Day: December 24, 2019

Imagine that a client came to you as a first step, in one of the provided scenarios. It is likely you will need to recommend outside resources, beyond what you would provide, such as counseling, too. Even though you might not provide all the resources for a client as he or she goes through the stages of change, you should be able to predict which stages a client in a given situation is likely to go though.

In your chosen scenario, identify the stages of change that a client would likely go through and questions that you would ask him or her during each stage to help progress. Assess the resources that he or she might need and referrals that you might make for the client to be successful at each stage.

Choose a scenario from the given list and evaluate the stages of change. As part of your analysis, you should identify the culture, ethnicity, and/or country of the client. Analyze the scenario from the viewpoint of a human and social services professional after the client has come to your organization for help.

1. A client who received news of being diagnosed with a sexually transmitted disease
2. A manager of an organization that experienced a large layoff and employee morale is low
3. A community without clean running water
4. A client who is considered obese and obesity runs in the family
5. A client who is 43 and started smoking as a teenager
6. A community that has experienced a natural disaster, which has left many homeless and members of the community are coming to your organization for help

For your chosen scenario, use Prochaska and DiClemente’s Stages of Change. In 1–2 pages: Identify the questions you might ask while interviewing the client during each stage. Assess the resources that he or she might need and referrals that you might make for the client to be successful in moving from one stage to another. Be specific.

Focused Throat Exam Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus during the past 2 weeks, Lily figured she shouldn’t take her 3-day sore throat lightly. Your clinic has treated a few cases similar to Lily’s. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn’t sound congested.

To Prepare

· By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

· Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case.

With regard to the case study you were assigned:

· Review this week’s Learning Resources and consider the insights they provide.

· Consider what history would be necessary to collect from the patient.

· 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

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.

Episodic/Focused SOAP Note Template – (delete information on this template and input one related to the patient in the case study above).

Patient Information:

Initials, Age, Sex, Race

S.

CC (chief complaint) a BRIEF statement identifying why the patient is here – in the patient’s own words – for instance “headache”, NOT “bad headache for 3 days”.

HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:

Location: head

Onset: 3 days ago

Character: pounding, pressure around the eyes and temples

Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

Timing: after being on the computer all day at work

Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better

Severity: 7/10 pain scale

Current Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.

Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).

PMHx: include immunization status (note date of last tetanus for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed
 

Soc Hx: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here – such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.

Fam Hx: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

ROS: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL:  No weight loss, fever, chills, weakness or fatigue.

HEENT:  Eyes:  No visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat:  No hearing loss, sneezing, congestion, runny nose or sore throat.

SKIN:  No rash or itching.

CARDIOVASCULAR:  No chest pain, chest pressure or chest discomfort. No palpitations or edema.

RESPIRATORY:  No shortness of breath, cough or sputum.

GASTROINTESTINAL:  No anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood.

GENITOURINARY:  Burning on urination. Pregnancy. Last menstrual period, MM/DD/YYYY.

NEUROLOGICAL:  No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL:  No muscle, back pain, joint pain or stiffness.

HEMATOLOGIC:  No anemia, bleeding or bruising.

LYMPHATICS:  No enlarged nodes. No history of splenectomy.

PSYCHIATRIC:  No history of depression or anxiety.

ENDOCRINOLOGIC:  No reports of sweating, cold or heat intolerance. No polyuria or polydipsia.

ALLERGIES:  No history of asthma, hives, eczema or rhinitis.

O.

Physical exam: From head-to-toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History. Do not use “WNL” or “normal.” You must describe what you see. Always document in head to toe format i.e. General: Head: EENT: etc. 

Diagnostic results: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines)

A.

Differential Diagnoses (list a minimum of 3 differential diagnoses).Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence based guidelines.

P. 

This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

References

You are required to include at least three evidence based peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 6th edition formatting.

Resources for references

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

• Chapter 11, “Head and Neck”

       This chapter reviews the anatomy and physiology of the head and neck. The      authors also describe the procedures for conducting a physical examination      of the head and neck.

• Chapter 12, “Eyes”

       In this chapter, the authors describe the anatomy and function of the      eyes. In addition, the authors explain the steps involved in conducting a      physical examination of the eyes.

• Chapter 13, “Ears, Nose, and Throat”

       The authors of this chapter detail the proper procedures for conducting a      physical exam of the ears, nose, and throat. The chapter also provides      pictures and descriptions of common abnormalities in the ears, nose, and      throat.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

 

Chapter 15, “Earache”
This chapter covers the main questions that need to be asked about the patient’s condition prior to the physical examination as well as how these questions lead to a focused physical examination.

Chapter 21, “Hoarseness”
This chapter focuses on the most common causes of hoarseness. It provides strategies for evaluating the patient, both through questions and through physical exams.

Chapter 25, “Nasal Symptoms and Sinus Congestion”

In this chapter, the authors highlight the key questions to ask about the patients symptoms, the key parts of the physical examination, and potential laboratory work that might be needed to provide an accurate diagnosis of nasal and sinus conditions.

Chapter 30, “Red Eye”

The focus of this chapter is on how to determine the cause of red eyes in a patient, including key symptoms to consider and possible diagnoses.

Chapter 32, “Sore Throat”

A sore throat is one most common concerns patients describe. This chapter includes questions to ask when taking the patient’s history, things to look for while conducting the physical exam, and possible causes for the sore throat.

Chapter 38, “Vision Loss”
This chapter highlights the causes of vision loss and how the causes of the condition can be diagnosed.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Head and neck: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., & Solomon, B. S., & Stewart, R. W. (2019). Head and neck: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Eyes: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Eyes: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

For many human services organizations, developing partnerships with other organizations contributes to the success of the organization. Partnerships can fill a variety of needs within organizations and in the service community. Developing partnerships among organizations requires careful consideration. Human services administrators must take specific steps to build effective partnerships that are beneficial for both the organizations and the clients that they serve. As you prepare for this Application Assignment, review this week’s Graphic Novel and think about the importance of developing partnerships in human services. Consider the role of the human services administrators in developing partnerships with other organizations. Think about elements that might contribute to successful partnerships as well as those that might contribute to failed partnerships. Think about how human services administrators can address failed partnerships

In 2–3 pages, use an example from the Graphic Novel to:

• Explain the importance of developing partnerships in human services.
• Explain the role of the human services administrator in developing partnerships for his or her organization.
• Explain at least two elements that contribute to successful partnership between organizations.
• Explain at least one element that might contribute to a failed partnership between organizations.
• Explain how a human services administrator can address a failed partnership.
• Share an insight you had or a conclusion you drew about the nature of partnerships in human services organizations. Use examples from this week’s media and other Learning Resources to support your response.

Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course. You should include in your references at least two resources included in this week’s resources and at least one outside scholarly resource.

 

 

 

 

Resource

 

Patti, R. J. (Ed.). (2009). The handbook of human services management (2nd ed.). Thousand Oaks, CA: Sage Publications.

• Chapter 20, “Agency–Environment Relations: Understanding External and Natural Environments”
• Chapter 21, “Building Community Partnerships and Networks”

Among the Resources in this module is the Rutherford (2008) article Standardized Nursing Language: What Does It Mean for Nursing Practice? In this article, the author recounts a visit to a local hospital to view the recent implementation of a new coding system.

During the visit, one of the nurses commented to her, “We document our care using standardized nursing languages but we don’t fully understand why we do” (Rutherford, 2008, para. 1). 

How would you respond to a comment such as this one?

To Prepare:

• Review the concepts of informatics as presented in the Resources, particularly Rutherford, M. (2008) Standardized Nursing Language: What Does It Mean for Nursing Practice?
• Reflect on the role of a nurse leader as a knowledge worker.
• Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

In a 2- to 3-page paper, address the following:

• Explain how you would inform this nurse (and others) of the importance of standardized nursing terminologies.
• Describe the benefits and challenges of implementing standardized nursing terminologies in nursing practice. Be specific and provide examples.
• Be sure to support your paper with peer-reviewed research on standardized nursing terminologies

Combine all the previous milestones into a cohesive final paper or presentation (10 to 12 slides with speaker notes). Your final paper should include revisions based on the feedback you received from your instructor on each milestone.

Assignment Content

1. Project plans outline the intended course of events; however, things don’t always happen as intended. Organizations need to consider risks and develop a contingency plan. This plan is typically presented to management. 

   Add the following 2 columns to the project plan table you created in Wk 4 – Apply: Project Plan: 

   1. Potential Risk Factors 
   2. Contingency Plans 
   3. Based on your prior research, determine potential risk factors for not meeting each of the project objectives. Develop a contingency plan for each of the potential risks. Add the potential risks and contingency plan to your Wk 4 – Apply: Project Plan. 

      Use Microsoft PowerPoint® to create a 12- to 14-slide executive presentation—with appropriate images and diagrams—that summarizes the following information: 

   • The organization’s information presented in Wk 1 
   • SWOT analysis and market trend research 
   • Project objectives 
   • How success will be measured (Quantifiable Objectives)
   • The value this project will bring to the organization
   • Project metrics 
   • Timelines  
   • Responsible parties 
   • Potential risk factors 
   • Contingency plans 
   • Include detailed speaker notes within the presentation.  

     Cite all sources according to APA guidelines. 

     You will submit 2 different deliverables:  

   1. Updated project plan with potential risk factors and a contingency plan  
   2. Executive presentation with detailed speaker notes within the presentation 

Thinking and Language Reflection Worksheet

Reflect on your understanding of the relationship between thinking and language.

Answer the following questions in 100-200 words each:

a) How do individuals acquire and develop language? 

b) How do you personally communicate your thoughts and how did you learn to do so?

c) Based on your own experiences, what are some symbols (e.g., letters of the alphabet) people use to communicate?

d) Explain how you think these symbols are related to critical thinking?

Please provide references

 

The assignment will be graded according to the following criteria:

a) Clarity: The intent of the writer is clear.  

b) Logic: The answer makes sense.

c) Answers question: The questions are addressed fully.

Mechanics: Answers contain proper punctuation and grammar 

Topic 1: Persuasive Essay: Outline Worksheet

Review “How Do I Organize My Brainstorm into an Outline?” in “The Writing Process” Media piece.

http://lc.gcumedia.com/phi105/persuasive-writing-website/persuasive-writing-website-v1.1.html 

Assignment Directions: 

TOPIC: College Athletes Compensation

Use the Persuasive Essay Outline on the next page to outline your persuasive essay by completing the following:

1) Use the feedback you received from your instructor to revise your thesis statement. 

a) Write your thesis as a complete sentence (as you would in your essay) in the “Thesis Sentence” section under the Introductory Paragraph heading in the outline below.

2) Create a topic sentence for each of the three paragraphs that comprise the body of your essay.

a) Record the topic sentences in each of the “Topic Sentence” sections under the “Support for Thesis” headings in the outline below. 

b) Your topic sentences should support your thesis and provide transitions between the paragraphs.

3) Write at least three details for each topic sentence. 

a) These details should provide support for the topic sentence. 

b) Remember to include at least one in-text citation for each supporting paragraph.

4) Write a concluding sentence under the “Conclusion” heading in the outline below. 

a) Your concluding sentence should be your thesis restated in different words.

Persuasive Essay Outline

Introductory Paragraph: 

Hook: Have you ever wondered why College Athletes are not paid?

Background and contextual information:

Thesis Sentence: College athletes should be compensated due to Lengthy careers, injuries, and popularity.

Support for Thesis 1 (Subtopic 1)

Persuasive Topic Sentence including position and subtopic 1: 

Detail A: 4 Years in college, once you keep coming back, you get paid.

Detail B: 15 week salary

Detail C: Salary based on Academic standings, no 2.5 no pay.

Transitional sentence:  Although players do not get payed without finding a degree there is not for sure way to succeed without going back to school

Support for Thesis 2 (Subtopic 2)

Persuasive Topic Sentence including position and subtopic 2 

Detail A: More injuries are showing up in collegiate athletics 

Detail B: Players should learn about insurance

Detail C: Injuries can stop players from excelling to the next level 

Transitional sentence: Injuries have devastated many players and makes it hard for the student to recover while in school.

Support for Thesis 3 (Subtopic 3)

Persuasive Topic Sentence including position and subtopic 3: 

Detail A: Sports are limited due to school; some schools might be the right schools, but no sports

Detail B: College Sports is the foundation of Pro sports

Detail C: College sports is an introduction of a certain player into the pro world of sports

Transitional Sentence:  College sports ratings are at an all-time high now because so many people are being supported. With this support system many, many players can now get paid to play the game they love for more years.

Conclusion 

Paraphrase thesis statement (restated in different words): More and more people should look into why their children are paying so much to receive a degree and probably won’t be able to use it.

 

Summarize main points: For many years, The NCAA has looked over the fact of compensating their players. These same players are the same reason that many people have grown to love their sport and support it as well.

Final remarks:

QUESTION: Use the outline created in Week 4 (CREATED ABOVE) to write the first draft of your essay.

References (New page at the end of the essay)

Organize all references below into a reference list. Be sure the references are in alphabetical order based on the author’s last name, double-spaced. List should be formatted to have hanging indents by ½ an inch, with the first line hanging and all others indented. See the GCU Style Guide for help with formatting references and citations. Within the essay, this reference page will be on its own page at end of your essay.

Literature Reviews

Acord-Vira, A., Curtis, R., Davis, D., & Wheeler, S. (2019). Returning to the Classroom Following Sport-Related Concussion: Perspectives of College Student Athletes. Journal of Postsecondary Education & Disability, 32(1), 35–48. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=136781209&site=eds-live&scope=site

Karcher, R. T. (2017). Big-Time College Athletes’ Status as Employees. ABA Journal of Labor & Employment Law, 33(1), 31–53. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=130327970&site=eds-live&scope=site

Stokowski, S., Paule-Koba, A. L., & Kaunert, C. (2019). Former College Athletes’ Perceptions of Adapting to Transition. Journal of Issues in Intercollegiate Athletics, 403–426. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=s3h&AN=138583721&site=eds-live&scope=site

Helpful links:

Persuasive essay writing process:

http://lc.gcumedia.com/phi105/persuasive-writing-website/persuasive-writing-website-v1.1.html 

References and Citation help:

http://libguides.gcu.edu/CitingSources

Grading Criteria

Consider the following criteria when developing the outline for your essay. These criteria will be applied when this assignment is graded. 

1) Outline contains a thesis statement.  

2) Outline contains a topic sentence for each of the three paragraphs of the body of the essay.

3) Transitions between paragraphs are evident and appropriate. 

4) Contains three details for each topic sentence; details provide support of the related topic sentence.

5) Included in-text citations and references.

6) Outline contains concluding sentence, which restates the thesis in different words.