, leadership and men. Pittsburgh, PA: Carnegie Press.
Fiske, S. T. (2014). Social beings: Core motives in social psychology (3rd ed.). Hoboken, NJ: Wiley.
Sherif, M., & Sherif, C. W. (1953). Groups in harmony and tension. New York, NY: Harper & Row.

Obedience

Another topic within the social psychology subfield of social influence is obedience.Obedience is the impact authority can have on individual behavior. Stanley Milgram pioneered the work in obedience by conducting several studies involving an authority figure and a participant who had to administer (fake) electric shocks to a ?learner.? His videotaped studies produced a sobering picture of the strength of the authority figure/subordinate relationship.
For this Discussion, review this week?s media, Milgram Electric Shock Experiment Video.Consider the conditions that occurred in the video that led to obedience, and think about instances in which obedience may be harmful.

Assignment an explanation of conditions necessary for obedience to occur. Then describe one situation in which obedience is necessary and one situation in which obedience may be harmful and explain why. Use the current literature to support your response.

System Functionality 1. In order to access the ATM, a customer must login with one of the following: A. A valid account number and a four-digit PIN B. A valid user name and password 2. New customers can register for an account. 3. Authenticated users can utilise the system to: ? make a deposit ? make a withdrawal (with sufficient funds available) ? make a single click ?fast? withdrawal of ?100 (with sufficient funds available) ? transfer funds to another account (with sufficient funds available) ? view an account balance ? print an account transaction statement (on screen) (Last week, two weeks, month or custom period) 4. The currency exchange rates will be provided by your own Restful service called Currency 5. The Web application will be developed using the DOTNET Framework and the MVC (Model?view?controller) software architectural pattern. 6. The Web application will contain a local database to keep persistent account data and transaction records 7. The Currency RESTful service will implement the Web API design architectural pattern and also contain a database to maintain currency data. 8. The design and implementation of a realistic and easy-to-understand user interface is expected and users may access the system through multiple devices so you should consider a responsive design. STEP BY STEP TEXT FILE REQUIRED TO PROOF THE PROGRAM WAS CREATED BY MYSELF ? All solution files and associated documentation submitted (explanation what code you used and why) explanation how the program is made. Step by step solution to prove the program was made by the student ? You will be required to discuss your code and design decisions.

VISUAL STUDIO 2013 or 2015 or 2016
Task:
The purpose of this assignment is for you to demonstrate your understanding of appropriate Web technologies, Web development tools, Web standards and current practice to solve a range of web site related problems.
You have been hired to design, develop and test a new Web based ATM (Automated Teller Machine). The web application gives customers access to their standard current and savings accounts, but also allows for transactions in multiple currencies (see the guidance below).
You are also required to evaluate your solution in relation to design, usability and functionality. The evaluation will include a description on your chosen testing strategy with appropriate plans, logs and results, identifying differences between expected and actual results. If your solution contains more errors that you have been able to solve, document the problems and describe what you have done to try and resolve them. The evaluation provides an opportunity to achieve additional marks by describing design features, functionality, good practice and enhancements.

System Functionality
1. In order to access the ATM, a customer must login with one of the following:
A. A valid account number and a four-digit PIN
B. A valid user name and password
2. New customers can register for an account.
3. Authenticated users can utilise the system to:
? make a deposit
? make a withdrawal (with sufficient funds available)
? make a single click ?fast? withdrawal of ?100 (with sufficient funds available)
? transfer funds to another account (with sufficient funds available)
? view an account balance
? print an account transaction statement (on screen) (Last week, two weeks, month or custom period)
4. The currency exchange rates will be provided by your own Restful service called Currency
5. The Web application will be developed using the DOTNET Framework and the MVC (Model?view?controller) software architectural pattern.
6. The Web application will contain a local database to keep persistent account data and transaction records
7. The Currency RESTful service will implement the Web API design architectural pattern and also contain a database to maintain currency data.
8. The design and implementation of a realistic and easy-to-understand user interface is expected and users may access the system through multiple devices so you should consider a responsive design.

Submission
? All solution files and associated documentation submitted (explanation what code you used and why) explanation how the program is made. Step by step solution to prove the program was made by the student)
? You will be required to discuss your code and design decisions.

for your first meeting with the entire staff. Your goal is to emphasize the need for ethical decision making and the importance of placing the clients? or students? needs and rights above those of the staff. Additionally, your PowerPoint presentation should emphasize the APA Ethics Code and the standards for resolving ethical violations. In your speaker notes, include examples of hypothetical violations. You must utilize and cite the Ethical Standards that you believe may be the subject of violation.

Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

Support your presentation with at least fivescholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

Length: 12-15slides (with a separate reference slide)
Notes Length: 200-350 words for each slide

Overview/Description:
You have been provided with case studies in Week 4 that focused on genitourinary and musculoskeletal disorders. You will pick one of these cases to analyze and create a comprehensive plan of care for acute/chronic care, disease prevention, and health promotion for that patient and disorder. Your care plan should be based on current best practices and supported with citations from current literature, such as systematic reviews, published practice guidelines, standards of care from specialty organizations, and other research based resources. In addition, you will provide a detailed scientific rationale that justifies the inclusion of this evidence in your plan. Your paper should adhere to APA format for title page, headings, citations, and references. The paper should be no more than 3 pages typed excluding title page and references.
Criteria:
SOAP note
Evaluation of priority diagnosis
Facilitators and barriers to disorder management
Submit your document to the W4 Assignment 2 Dropbox by Tuesday, January 24, 2017.
Assignment 2 Grading Criteria
Maximum Points
Introduction
The submission included a general introduction to the priority diagnosis.
10
Subjective Data
The submission included the patient’s interpretation of current medical problem. It included chief complaint, history of present illness, current medications and reason prescribed, past medical history, family history, and review of systems.
15
Objective Data
The submission included the measurements and observations obtained by the nurse practitioner. It included head to toe physical examination as well as laboratory and diagnostic testing results.
15
Assessment
The submission included at least three priority diagnoses. Each diagnosis was supported by documentation in subjective and objective notes and free of essential omissions. All diagnoses were documented using acceptable terminologies and current ICD-10 codes.
20
Plan of Care
Plan included diagnostic and therapeutic (pharmacologic and non-pharmacologic) management as well as education and counseling provided. The plan was supported by evidence/guidelines, and the follow-up plans were noted.
25
Evaluation of Priority Diagnosis
The plan chose the priority diagnosis for the patient and differentiated the disorder from normal development. Discussed the physical and psychological demands the disorder places on the patient and family and key concepts to discuss with them. Identified key interdisciplinary team personnel needed and how this team will provide care to achieve optimal disorder management and outcomes.
25
Facilitators and Barriers
The submission interpreted facilitators and barriers to optimal disorder management and outcomes and strategies to overcome the identified barriers.
20
Conclusion
The submission included what should be taken away from this assignment.
10
APA/Style/Format
The submission was free of grammatical, spelling, or punctuation errors. Citations and references were written in correct APA Style.

Utilized proper format with coversheet, header.
10
Total
150

Assignment 2: Case Study Analysis and Care Plan Creation
Click here (I COPIED AND PAST IT ON BELOW) to download and analyze the case study for this week. Create a holistic care plan for disease prevention, health promotion, and acute care of the patient in the clinical case. Your care plan should be based on current evidence and nursing standards of care.

CASE STUDY

Week 2: Respiratory Clinical Case

Patient Setting:

65 year old Caucasian female that was discharged from the hospital 10 weeks ago after a motor vehicle accident presents to the clinic today. States she is having severe wheezing, shortness of breath and coughing at least once daily. She can barely get her words out without taking breaks to catch her breath and states she has taken albuterol once today.

HPI

Frequent asthma attacks for the past 2 months (more than 4 times per week average), serious MVA 10 weeks ago; post traumatic seizure 2 weeks after the accident; anticonvulsant phenytoin started ? no seizure activity since initiation of therapy.

PMH

History of periodic asthma attacks since early 20s; mild congestive heart failure diagnosed 3 years ago; placed on sodium restrictive diet and hydrochlorothiazide; last year placed on enalapril due to worsening CHF; symptoms well controlled the last year.

Past Surgical History

None

Family/Social History

Family: Father died age 59 of kidney failure secondary to HTN; Mother died age 62 of CHF

Social: Nonsmoker; no alcohol intake; caffeine use: 4 cups of coffee and 4 diet colas per day.

Medication History

Theophylline SR Capsules 300 mg PO BID

Albuterol inhaler, PRN

Phenytoin SR capsules 300 mg PO QHS

HTCZ 50 mg PO BID

Enalapril 5 mg PO BID

Allergies

NKDA

ROS

Positive for shortness of breath, coughing, wheezing and exercise intolerance. Denies headache, swelling in the extremities and seizures.

Physical exam

BP 171/94, HR 122, RR 31, T 96.7 F, Wt 145, Ht 5? 3?

VS after Albuterol breathing treatment – BP 134/79, HR 80, RR 18

Gen: Pale, well developed female appearing anxious. HEENT: PERRLA, oral cavity without lesions, TM without signs of inflammation, no nystagmus noted. Cardio: Regular rate and rhythm normal S1 and S2. Chest: Bilateral expiratory wheezes. Abd: soft, non-tender, non-distended no masses. GU: Unremarkable. Rectal: Guaiac negative. EXT: +1 ankle edema, on right, no bruising, normal pulses. NEURO: A&O X3, cranial nerves intact.

Laboratory and Diagnostic Testing

Na – 134

K – 4.9

Cl – 100

BUN – 21

Cr – 1.2

Glu ? 110

ALT ? 24

AST – 27

Total Chol ? 190

CBC – WNL

Theophylline – 6.2

Phenytoin – 17

Chest Xray ? Blunting of the right and left costophrenic angles

Peak Flow ? 75/min; after albuterol ? 102/min

FEV1 ? 1.8 L; FVC 3.0 L, FEV1/FVC 60%

Visit the South University Online Library and research for current scholarly evidence (no older than 5 years) to support your nursing actions. In addition, consider visiting government sites such as the CDC, WHO, AHRQ, and Healthy People 2020. Provide a detailed scientific rationale justifying the inclusion of this evidence in your plan.
Next determine the ICD-10 classification (diagnoses). The International Classification of Diseases, Ninth Revision, Clinical Modification (ICD-10-CM) is the official system used in the United States to classify and assign codes to health conditions and related information.
Click here to access the codes.
https://www.cms.gov/medicare-coverage-database/overview-and-quick-search.aspx?generalError=Thank+you+for+your+interest+in+the+Medicare+Coverage+Database.+You+may+only+view+the+page+you+attempted+to+access+via+normal+usage+of+the+Medicare+Coverage+Database.

I PUT IT AT THE END OF THIS POST
Click here to download the care plan template to help you design a holistic patient care plan. The care plan example provided here is meant only as a frame of reference for you to build your care plan. You are expected to develop a comprehensive care plan based on your assessment, diagnosis, and advanced nursing interventions. Reflect on what you have learned about care plans through independent research and peer discussions and incorporate the knowledge that you have gained into your patient’s care plan.
Format
Your care plan should be formatted as a Microsoft Word document. Follow the current APA edition style. Your paper should be 2 pages excluding the title page and references and in 12pt font.
Name your document: SU_NSG6001_W2_A2_LastName_FirstInitial.doc.
Submit your document to the W2 Assignment 2 Dropbox by Tuesday, January 10, 2017.
Assignment 2 Grading Criteria
Maximum Points
Subjective Data
The submission included the patient’s interpretation of current medical problem. It included chief complaint, history of present illness, current medications and reason prescribed, past medical history, family history, and review of systems.
15
Objective Data
The submission included measurements and observations obtained by the nurse practitioner. It included head to toe physical examination as well as laboratory and diagnostic testing results and interpretation (especially those that pertain to the diagnosis).
15
Assessment
The submission included at least three priority diagnoses. Each diagnosis was supported by documentation in subjective and objective notes and free of essential omissions. All diagnoses were documented using acceptable terminologies and current ICD-10 codes.
15
Plan of Care
Plan included diagnostic and therapeutic (pharmacologic and non-pharmacologic) management as well as education and counseling provided. The plan was supported by evidence/guidelines, and the follow-up plans were noted.
20
APA
Used APA standards consistently and accurately when citing in the SOAP note and reference page. Utilized proper format with coversheet and header.
10
Total
75

SAMPLE (OR TEMPLETE) FOR THE WORK

Title of Plan of Care

Name

South University Online

Faculty Name

NSG 6001

Date

**Please delete this statement and anything in italics prior to submission to shorten the length of your paper.

Patient Initials ______

Subjective Data: (Information the patient tells you regarding themselves: Biased Information):

Chief Compliant: (In patient?s exact words)

History of Present Illness: (Analysis of current problems in chronologic order using symptom analysis [onset, location, frequency, quality, quantity, aggravating/alleviating factors, associated symptoms and treatments tried]).

PMH/Medical/Surgical History: (Includes medications and why taking, allergies, other major medical problems, immunizations, injuries, hospitalizations, surgeries, psychiatric history, obstetric and history sexual history).

Significant Family History: (Includes family members and specific inheritable diseases).

Social History: (Includes home living situation, marital history, cultural background, health habits, lifestyle/recreation, religious practices, educational background, occupational history, financial security and family history of violence).

Review of Symptoms: (Review each body system -This section you should place POSITIVE for? information in the beginning then state Denies?). – General:; Integumentary:; Head:; Eyes: ; ENT:; Cardiovascular:; Respiratory: ; Gastrointestinal:; Genitourinary:; Musculoskeletal:; Neurological:; Endocrine:; Hematologic:; Psychologic: .

Objective Data:

Vital Signs: BP – ; P ; R ; T ; Wt. ; Ht. ; BMI .

Physical Assessment Findings: (Includes full head to toe review)

HEENT:

Lymph Nodes:

Carotids:

Lungs:

Heart:

Abdomen:

Genital/Pelvic:

Rectum:

Extremities/Pulses:

Neurologic:

Laboratory and Diagnostic Test Results: (Include result and interpretation.)

Assessment: (Include at least 3 priority diagnosis with ICD-10 codes. Please place in order of priority.)

Plan of Care: (Addressing each dx with diagnostic and therapeutic management as well as education and counseling provided).

Please read the three statements, which all relate to the mission and the values of Loyola Marymount University. Choose the one you find most interesting and thought provoking; then, answer the question which accompanies the statement you select. This essay, usually around 500 words, is your chance to display your critical and creative thinking.
Prompt 1

In his 2015 Papal Encyclical, Laudato Si?, in which he addresses climate change and our collective responsibility to care for our ?common home,? Pope Francis , S.J., observes that, ?Climate change is a global problem with grave implications: environmental, social, economic, political, and for the distribution of goods.?

Prompt 1 question:

Much has been written about the environmental implications of climate change, but less about the distribution of goods or the social, economic, and political implications. Which one of these less studied aspects of climate change seems to you most worrisome for our ?common home,? and why?

Prompt 2

Speaking about education, Dr. Martin Luther King once said, ?The function of education is to teach one to think intensively and to think critically. Intelligence plus character?that is the goal of true education.??

Prompt 2 question:

Critical thinking is a central goal of Jesuit education, and at LMU you?ll be asked to think critically and intensively in every class. Dr. King suggests that critical thinking results in our ability to inform intelligence with character, and strengthen character with intelligence. Please talk about a situation that demanded critical thinking from you, and how your choices or decisions integrated intelligence and character.

Prompt 3

A motto often associated with Jesuit and Marymount schools is ??Educating men and women for others.?? Fr. Pedro Arrupe, the former head of the Jesuits, once said that ??our prime educational objective must be to form men and women for others, who believe that a love of self or of God which does not issue forth in justice for the least of their neighbors is a farce.??

Prompt 3 question:

What do you think Fr. Arrupe meant when he said this? Please give an example of someone you know, other than your teachers and parents, who works for justice for the least of their neighbors.

Assume the role of the new director of a professional organization, a mental health clinic, or a private nonprofit research institution or a university program. Most of the staff/faculty have been part of the organization for years, and the atmosphere is very collegial. You, however, have heard, that shortcuts are being taken and potential ethical violations are not being addressed by colleagues. Now, you are preparing

for your first meeting with the entire staff. Your goal is to emphasize the need for ethical decision making and the importance of placing the clients? or students? needs and rights above those of the staff. Additionally, your PowerPoint presentation should emphasize the APA Ethics Code and the standards for resolving ethical violations. In your speaker notes, include examples of hypothetical violations. You must utilize and cite the Ethical Standards that you believe may be the subject of violation.

Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

Support your presentation with at least fivescholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

Length: 12-15slides (with a separate reference slide)
Notes Length: 200-350 words for each slide
Week-1 Assignment Due January 01, 2017

Assume the role of the new director of a professional organization, a mental health clinic, or a private nonprofit research institution or a university program. Most of the staff/faculty have been part of the organization for years, and the atmosphere is very collegial. You, however, have heard, that shortcuts are being taken and potential ethical violations are not being addressed by colleagues. Now, you are preparing

for your first meeting with the entire staff. Your goal is to emphasize the need for ethical decision making and the importance of placing the clients? or students? needs and rights above those of the staff. Additionally, your PowerPoint presentation should emphasize the APA Ethics Code and the standards for resolving ethical violations. In your speaker notes, include examples of hypothetical violations. You must utilize and cite the Ethical Standards that you believe may be the subject of violation.

Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

Support your presentation with at least fivescholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

Length: 12-15slides (with a separate reference slide)
Notes Length: 200-350 words for each slide
Week-1 Assignment Due January 01, 2017

Assume the role of the new director of a professional organization, a mental health clinic, or a private nonprofit research institution or a university program. Most of the staff/faculty have been part of the organization for years, and the atmosphere is very collegial. You, however, have heard, that shortcuts are being taken and potential ethical violations are not being addressed by colleagues. Now, you are preparing

for your first meeting with the entire staff. Your goal is to emphasize the need for ethical decision making and the importance of placing the clients? or students? needs and rights above those of the staff. Additionally, your PowerPoint presentation should emphasize the APA Ethics Code and the standards for resolving ethical violations. In your speaker notes, include examples of hypothetical violations. You must utilize and cite the Ethical Standards that you believe may be the subject of violation.

Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

Support your presentation with at least fivescholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

Length: 12-15slides (with a separate reference slide)
Notes Length: 200-350 words for each slide