The journal activity; Think about how the healthcare industry is impacted by economic factors

The journal activity in this course is private between students and the instructor. The journal assignment will serve as a personal reflection on your knowledge and experience relating to the content covered in the course.

Prompt: Think about how the healthcare industry is impacted by economic factors as heavily as any other industry. Now that your project is complete, reflect on the relationships between economics, legislative changes, and policies and how these relationships are important to the overall delivery of healthcare systems. What steps can you take to become active in shaping economic legislation or policies that impact the healthcare industry? Consider how economics will inform the decision making in your current or future position.

In the second part of this journal assignment, compare what you thought you knew about the economics of healthcare with what you learned in the course and identify the significance (what it means to you professionally and/or personally). You might also identify what more you want to learn in relation to the economics of healthcare.

Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins. When writing this journal, use APA formatting for all references and in-text citations. Your journal assignment should be 3–4 paragraphs in length.

Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%)

IHP 620 Reflection Journal Guidelines and Rubric

 

The journal activity in this course is private between students and the instructor. The journal assignment will serve as a personal reflection on your knowledge and experience relating to the content covered in the course.

 

Prompt: Think about how the healthcare industry is impacted by economic factors as heavily as any other industry. Now that your project is complete, reflect on the relationships between economics, legislative changes, and policies and how these relationships are important to the overall delivery of healthcare systems. What steps can you take to become active in shaping economic legislation or policies that impact the healthcare industry? Consider how economics will inform the decision making in your current or future position.

 

In the second part of this journal assignment, compare what you thought you knew about the economics of healthcare with what you learned in the course and identify the significance (what it means to you professionally and/or personally). You might also identify what more you want to learn in relation to the economics of healthcare.

 

Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins. When writing this journal, use APA formatting for all references and in-text citations. Your journal assignment should be 3–4 paragraphs in length.

 

 

Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Comprehension Meets “Proficient” criteria and Clearly articulates a firm Articulates some Does not articulate an 30
offers keen insight about the understanding of the understanding of the understanding of the
topic that is under importance of economics to importance of economics to importance of economics to
consideration healthcare delivery with healthcare delivery but is healthcare delivery
specific supporting details missing clarity and detail of
content
Application to Meets “Proficient” criteria and Anticipates specific Anticipates opportunities to Does not anticipate 30
Profession uses exceptional detail to opportunities to apply apply economic principles to opportunities to apply
describe opportunities and economic principles to their their professional career but is economic principles to their
applications to their professional career with detail missing detail and clarity of professional career
current/future position and clarity content
Reflection on Meets “Proficient” criteria and Assesses the significance of Assesses the significance of Does not assess the 30
Learning uses exceptional detail to new concepts learned through new concepts learned through significance of new concepts
apply learning to their the course with clarity and the course but is missing learned through the course
profession specific details clarity and detail of content

 

Articulation of Submission is free of errors Submission has no major Submission has major errors Submission has critical errors 10
Response related to citations, grammar, errors related to citations, related to citations, grammar, related to citations, grammar,
(APA/Mechanics) spelling, syntax, and grammar, spelling, syntax, or spelling, syntax, or spelling, syntax, or
organization and is presented organization organization that negatively organization that obstruct
in a professional and easy-to- impact readability and understanding
read format articulation of main ideas
Earned Total 100%

 

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write an essay APA Style (Walmart)

write an essay APA Style ( Walmart) 

Consider both Wal-Mart (www.walmart.com) and Amazon (www.amazon.com). In what ways do these two companies compete? Compare them using the variables of the marketing mix. Which do you believe has the upper hand? Why?

FNU Database link.

Hello, everyoneThis is the FNU Database link to properly access and submit your three (3) professional journals which is a requirement for the Research paper on your Reference page.Please, go to the link above to access the direct link!

Go to the link above to go to the FNU database link. (https://proxy.lirn.net/)

Add the school name: Florida National University, then click on the LIRN portal below.

Next, enter the school user name: 24439

and the school password: smartlearn39

Then scroll down and search for the Psychology group/category.

Next, go to ProQuest Central or Psychology Database to search for you topic on the search bar and then click on full text to get the full information pages.

Finally, you will be able to choose 3 journals of the all the available articles to provide your 3 journals for the paper.

Go to “Cite” to find the reference information for the article you are reviewing. This article reference info can be copied and pasted on the Reference page for your paper.

 

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BUS499 Grantham Week 6 Business Proposal Project Part 3

BUS499 Grantham Week 6 Business Proposal Project Part 3

Instructions for Project Part 3

Now that you have conducted a cultural review along with developing some marketing strategies for entry into the country, it is time to begin the third part of the project, which continues from Project Part 2. Using the same company of choice that is proposing an expansion opportunity oversea, conduct a strategic audit on the following areas:

  • Internal environment
  • External environment
  • Strengths
  • Problem analysis
  • Recommendations and implementation costs

Submission Requirements:

Submit a two– to three-page Word document using 12-pt. font and APA format

I have included the recommended update from part 2 to be added to part 3 as well as the country comparison from Hofsted

6-D model. It need to be incorporated.

WHAT ABOUT SOUTH AFRICA?

If we explore the culture of South Africa through the lens of the 6-D Model©, we can get a good overview of the deep driving factors of its culture relative to other world cultures.

POWER DISTANCE

This dimension deals with the fact that all individuals in societies are not equal – it expresses the attitude of the culture towards these inequalities amongst us. Power Distance is defined as the extent to which the less powerful members of institutions and organisations within a country expect and accept that power is distributed unequally.

South Africa scores 49 on this dimension which means that people to a larger extent accept a hierarchical order in which everybody has a place and which needs no further justification. Hierarchy in an organization is seen as reflecting inherent inequalities, centralization is popular, subordinates expect to be told what to do and the ideal boss is a benevolent autocrat

INDIVIDUALISM

The fundamental issue addressed by this dimension is the degree of interdependence a society maintains among its members. It has to do with whether people´s self-image is defined in terms of “I” or “We”. In Individualist societies people are supposed to look after themselves and their direct family only. In Collectivist societies people belong to ‘in groups’ that take care of them in exchange for loyalty.

South Africa, with a score of 65 is an Individualist society. This means there is a high preference for a loosely-knit social framework in which individuals are expected to take care of themselves and their immediate families only. In Individualist societies offence causes guilt and a loss of self-esteem, the employer/employee relationship is a contract based on mutual advantage, hiring and promotion decisions are supposed to be based on merit only, management is the management of individuals.

MASCULINITY

A high score (Masculine) on this dimension indicates that the society will be driven by competition, achievement and success, with success being defined by the winner/best in field – a value system that starts in school and continues throughout organisational life.

A low score (Feminine) on the dimension means that the dominant values in society are caring for others and quality of life. A Feminine society is one where quality of life is the sign of success and standing out from the crowd is not admirable. The fundamental issue here is what motivates people, wanting to be the best (Masculine) or liking what you do (Feminine).

South Africa scores 63 on this dimension and is thus a Masculine society. In Masculine countries people “live in order to work”, managers are expected to be decisive and assertive, the emphasis is on equity, competition and performance and conflicts are resolved by fighting them out.

UNCERTAINTY AVOIDANCE

The dimension Uncertainty Avoidance has to do with the way that a society deals with the fact that the future can never be known: should we try to control the future or just let it happen? This ambiguity brings with it anxiety and different cultures have learnt to deal with this anxiety in different ways. The extent to which the members of a culture feel threatened by ambiguous or unknown situations and have created beliefs and institutions that try to avoid these is reflected in the score on Uncertainty Avoidance.

South Africa scores 49 on this dimension and thus has a low preference for avoiding uncertainty. Low UAI societies maintain a more relaxed attitude in which practice counts more than principles and deviance from the norm is more easily tolerated. In societies exhibiting low UAI, people believe there should be no more rules than are necessary and if they are ambiguous or do not work they should be abandoned or changed. Schedules are flexible, hard work is undertaken when necessary but not for its own sake, precision and punctuality do not come naturally, innovation is not seen as threatening.

LONG TERM ORIENTATION

This dimension describes how every society has to maintain some links with its own past while dealing with the challenges of the present and future, and societies prioritise these two existential goals differently. Normative societies. which score low on this dimension, for example, prefer to maintain time-honoured traditions and norms while viewing societal change with suspicion. Those with a culture which scores high, on the other hand, take a more pragmatic approach: they encourage thrift and efforts in modern education as a way to prepare for the future.

A low score of 34 on this dimension means that in South Africa the culture is more normative than pragmatic. People in such societies have a strong concern with establishing the absolute Truth; they are normative in their thinking. They exhibit great respect for traditions, a relatively small propensity to save for the future, and a focus on achieving quick results.

INDULGENCE

One challenge that confronts humanity, now and in the past, is the degree to which small children are socialized. Without socialization we do not become “human”. This dimension is defined as the extent to which people try to control their desires and impulses, based on the way they were raised. Relatively weak control is called “Indulgence” and relatively strong control is called “Restraint”. Cultures can, therefore, be described as Indulgent or Restrained.

With a high score of 63 it is clear that South Africa has a culture of Indulgence. People in societies classified by a high score in Indulgence generally exhibit a willingness to realise their impulses and desires with regard to enjoying life and having fun. They possess a positive attitude and have a tendency towards optimism. In addition, they place a higher degree of importance on leisure time, act as they please and spend money as they wish.

NOTE: The scores here are for the white population of South Africa. The majority of the population is Black African, and their scores may be very different from those presented above.

https://www.hofstede-insights.com/country-comparison/south-africa,the-usa/

 

 

 

 

 

 

 

 

 

 

 

Explained

NATIONAL CULTURE

Professor Geert Hofstede conducted one of the most comprehensive studies of how values in the workplace are influenced by culture. He defines culture as “the collective programming of the mind distinguishing the members of one group or category of people from others”.

The six dimensions of national culture are based on extensive research done by Professor Geert Hofstede, Gert Jan Hofstede, Michael Minkov and their research teams.

The application of this research is used worldwide in both academic and professional management settings.

DIMENSIONS OF NATIONAL CULTURE:

The Hofstede model of national culture consists of six dimensions. The cultural dimensions represent independent preferences for one state of affairs over another that distinguish countries (rather than individuals) from each other.

The country scores on the dimensions are relative, in that we are all human and simultaneously we are all unique. In other words, culture can only be used meaningfully by comparison. The model consists of the following dimensions:

POWER DISTANCE INDEX (PDI)

This dimension expresses the degree to which the less powerful members of a society accept and expect that power is distributed unequally. The fundamental issue here is how a society handles inequalities among people.

People in societies exhibiting a large degree of Power Distance accept a hierarchical order in which everybody has a place and which needs no further justification. In societies with low Power Distance, people strive to equalise the distribution of power and demand justification for inequalities of power.

INDIVIDUALISM VERSUS COLLECTIVISM (IDV)

The high side of this dimension, called Individualism, can be defined as a preference for a loosely-knit social framework in which individuals are expected to take care of only themselves and their immediate families.

Its opposite, Collectivism, represents a preference for a tightly-knit framework in society in which individuals can expect their relatives or members of a particular ingroup to look after them in exchange for unquestioning loyalty. A society’s position on this dimension is reflected in whether people’s self-image is defined in terms of “I” or “we.”

MASCULINITY VERSUS FEMININITY (MAS)

The Masculinity side of this dimension represents a preference in society for achievement, heroism, assertiveness, and material rewards for success. Society at large is more competitive. Its opposite, Femininity, stands for a preference for cooperation, modesty, caring for the weak and quality of life. Society at large is more consensus-oriented.

In the business context Masculinity versus Femininity is sometimes also related to as “tough versus tender” cultures.

UNCERTAINTY AVOIDANCE INDEX (UAI)

The Uncertainty Avoidance dimension expresses the degree to which the members of a society feel uncomfortable with uncertainty and ambiguity. The fundamental issue here is how a society deals with the fact that the future can never be known: should we try to control the future or just let it happen?

Countries exhibiting strong UAI maintain rigid codes of belief and behaviour, and are intolerant of unorthodox behaviour and ideas. Weak UAI societies maintain a more relaxed attitude in which practice counts more than principles.

LONG TERM ORIENTATION VERSUS SHORT TERM NORMATIVE ORIENTATION (LTO)

Every society has to maintain some links with its own past while dealing with the challenges of the present and the future. Societies prioritize these two existential goals differently.

Societies who score low on this dimension, for example, prefer to maintain time-honoured traditions and norms while viewing societal change with suspicion.

Those with a culture which scores high, on the other hand, take a more pragmatic approach: they encourage thrift and efforts in modern education as a way to prepare for the future.

In the business context, this dimension is referred to as “(short-term) normative versus (long-term) pragmatic” (PRA). In the academic environment, the terminology Monumentalism versus Flex humility is sometimes also used.

INDULGENCE VERSUS RESTRAINT (IVR)

Indulgence stands for a society that allows relatively free gratification of basic and natural human drives related to enjoying life and having fun. Restraint stands for a society that suppresses gratification of needs and regulates it by means of strict social norms.

♦ Try our Country Comparison tool or compare your personal preferences to the scores of a country of your choice, with Culture Compass™ ♦

ABOUT THE RESEARCH

Professor Geert Hofstede conducted one of the most comprehensive studies of how values in the workplace are influenced by culture. He analysed a large database of employee value scores collected within IBM between 1967 and 1973.

The data covered more than 70 countries, from which Hofstede first used the 40 countries with the largest groups of respondents and afterwards extended the analysis to 50 countries and 3 regions.

Subsequent studies validating the earlier results include such respondent groups as commercial airline pilots and students in 23 countries, civil service managers in 14 countries, ‘up-market’ consumers in 15 countries, and ‘elites’ in 19 countries.

In the 2010 edition of the book, “Cultures and Organizations: Software of the Mind”, scores on the dimensions are listed for 76 countries, partly based on replications and extensions of the IBM study on different international populations and by different scholars.

Start your Cultural journey today

  • Join a course for researchers organised by our partners, more information after the link.
  • Join one of our certification course or contact us.

 

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Anatomy essay/writing asignment

The purpose of this assignment is to allow you to demonstrate and/or apply the knowledge learned on a particular topic (Anatomy essay) and/or gain live experiences related to the course topics. Please attend an event or opportunity that involves a topic that we have or will have covered in this course.

Following the template provided, please submit 500-750 words on your chosen HIP and the relation to the topic(s) covered in this course. Should references be needed, please use the American Psychological Association (APA) 6th for your references/citations. If you have any supplemental documents (flyers, advertisements, presentation pamphlets, notes), please submit those individually.

If you are unable to attend an event or opportunity, you will need to choose a particular topic, have it approved by your instructor, complete relevant online research on your topic, and submit a synopsis. You can choose to watch a podcast/TED talk if needed.

Examples of topics we have covered bout Anatomy essay is:

1.Cancer cells invasion in the body

2.Requirements for the human life

3.Homeostasis/structural organization of the human body

4.Elements and atoms (the building blocks of matter)

5.The cellular level of organization (the cell membrane or protein synthesis or the nucleus and DNA Replication)

6.Epithelial tissue, connective tissue, Muscle tissue,

7.Tissue Injury and aging

8.Disorders of the integumentary system (layers of the skin, accessory structures of the skin, functions of the integumentary system, disease/disorders and injury of the integumentary system)

These are just a few things we have explored if you would like to use another topic for research that will be fine also just let me know so I can get it approved. Remember its about Anatomy essay.

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Theoretical Foundations 2

The Theoretical Foundation section of a research study is often one of the most challenging components to create. It is informed by the historical context as described in the Background to the Problem section. In this assignment, you will connect the Background to the Problem with theories, models, and concepts to develop the Theoretical Foundation for your research study.

General Requirements:

Use the following information to ensure successful completion of the assignment:

Theoretical Foundations 2

  • Refer to the Background to the Problem that you submitted as your response to the first discussion question in Topic 5.
  • Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

Directions:

Locate the Background to the Problem that you submitted as your response to the first discussion question in Topic 5.

Write a draft (750-1,000 words) of the Theoretical Foundations 2 (a theory, model, law, or concept underpinning the study) for your research study. The draft should include the following:

  1. The study’s problem statement resulting from the defined need or gap. This can be taken from the Background to the Problem section that you drafted earlier.
  2. A definition and description of each of the theories, models, laws, or concepts that will be the basis for the Theoretical Foundation of the study. Support these ideas with seminal sources.
  3. The phenomena and research questions (qualitative studies) or the variables and hypotheses (quantitative studies) for the study.
  4. A discussion of how the theory, model, law, or concept undergirds and connects to the research study.

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Financial Services: Regulations and Ethics in Oman

 

Financial Services: Regulations and Ethics in Oman

FACULTY OF BUSINESS AND MANAGEMENT STUDIES

UNDERGRADUATE BUSINESS PROGRAMME 

WRIT2 
Programme Title: Accounting and Finance
Module Title: Financial Services: Regulations and Ethics in

Oman

Module Code: GAC4003
Assessment Method: Coursework
Level: 4 Block: 1
Module Credits: 10 Weighting: 50%
Due Date: 23-Jun-2020, 09:00 PM Word Count: 1500
Examiner(s): Muhammad Saleem
 

 

 

Financial Services: Regulations and Ethics in Oman

 

Version: 1

Gulf College – Faculty of Business and Management Studies – In academic

Affiliation with CARDIFF SCHOOL OF MANAGEMENT
  1. Written work
  • A signed declaration that the work is your own (apart from otherwise referenced acknowledgements) must be included after the reference page of your assignment Ø Each page must be numbered.
  • Where appropriate, a contents page, a list of tables/figures and a list of abbreviations should precede your work.
  • All referencing must adhere to School/Institutional requirements.
  • A word count must be stated at the end of your work.
  • Appendices should be kept to the minimum and be of direct relevance to the content of your work.
  • All tables and figures must be correctly numbered and labelled.
  1. Other types of coursework/assignments

Ø Where coursework involves oral presentations, discussions, poster presentations, etc., specific instructions will be provided by your module leader/team.

 

 

&———————————————————————————————————————————————

Rewrite below part just after the References of your assignment.

WORK DECLARATION

I, [Name of Student], hereby declare that the uploaded Coursework through Turnitin is my own work. I affirm that this has been researched and completed in accordance with the college rules and regulations on plagiarism.

I acknowledge the advice given by the module tutors on proper referencing to avoid plagiarism and the rules on the academic unfair practice.

I acknowledge that I read and understand the plagiarism guide written at the end of this assessment. Any academic misconduct will be handled according to the rules and regulations of the university.

Signature of Student

[Name of Student]

General instructions

Financial Services Regulations and Ethics in Oman

Coursework must be submitted online through Turnitin before due date. An acknowledgement will be given to you by your teacher upon presentation of the finance clearance. This is your receipt, keep it. 

The only circumstance in which assignments can be uploaded late via Turnitin is if a Mitigating Circumstances (MC) form is submitted at the same time. In these circumstances work may be submitted within five (5) working days. Make sure to secure MC form and submit the same to the concerned staff.

Write the number of words used, excluding references, at the end of your assignment. Provide the list of sources you used at the last page of your assignment with proper label ‘References’. You may include diagrams, figures etc. without word penalty. The number of words will be + or – 10% of the total words allowed.

A work declaration must be included just after the reference page of your assignment. This ensures that you prepare your work in good faith. Any form of collusion and/or academic unfair practice will be dealt with according to the pertinent rules and regulations of the partner university. Please read carefully the plagiarism guide.

Assessment Details

This Coursework comprises 50% of the total assessments marks. These will develop the following skills:

  • Writing skills- Through assessment task, students will be able to improve their writing skill which is needed in the workplace.
  • Application skills-With understanding and knowledge of the module, students will be able to compare products and services provided by different financial service providers.
  • Analytical skills- The reflection report enable the students to analyse and evaluate the functioning of economic system at macro level and decision making on economic issues.

In addition, the assessment will test the following learning outcomes:

LO1. Compare the different types of Oman financial services providers and products.

LO2. Analyse the effects of changes and trends in the market place on both providers and consumers

Assessment Task

 

“Cash – in savings accounts, short-term CDs or money market deposits – is great for an emergency fund. But to fulfil a long-term investment goal like funding your retirement, consider buying stocks. The more distant your financial target, the longer inflation will gnaw at the purchasing power of your money”

Suze Orman

GAC4003 – Financial Services: Regulations and Ethics in Oman AY: 2019-2020 / 2nd Semester

Marking Scheme

 

  Description Marks Allocated
Introduction

(150 words)

Discuss the inflation and its present situation in Oman. 15
Comparison

(450 words)

 ( In a table )

Compare the role of central bank of Oman (CBO) with other commercial banks working in   Sultanate of Oman.

1.      General Role of central bank   –                    10marks

2.      Role of central bank as controller of credit -5marks

3.      Role of commercial banks  –                          10marks

 

25
Analysis

(750 words)

Analysis of effects of inflation on consumers and on banks regarding the advancement of economy of Oman for the last three years

 

1.      Effects of inflation on consumers spending – 10 marks

2.      Effects of inflation on consumers savings –     10marks

3.      Effects of inflation on banks deposits-             10 marks

4.      Effects of inflation on banks’ loan products-  10 marks

40
Recommendation & Conclusion

(150 words)

Recommendation (10 Marks) Conclusion (10 Marks) 20
References

 

Use of Harvard Referencing system for both in-text citation and reference lists (5-10 references)  
  Total 100

 

Plagiarism

  1. Plagiarism, which can be defined as using without acknowledgement another person’s words or ideas and submitting them for assessment as though it were one’s own work, for instance by copying, translating from one language to another or unacknowledged paraphrasing. Further examples of plagiarism are given below:

Use of any quotation(s) from the published or unpublished work of other persons, whether published in textbooks, articles, the Web, or in any other format, which quotations have not been clearly identified as such by being placed in quotation marks and acknowledged.

Use of another person’s words or ideas that have been slightly changed or paraphrased to make it look different from the original.

Summarising another person’s ideas, judgments, diagrams, figures, or computer programmes without reference to that person in the text and the source in a bibliography or reference list.

Use of services of essay banks and/or any other agencies.

Use of unacknowledged material downloaded from the Internet.

Re-use of one’s own material except as authorized by the department.

 

  1. Collusion, which can be defined as when work that has been undertaken by or with others is submitted and passed off as solely as the work of one person. This also applies where the work of one candidate is submitted in the name of another. Where this is done with the knowledge of the originator both parties can be considered to be at fault.

 

  1. Fabrication of data, making false claims to have carried out experiments, observations, interviews or other forms of data collection and analysis, or acting dishonestly in any other way.

Plagiarism Detection Software (PDS)

As part of its commitment to quality and the maintenance of academic standards, the University reserves the right to use Plagiarism Detection Software (PDS), including Turnitin. Such software makes no judgment as to whether a piece of work has been plagiarised; it simply highlights sections of text that have been found in other sources.

The use of plagiarism detection software fulfills two functions. The first is to enhance student learning (i.e. as a developmental tool); the second is to guard against and identify unfair practice in assessment.

Further information and guidance can be found in the University’s policy on the Use of Plagiarism Detection Software.

Financial Services: Regulations and Ethics in Oman

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Nursing assessment complete head to toe

Nursing assessment complete head to toe

You completed your full head-to-toe assessment skills demonstration last week and now will document your results. Continue to document only the objective findings for this section without bias or explanation.

Remember if you can’t feel something then it is “nonpalpable,” if you can’t hear something just state they were not heard such as no bowel sounds heard (unless you listened for the full five minutes which we wouldn’t want to do for our purposes – then you could document absent bowel sounds). Be descriptive if necessary but at the same time be brief. Do not write a book!”

Title: Nursing assessment complete head to toe

Documentation of the complete head to toe physical assessment.

Purpose of Assignment:

To demonstrate the ability to document the findings of an objective head to toe assessment and identify abnormal findings.

Course Competency:

Demonstrate physical examination skills of the skin, hair, nails, and musculoskeletal system.

Prioritize appropriate assessment techniques for the gastrointestinal, breasts, and genitourinary systems.

Demonstrate physical examination skills of the head, ears, and eyes, nose, mouth, neck, and regional lymphatics.

Apply assessment techniques for the neurological and respiratory systems.

Select appropriate physical examination skills for the cardiovascular and peripheral vascular systems.

Instructions:

Content:

  • Use of three sections: Subjective, Objective, and Abnormal Findings
  • Short descriptive paragraph of findings for each section, including strengths and weaknesses.

Format:

  • Standard American English (correct grammar, punctuation, etc.)

Documentation Grading Rubric- 20 possible points; Nursing assessment complete head to toe

Levels of Achievement
Criteria Emerging Competence Proficiency Mastery
Objective

(12 Pts)

Missing components of assessment for particular system. May contain subjective data. May have signs of bias or explanation of findings. May have included words such as “normal”, “appropriate”,
“okay”, and “good”.Failure to provide any objective data will result in zero points for this criteria.
Includes all components of assessment for particular system. Lacks detail. Uses words such as “normal”, “appropriate”, or “good”.  Contains all objective information. May have signs of bias or explanation of findings. Includes all components of assessment for particular system. Avoided use of words such as “normal”, “appropriate”, or “good”.  No bias or explanation for findings evident Contains all objective information Includes all components of assessment for particular system. Detailed information provided.  Avoided use of words such as “normal”, “appropriate”, or “good”.  No bias or explanation for findings evident. All objective information
Points: 9 Points:  12 Points: 13.5 Points: 15
Strength and Weakness

 (4 Pts)

Lists one strength and one weakness with no description or reason for selection of them. Failure to provide both one strength and weakness will result in zero points for this criteria. Provides brief description of one strength and one weakness with no reason for identification of the strength and weakness. Provides description of one strength and one weakness noted on assessment. Gives reason for identification of the strength and weakness. Detailed description of one strength and one weakness noted during assessment. Detailed reason provided for identifying the strength and weakness.
Points: 1.8 Points: 2.4 Points: 2.7 Points: 3
Spelling and Grammar

 (4 Pt)

 

Six or more spelling or grammar errors.  Detracts from the readability of the submission. No more than five spelling or grammar errors, minimally detracts from the readability of the submission. No more than three spelling or grammar errors.  Does not detract from the readability of the submission. No spelling or grammar errors.
Points: 1.2 Points: 1.6 Points: 1.8 Points: 2
Points: 12 Points: 16 Points: 18 Points:  20

 

Subjective: Nursing assessment complete head to toe

Last week’s assessment that I did is explained below;

Ruth Anderson, a 38-year-old single woman rushed into the emergency room (ER) for muscle weakness, double vision and fatigue while eating solid foods in the last 2 days. According to her sister who accompanied her to the ER, she was diagnosed with Myasthenia Gravis a year ago. Her doctor prescribed pyridostigmine, but patient does not take it regularly. She reports having slight headaches from time to time, and she takes ibuprofen to take the pain away. She has no allergies to food or medicine. Familial history reveals that her mother had hypertension, and her father died from complications of lupus.

 

Nurse Lily: Hi, I am Lily. I will be your nurse today. Can you verify your full name and birthdate?

Ruth: Ruth Anderson. 6/10/1982.

Nurse Lily: Can you tell me what has been going on? And how’ve you been feeling?

Patient: I have recurring episodes of weakness. Last week, I had to put extra effort to brush my teeth. Also, I have had a couple of times when my right eyelid started drooping.

Nurse Lily: Do you experience any pain?

Patient: No, not really. But this is just frustrating because the weakness keeps on repeating. I am afraid that if this progresses further, I will not be able to do anything!

Objective:

Upon interview, I observed that patient began having shortness of breath while talking, and there was presence of intermittent slurring. There is also mild difficulty in standing up from a sitting position; she sometimes used her arms to help herself get up.

Her vital signs were BP 110/80 mmHg; HR 102 bpm and tachycardic; respiratory rate 18 breaths/min with shortness of breath with exertion; temperature 98.4 degrees Fahrenheit. She is oriented to person, place, and time. Cranial nerves II through XII are intact. Myasthenia Gravis Composite done by physician with a total score of 10 (Alexion Pharmaceuticals, 2017). Muscle bulk and tone are good, with a strength rating 4/5.

 

Assessment:

Ruth is a 38-year-old woman who was diagnosed with Myasthenia Gravis (MG) a year ago. MG is prevalent in about every 20 cases per 100,000 people, and women have a higher chance of developing the disease (Goldenberg, 2018). She was diagnosed when she was 37 years old; females mainly get diagnosed before they turn 40 years old (Orpha.net, 2014).

A family history of somebody suffering from an autoimmune disease is a risk factor for developing MG. Her father suffered from lupus, which is an autoimmune disease, which may have increased her chances of developing MG (Intermountain Healthcare, 2017). The presence of recurring incidences of muscular weakness, including supporting of self while getting up, putting extra effort when performing some activities, drooping eyelids, intermittent slurring of speech, and experiencing shortness of breath are signs that the disease is progressing.

However, she has not been consistent with taking her medication, and this may be the reason why the signs are getting worse. The severity of the weakness changes all throughout the day. Usually, symptoms are least severe in the morning and they worsen as the day progresses. This is especially true when affected muscles are subjected to prolonged use (Howard, 2015).

Normally, nerve endings release acetylcholine, a neurotransmitter that binds with the acetylcholine receptors found on the muscle. In MG, there is an error in how nerve impulses transmit messages to the muscles. There is an interruption at the place where muscles and the nerve cells that control them meet (neuromuscular junction). Antibodies either alter, block, or destroy the acetylcholine receptors found at the neuromuscular junction. This then prohibits the muscles from contracting and causes the onslaught of symptoms such as muscle weakness (National Institute of Neurological Disorders and Stroke, 2020).

Anti-acetylcholinesterase agents like pyridostigmine are prescribed to allow acetylcholine to stay for longer periods at the neuromuscular junction. This then gives the chance for more receptor sites to become activated. There is an increase in muscle engagement and conductivity (Myasthenia Gravis Foundation of America, n.d.). Cranial nerves II through XII are intact which means that her nerves are working well.

References

Alexion Pharmaceuticals. (2017). Assessment Instruments for Your Patients with Myasthenia Gravis (MG). https://info.soliris.net/wp-content/uploads/2017/12/Assessment_Tool_Booklet.pdf

Goldenberg, W. D. (2018). What is the prevalence of myasthenia gravis? Medscape. https://www.medscape.com/answers/793136-158055/what-is-the-prevalence-of-myasthenia-gravis

Howard, J. F. J. (2015). Clinical Overview of MG. Myasthenia Gravis Foundation of America. https://myasthenia.org/For-Professionals/Clinical-Overview-of-MG

Intermountain Healthcare. (2017). Fact sheet for patients and families: Myasthenia Gravis. https://intermountainhealthcare.org/ckr-ext/Dcmnt?ncid=529310818

Myasthenia Gravis Foundation of America. (n.d.). Treatment Strategies & Goals. https://myasthenia.org/What-is-MG/Treatment-Strategies-Goals

National Institute of Neurological Disorders and Stroke. (2020). Myasthenia Gravis Fact Sheet, NIH Publication No. 20-NS-768. National Institutes of Health. https://www.ninds.nih.gov/Disorders/Patient-Caregiver-Education/Fact-Sheets/Myasthenia-Gravis-Fact-Sheet.

Orpha.net. (2014). Myasthenia gravis. https://www.orpha.net/consor/cgi-bin/OC_Exp.php?Lng=GB&Expert=589

 

 

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IT Importance in Strategic Planning

IT Importance in Strategic Planning

If you have you been involved with a company doing a redesign of business processes, discuss what went right during the redesign and what went wrong from your perspective. Additionally, provide a discussion on what could have been done better to minimize the risk of failure. If you have not yet been involved with a business process redesign, research a company that has recently completed one and discuss what went wrong, what went right, and how the company could have done a better job minimizing the risk of failure.

Your paper should meet the following requirements:

• Be approximately 2-4 pages in length, not including the required cover page and reference page.

• Follow APA6 guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.

• Support your answers with the readings from the course and at least two scholarly journal articles to support your positions, claims, and observations, in addition to your textbook. The UC Library is a great place to find resources.

• Be clearly and well-written, concise, and logical, using excellent grammar and style techniques. You are being graded in part on the quality of your writing.

If you have you been involved with a company doing a redesign of business processes, discuss what went right during the redesign and what went wrong from your perspective. Additionally, provide a discussion on what could have been done better to minimize the risk of failure. If you have not yet been involved with a business process redesign, research a company that has recently completed one and discuss what went wrong, what went right, and how the company could have done a better job minimizing the risk of failure.

Your paper should meet the following requirements:

• Be approximately 2-4 pages in length, not including the required cover page and reference page.

• Follow APA6 guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.

• Support your answers with the readings from the course and at least two scholarly journal articles to support your positions, claims, and observations, in addition to your textbook. The UC Library is a great place to find resources.

• Be clearly and well-written, concise, and logical, using excellent grammar and style techniques. You are being graded in part on the quality of your writing.

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Documentation of the complete head to toe physical assessment.

Documentation of the complete head to toe physical assessment.

“You completed your full head-to-toe assessment skills demonstration last week and now will document your results. Continue to document only the objective findings for this section without bias or explanation. Remember if you can’t feel something then it is “nonpalpable,” if you can’t hear something just state they were not heard such as no bowel sounds heard (unless you listened for the full five minutes which we wouldn’t want to do for our purposes – then you could document absent bowel sounds). Be descriptive if necessary but at the same time be brief. Do not write a book!”

Title:

Documentation of the complete head to toe physical assessment.

 

Purpose of Assignment:

To demonstrate the ability to document the findings of an objective head to toe assessment and identify abnormal findings.

 

Course Competency:

Demonstrate physical examination skills of the skin, hair, nails, and musculoskeletal system.

Prioritize appropriate assessment techniques for the gastrointestinal, breasts, and genitourinary systems.

Demonstrate physical examination skills of the head, ears, and eyes, nose, mouth, neck, and regional lymphatics.

Apply assessment techniques for the neurological and respiratory systems.

Select appropriate physical examination skills for the cardiovascular and peripheral vascular systems.

 

Instructions:

 

Content:

  • Use of three sections: Subjective, Objective, and Abnormal Findings
  • Short descriptive paragraph of findings for each section, including strengths and weaknesses.

 

Format:

  • Standard American English (correct grammar, punctuation, etc.)

 

Documentation Grading Rubric- 20 possible points

Levels of Achievement
Criteria Emerging Competence Proficiency Mastery
Objective

(12 Pts)

Missing components of assessment for particular system. May contain subjective data. May have signs of bias or explanation of findings. May have included words such as “normal”, “appropriate”,
“okay”, and “good”.

Failure to provide any objective data will result in zero points for this criteria.

Includes all components of assessment for particular system. Lacks detail. Uses words such as “normal”, “appropriate”, or “good”.  Contains all objective information. May have signs of bias or explanation of findings. Includes all components of assessment for particular system. Avoided use of words such as “normal”, “appropriate”, or “good”.  No bias or explanation for findings evident Contains all objective information Includes all components of assessment for particular system. Detailed information provided.  Avoided use of words such as “normal”, “appropriate”, or “good”.  No bias or explanation for findings evident. All objective information
Points: 9 Points:  12 Points: 13.5 Points: 15
Strength and Weakness

 (4 Pts)

Lists one strength and one weakness with no description or reason for selection of them. Failure to provide both one strength and weakness will result in zero points for this criteria. Provides brief description of one strength and one weakness with no reason for identification of the strength and weakness. Provides description of one strength and one weakness noted on assessment. Gives reason for identification of the strength and weakness. Detailed description of one strength and one weakness noted during assessment. Detailed reason provided for identifying the strength and weakness.
Points: 1.8 Points: 2.4 Points: 2.7 Points: 3
Spelling and Grammar

 (4 Pt)

 

Six or more spelling or grammar errors.  Detracts from the readability of the submission. No more than five spelling or grammar errors, minimally detracts from the readability of the submission. No more than three spelling or grammar errors.  Does not detract from the readability of the submission. No spelling or grammar errors.
Points: 1.2 Points: 1.6 Points: 1.8 Points: 2
Points: 12 Points: 16 Points: 18 Points:  20

 

 

 

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Number 1 FREE ESSAY TITLE GENERATOR

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Table of contents:

  1. FREE ESSAY TITLE GENERATOR
  2. HOW CAN FREE ESSAY TITLE GENERATOR HELP YOU?
  3. HOW TO USE OUR FREE ESSAY IDEA GENERATOR
  4. WHAT TYPES OF PAPERS ARE SUPPORTED

FREE ESSAY TITLE GENERATOR
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