Archive for December 24th, 2019

Fsmt498 Week 8 Assignment

Read the material on the problem for this assignment in the Lesson and Assignment Eight and write a 2 page paper on the question.

 

This is a chance for you to assess four different issues that have been in the news and choose and assess one that you feel is something that is challenging your department or a department near you. Again this is not an examination of what you know, but rather how you would apply the knowledge that you have gained throughout your pursuit of a degree and apply that to problems that you may face in your career. These are not going to be large issue problems, but day to day ones and what I am looking for is not an analysis but rather a solution that you are comfortable with. Take the time to consider these issues that are real and decide how you would face the issue presented. Give me a solution and not an analysis. So, refrain one last time, you have reached the rank of Chief of Department. Read the four news articles below and chose one which might be an issue for your department and then discuss how you would address the problem. Provide information on how you would advise the municipality on how you have developed department policies and procedures to meet this issue. What legal problems could your department face with this issue?

Fsmt320

For this week’s forum, reflect on the course with responses to the following:    

  • Discuss a few topics you now have a better understanding of compared to when the course began.
  • How will you utilize the information we covered to be more effective at your job? 
  • How can the course can be improved?

#1

 

 

I cannot believe that eight weeks have come and gone and this course is coming to a close.  I have enjoyed the course and can take away information that will hopefully make me a better firefighter for years to come.  The course has focused on some key aspects of the job though review of incidents like the Watts Plant fire.  This had me reviewing and putting in place the NFPA concepts tree.  This approach helps to cover all bases and assure there are no holes in potential incident.  The weekly forums also had us thing about incidents both typical and uncommon.  Week 2 brought a great discussion on the best method to extinguish fires in coal mines and jigsaws with solid rocket fuel.  To read everyone’s opinion on the best method really helped see things from different views. 

       This course has me reinforcing that the learning must never stop.  Reviewing past incidents is a great way to learn from real world scenarios.  It is also clear that the NFPA literature available is a great source of information for all facets of the job from protection measures to incident concepts.  I found the course to be interesting and relative to the degree.  I do wish the assignments would open earlier each week.  Having a busy life, I try and get a lot of my work done on shift if the time is available.  Some weeks I had completed the lesson and all required reading but was unable to move forward because the forum or assignment had not opened yet.  The book that was also part of the weekly reading I found to be extremely technical and often I was honestly confused reading it.  It seemed to be disconnected form the rest of the course as well and really did not correlate to the forums or assignments.  Best of luck to everyone on the remainder of your coursed and I hope everyone has a great holiday.

 

#2

 

 

There were a few things that I didn’t know about or weren’t privy to about how building construction and fire protection systems can suppress or worsen a fire. The topic halon was interesting because I didn’t know that it is harmful to personnel and the environment. Also, how agencies are trying to stray away from using that extinguishing agent. Another topic was the case study on the Watts Fire that I learned about the fire safety concepts tree and how some buildings were grandfathered in which got me thinking about how policies, rules, codes, and standards should be changed to prevent further mishaps. This course not only discussed building construction and fire protection systems, it also gave a brief look at how the system is not perfect, and will need to be fixed to bring buildings up to code.

I believe that building construction will constantly change and this course helped me view how I should go about inspecting or sizing up a building to enter or offering ideas to help. This also helped me visualize how different factors on a building can influence a fire’s path. I would like to have a different book for the course. It seemed that the book was more for building construction in England, which I was trying to relate to what the U.S. has, as far as codes and standards the building materials.

Human Resource Management 6011

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.

Professional Nursing And State-Level Regulations

Boards of Nursing (BONs) exist in all 50 states, the District of Columbia, American Samoa, Guam, the Northern Mariana Islands, and the Virgin Islands. Similar entities may also exist for different regions. The mission of BONs is the protection of the public through the regulation of nursing practice. BONs put into practice state/region regulations for nurses that, among other things, lay out the requirements for licensure and define the scope of nursing practice in that state/region.

It can be a valuable exercise to compare regulations among various state/regional boards of nursing. Doing so can help share insights that could be useful should there be future changes in a state/region. In addition, nurses may find the need to be licensed in multiple states or regions.

To Prepare:

  • Review the Resources and reflect on the mission of state/regional boards of nursing as the protection of the public through the regulation of nursing practice.
  • Consider how key regulations may impact nursing practice.
  • Review key regulations for nursing practice of your state’s/region’s board of nursing and those of at least one other state/region and select at least two APRN regulations to focus on for this Discussion.

 

Post a comparison of at least two APRN board of nursing regulations in your state/region with those of at least one other state/region. Describe how they may differ. Be specific and provide examples. Then, explain how the regulations you selected may apply to Advanced Practice Registered Nurses (APRNs) who have legal authority to practice within the full scope of their education and experience. Provide at least one example of how APRNs may adhere to the two regulations you selected.

 

*compare Miami Florida with any other

* at least three references 

 
 
 

SOAP Assessment

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: HeadEENT: 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.

Human Resource Management 6152

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”

The Impact Of Standardized Nursing Terminology

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

9-1 Final Project Submission: Summary Of Findings

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.

Apply: Contingency Plan And Executive Presentation

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 

Critical Thinking & Problem Solving

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 

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