Mini Mental Status Examination (MMSE) & Montreal Cognitive Assessment (MOCA)

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Mini Mental Status Examination (MMSE) & Montreal Cognitive Assessment (MOCA)

Mini Mental Status Exam (MMSE)
Patient Name: John Moss
Examiner: (Your Name)
Date: September 20, 2024
Orientation: (Maximum Score: 5)
Questions:
What is the year? (2024)
What is the season? (Fall)
What is the date? (September 20th)
What is the day? (Friday)
What is the month? (September)
Where are we? (New York)
What country are we in? (United States)
What city are we in? (New York City)
What hospital are we in? (New York General Hospital)
What floor are we on? (2nd Floor)
Patient’s Score: 3/5
Observation: Date: John Moss said first “October 20th” then “Thursday,” after some hesitation, and corrected it. He was struggling with the floor of the hospital where he was staying, uttering “3rd Floor” then correcting himself to “2nd Floor.”

Registration: (Maximum Score: 3)
Task: The patient has been asked to identify three objects. These are an apple, a book, and a car.
Trials: 1
Patient’s Score: 3/3
Observation: John Moss repeated all three objects immediately.
Attention and Calculation (Maximum Score: 5)
Activity: Take away 7 from 100 (Serial 7’s). John Moss continued as follows:-
100 – 7 = 93
93 – 7 = 86
86 – 7 = 79
79 – 7 = 73 (correct 72)
Stopped after 4th subtraction mistake.
Patient’s Score: 4/5
Note: John Moss committed mistake on last subtraction.
Recall (Maximum Score: 3)
Activity: Recall the names of three objects that were mentioned to him in the registration part.
John remembered: apple, car, book (in correct sequence).
Patient’s Score: 3/3
Observation: He remembered all the objects in order.
Language
Naming (Maximum Score: 2)
Task: Name a pencil and a watch.
Patient’s Score: 2/2
Repetition (Maximum Score: 1)
Task: Repeat the sentence: “No ifs, ands, or buts.”
John made a pause and repeated, “No ifs, ands, or, um, but”
Patient’s Score: 0/1
Observation: He mispronounced the sentence and did so slightly with hesitation.
3-Stage Command (Maximum Score: 3)
Task: “Take a paper in your hand, fold it in half, and put it on the floor.”
John folded the paper in half but did not put it on the floor.
Patient’s Score: 2/3
Observation: He had followed two steps and did not put the paper on the floor.
Reading (Maximum Score: 1)
Task: Read and follow the command “CLOSE YOUR EYES.”
Patient’s Score: 1/1
Observation: He appropriately followed the command.
Writing (Maximum Score: 1)
Task: Write a sentence.
John, “I wish I was there.”
Patient’s Score: 0/1
Observation: The sentence was grammatically incorrect.
Copying (Maximum Score: 1)
Copy the two pentagons as shown in the examination.
Patient’s Score: 1/1
Observation: John has copied the pentagons correctly.
Total Score: 24/30

Level of Consciousness Assessment

John Moss appeared to be alert throughout the exam, though he showed signs of mild cognitive impairment. He was somewhat troubled with orientation, repetition, and complex commands. Attention and calculations were relatively intact, with minor errors. The MMSE score of 24/30 may also suggest mild cognitive impairment.

Montreal Cognitive Assessment (MOCA)

Name: John Moss
Education Level: College
Sex: Male
Date of Birth: January 1, 1950
Date: September 20, 2024

Visuospatial/Executive (Maximum Score: 5)
Task 1: Identifying circled letters and words in a pattern.
Appropriate circled letters and words: 1 point
Task 2: Copying a cube.
Accurate reproduction of the cube: 1 point
Task 3: Drawing a clock showing ten past eleven. (Total: 3 points)
Contour (Shape of the clock): 1 point
Numbers (Correctly placed numbers): 1 point
Hands (Incorrect positioning of the clock hands): 0/1 point
Patient’s Score: 4/5
Observation: John has drawn the clock correctly. He has placed the hands at twelve past eleven instead of ten past.
Naming (Points :3)
Task 1: Naming an elephant.
Task 2: Naming a rhinoceros.
Task 3: Naming a camel.
Patient’s score: 3/3
Observation: He correctly identified all three animals.
Memory (No points. This is just for assessment):
Task: Read to the patient the following list of words and ask them to repeat them. Conduct two trials. Recalling, do after 15 minutes.
Words: Face, Velvet, Church, Daisy, Red
1st trial and 2nd trial repetitions observed.
Attention (Maximum Score: 6)
Task 1: Repeat numbers in the forward order. (Sequence: 2 1 8 5 4)
Patient’s Score: 1 point
Task 2: Repeat numbers in the backward order. (Sequence: 7 4 2)
Patient’s Score: 1 point
Task 3: Tap with hand every time the letter “A” is spoken. Sequence: FBACMNAAJKLBAFAKDEAAAJAMOFAAB
Patient’s Score: 1 point (0 points if ≥ 2 errors)
Task 4: Serial 7 subtraction starting from 100.
100 – 7 = 93
93 – 7 = 86
86 – 7 = 79
79 – 7 = 72
72 – 7 = 65
Patient’s Score: 2/3
Observation: John did one error and stopped at 79.
Language (Maximum Score: 3)
Task 1: Repeat the following sentences:
“I only know that John is the one to help today.”
“The cat always hid under the couch when dogs were in the room.”
Patient’s Score: 2/2
Task 2: Fluency: Name as many words as possible in one minute that begin with the letter F.
(N ≥ 11 words = 1 point)
Patient’s Score: 1/1
Observation: John named 12 words.
Abstraction (Maximum Score: 2)
Task: Find the similarity between:
Banana and orange = Fruit
Train and bicycle = Transportation
Watch and ruler = Measuring devices
Patient’s Score: 2/2
Observation: He answered both correctly.
Delayed Recall (Maximum Score: 5)
Instructions: Ask the subject to recall the words given earlier in the exercise (Face, Velvet, Church, Daisy, Red).
Patient’s Score: 3/5
Observation: John could recall only “Face,” “Velvet,” and “Church” without any cues and needed cues for remembering “Daisy” and “Red.”
Orientation (Maximum Score: 6)
Instructions: Request the patient to provide the following information:
Date: September 20th
Month: September
Year: 2024
Day: Friday
Place: New York General Hospital
City: New York City
Patient’s Mark: 6/6
Observation: John was able to answer all of the questions correctly.
Total: 26/30

Reference

Arevalo-Rodriguez, I., Smailagic, N., Roqué-Figuls, M., Ciapponi, A., Sanchez-Perez, E., Giannakou, A., … & Cullum, S. (2021). Mini‐Mental State Examination (MMSE) for the early detection of dementia in people with mild cognitive impairment (MCI). Cochrane Database of Systematic Reviews, (7). https://doi.org/10.1002/14651858.CD010783.pub3

Jia, X., Wang, Z., Huang, F., Su, C., Du, W., Jiang, H., … & Zhang, B. (2021). A comparison of the Mini-Mental State Examination (MMSE) with the Montreal Cognitive Assessment (MoCA) for mild cognitive impairment screening in Chinese middle-aged and older population: a cross-sectional study. BMC psychiatry, 21, 1-13.

Myrberg, K., Hydén, L. C., & Samuelsson, C. (2020). The mini-mental state examination (MMSE) from a language perspective: an analysis of test interaction. Clinical linguistics & phonetics, 34(7), 652-670. https://doi.org/10.1080/02699206.2019.1687757

Mini Mental Status Examination (MMSE) & Montreal Cognitive Assessment (MOCA)

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NU 665: Care Plan for LGBTQIA+ Client

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NU 665: Care Plan for LGBTQIA+ Client

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Domestic Violence and Its Impact on LGBTQIA+ Behavioral and Mental Health

Introduction  

Mental distress and psychiatric diagnoses arise frequently from domestic violence incidents that affect the LGBTQIA+ population. The quality of life for the LGBTQIA+ population deteriorates because they endure disproportionate amounts of intimate partner violence stemming from their unique marginalization conditions. The prevalence of PTSD, depression, anxiety, and suicidal thoughts among LGBTQIA+ individuals exceeds that of heterosexual and cisgender people (Metheny et al., 2024). The mental health gaps affecting minority groups stem from social exclusion, according to Minority stress theory. This synthesis explores the epidemiology, economic costs, assessment tools, and treatment options, including pharmacological, holistic, and psychotherapeutic interventions.

Epidemiology and Economic Costs to Society

Numerous studies demonstrate that domestic violence victimization rates among LGBTQIA+ individuals equal or exceed those of heterosexual people. According to the 2015 U.S. Transgender Survey, data revealed that intimate partner violence affected 54% of the transgender population (Swan, 2022). Report data from the 2013 CDC study demonstrated that bisexual women suffered rape or physical violence at 61.1% and stalking at 37.3% from intimate partners (Swan, 2022). The rates of intimate partner violence rise among gay and lesbian individuals due to the existence of legal obstacles and acceptance challenges in their communities.

The economic impact of domestic violence targeting LGBTQIA+ people leads to major financial expenses for healthcare services, diminished workplace productivity, and added costs to the judicial system. The National Coalition Against Domestic Violence (NCADV) estimates that domestic violence costs the U.S. economy over $8.3 billion annually (Swan, 2022). The unique financial challenges that LGBTQIA+ survivors experience from employment discrimination and homelessness make their mental health issues even more challenging to manage. Public health actions and specific policy modifications must be implemented to handle these costs.

Assessment Tools for DSM-5-TR Disorders

The accurate identification of mental health disorders from domestic violence needs validated assessment methods. DSM-5-TR specifies diagnostic criteria for PTSD, depression, and anxiety disorders that frequently affect LGBTQIA+ victims of domestic violence. Clinicians use tools such as:

PTSD Checklist for DSM-5 (PCL-5): There are twenty items in the PCL-5 that measure the DSM-5 criteria for diagnosing PTSD. The PCL-5 functions as a diagnostic instrument that enables PTSD symptom tracking from treatment initiation until follow-up assessments. The tool functions as a crucial method to evaluate PTSD symptoms in individuals (Resick et al., 2024).

Patient Health Questionnaire-9 (PHQ-9): People assess their depressive symptoms by completing the recognized Patient Health Questionnaire-9 (PHQ-9), which utilizes a rating scale from 0 to 3 based on DSM-IV criteria through self-report measures.

Generalized Anxiety Disorder-7 (GAD-7): The Generalized Anxiety Disorder-7 (GAD-7) functions as a self-report scale to identify generalized anxiety disorder and determine its severity. Seven questions in the questionnaire measure how often anxiety symptoms appeared throughout the previous two weeks.

Intimate Partner Violence Screening Tools (HITS, Danger Assessment): HITS and Danger Assessment tools represent validated screening instruments for intimate partner violence detection among women in their childbearing years, according to the U.S. Preventive Services Task Force. The direct questions in the HITS screening method assess both physical violence and verbal abuse (Resick et al., 2024). The assessment tool serves to identify individuals who might experience extended violent situations.

These assessment tools assist professionals in both identifying victims’ needs and designing suitable intervention methods for LGBTQIA+ survivors needing proper support.

Pharmacological Interventions and Holistic Treatment Plans

Treatment for LGBTQIA+ DV survivors involves a combination of pharmacological, psychotherapeutic, and holistic approaches. Given the high prevalence of PTSD, depression, and anxiety, evidence-based pharmacological interventions include:

  1. Selective Serotonin Reuptake Inhibitors (SSRIs), including sertraline and fluoxetine, function as antidepressant medications through brain serotonin level elevation to manage depression alongside anxiety disorders (Mukhtar, 2021).
  2. The antidepressant class known as SNRIs (Serotonin-Norepinephrine Reuptake Inhibitors) treats depression, anxiety, and chronic pain by blocking the reuptake receptors of serotonin and norepinephrine in the brain to elevate their brain levels (Mukhtar, 2021).
  3. Prazosin: Reduces PTSD-related nightmares and hyperarousal.
  4. Mood stabilizers (e.g., lamotrigine, lithium) are critical in helping survivors experiencing mood dysregulation.

Holistic and Psychotherapeutic Interventions

  1. Providing professional care to LGBTQIA+ survivors of domestic violence requires both the consideration of trauma experiences and cultural sensitivity. Holistic interventions include: Cognitive Behavioral Therapy enables individuals to manage problems through behavior modification and patterned thinking changes, which concentrate on current situations while building coping abilities (Mukhtar, 2021).
  2. Trauma-Focused CBT (TF-CBT): Specifically designed for PTSD symptoms.
  3. The structured psychotherapy treatment method known as Eye Movement Desensitization and Reprocessing (EMDR) was developed by Francine Shapiro to utilize bilateral stimulation techniques, including eye movements, which aid patients in dealing with distressing memories and trauma to achieve emotional healing and decreased distress (Mukhtar, 2021).
  4. Support Groups: LGBTQIA+-affirming survivor groups form support networks that deliver emotional assistance while fighting isolation among members.
  5. Mindfulness and Yoga: Mindful yoga blends yoga physical postures alongside mindfulness practices to create a holistic approach that encourages mental and physical well-being.
  6. Housing and Economic Assistance Programs: Address social determinants of health impacting recovery.

Conclusion

LGBTQIA+ community members endure domestic violence, which acts as an important public health matter that triggers serious mental health concerns. Epidemiological research shows high rates and economic costs of the problem which demonstrates the need for specialized interventions. Properly validated evaluation methods lead to precise diagnosis, as a combination of pharmaceutical treatment and psychotherapy with integrative practices creates suitable therapeutic protocols. Standardized healthcare practices that welcome all people, along with barrier-free systems, must become fundamental aspects of improving mental health results for LGBTQIA+ survivors of domestic violence.

References

Metheny, N., Tran, N. K., Scott, D., Dastur, Z., Lubensky, M. E., Lunn, M. R., Obedin-Maliver, J., & Flentje, A. (2024). Intimate partner violence is related to future alcohol use among a nationwide sample of LGBTQIA+ people: results from The PRIDE Study. Drug and Alcohol Dependence, 260, 111342. https://doi.org/10.1016/j.drugalcdep.2024.111342

Mukhtar, S. (2021). COVID-19 feminist framework and biopsychosocial-spiritual perspective for social workers and mental health practitioners to manage violence, abuse, and trauma against children, women, BIPOC, and LGBTQIA+ during and post-COVID-19. International Social Work, 66(1), 93–106. https://doi.org/10.1177/00208728211067158

Resick, P. A., Monson, C. M., & Chard, K. M. (2024). Cognitive processing therapy for PTSD: A comprehensive therapist manual. Guilford Publications.

Swan, W. (2022). COVID-19, the LGBTQIA+ community, and public policy. In Routledge eBooks. https://doi.org/10.4324/9781003270713

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NU 665: Care Plan for LGBTQIA+ Client

Value: 100 points

Due: Day 7

Grading Category: Assignments

After you complete the readings, choose a topic related to LGBTQIA+ behavioral/mental health. Examples include stigma, trauma, domestic violence, homelessness, bullying, or bipolar disorder.

In a Word document, write a synthesis paper that addresses the following sections:

  • Introduction to topic: How does this topic contribute to mental distress and diagnoses?
  • Epidemiology and economic costs to society
  • Overview of the assessment/tools to assess for DSM-5-TR disorder
  • Pharmacological interventions plan of care to include holistic interventions and psychotherapeutic options.

Your paper should be two to three pages long not including the cover sheet or APA references list and it should follow APA formatting for all components.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Pain Management Case

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Pain Management Case

Section A

  1. T.’s behavior is best described as: (Please define your choice and rationales).
  2. Tolerance
  3. Addiction
  4. Pseudo addiction
  5. Dependence

Jason’s behavior can be described as tolerance. He is used to taking higher amounts of morphine in his body and thus feels uncomfortable while the nurse administers a low dose. However, the nurse reported that Jason relaxed after the medication she administered to him. Through a patient-controlled analgesia conducted by the nurse, Jason was able to manage pain and relax.

  1. During his hospital stay, J.T. went into acute renal failure. He is increasingly sedentary and is experiencing confusion and some hallucinations. The physician believes the morphine metabolites may be responsible and would like to convert to an alternative regime. What would be your recommendation?
  2. Change opioid to fentanyl patch 50 mcg q72h.
  3. Decrease morphine S.R. dose to 60 mg P.O. q8h.
  4. Switch to hydromorphone 8 mg orally q4h as needed.
  5. Add haloperidol 1 mg PO q6h.
  6. Tolerance will not develop to which adverse opioid effect?
  7. Respiratory depression
  8. Sedation
  9. Constipation
  10. Nausea

According to research studies, nurses have established that tolerance to different opioid effects develops at different rates. Therefore, tolerance to Sedation, Nausea, and respiratory disease occur rapidly. Whereas, Constipation responds slowly to tolerance.

B.

  1. As a healthcare provider, what else do you need to understand about this patient related to pain management?

According to the health care system, pain management is a process that health care practitioners administer to manage pain. While pain is complex, doctors apply the best method to ensure that the patient is relieved from adverse pain (Ranniger, 2019). According to Jason Tyler’s case, healthcare practitioners are aware of his illness and his regular medication. Pain is also categorized as an emotion that may lead to sensory feelings; thus, as an APN, one should be aware of how emotions contribute to pain. As a nurse, engaging with a patient and understanding their turmoil would help relax a patient. Another available option for Jason’s case will be to evaluate his medication behavior and his response to drugs. In this case, when the nurse administered a dose lower than his regular dose, he felt the need to take extra medication. However, due to his addiction to excessive morphine to reduce pain, he can barely stand the pain he is experiencing. Therefore as a nurse, one should be able to administer the correct amounts of medicine to manage pain while at the same time monitoring the patient and his response to the treatment.

  1. In your response, please provide the teaching you would provide to J.T.

As a nurse taking care of JT., my first lesson would be to help him understand his situation and the effects of drugs on his body. While drugs help us manage pain, there are more and better ways of pain management techniques. Regarding that J.T. Is going through a chronic disease, he might be in denial, which might be the reason he is in too much pain. I would advise JT. to take the much-required rest while undergoing the medication (Bazinski et al., 2021). Another lesson I would provide to JT. would be to make him aware of the consequences of being drug tolerant. Concurrent administration of alternative receptor-mediated analgesics is advised once tolerance to the opioid’s analgesic action has been noticed to prevent unnecessarily further development of tolerance.

  1. What is meant by the DEA Drug Classification Schedule? Explain each category/classification.

The Federal Comprehensive Drug Abuse Prevention and Control Act of 1970 enacted drug scheduling which is referred to as the Drug Enforcement Administration DEA. Thus, drug scheduling is a process that classifies chemicals and medicine regarding their level of control and availability to the general public (Somerville, 2018). The drug scheduling act was established to protect people’s public health and safety and was signed into law by President Nixon. However, the drug enforcement administration is divided into five categories. The division of these categories is grouped regarding how useful a drug is in treating diseases and how harmful a drug can be to a human body if abused. The subdivided categories are;

  • Schedule I, This category consists of drugs that are likely to be abused and cause addiction to the people taking them.
  • Schedule II, Drugs in this category have been classified as drugs that are likely to be used for medical purposes in some cases. Still, they can be abused if taken in large amounts, thus causing addiction to the users.
  • Schedule III, The classification of these drugs, is only available under prescription from a medical practitioner.
  • Schedule IV, in this category, we have reliable drugs that can be used for sustaining medical purposes and have low chances of being abused or misused.
  • Schedule V, Drugs in this category have the lowest risks of abuse as compared to drugs in class IV. Thus, drugs in this category are solely used for medicinal purposes.

Drug scheduling is done for every drug that is entering the market to ensure that the Drugs Enforcement Administration establishes the risks and the value that each drug has on people’s public health and safety.

References

Somerville, C. (2018). The Drug Enforcement Administration. Mason Crest.

Bazinski, M. A., Quinlan-Colwell, A., Booher, L., & Drew, D. (2021). Let us introduce you to ways clinical nurse specialists impact pain management in Healthcare Systems. Pain Management Nursing, 22(2), 238. https://doi.org/10.1016/j.pmn.2021.02.040

Ranniger, C. (2019). Acute care: Pain management. DeckerMed Pain Management. https://doi.org/10.2310/pm.4347

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Pain Management Case

Value: 100 points

Due: Create your initial post by Day 3 and reply to at least two of your classmates by Day 7.

Grading Category: Discussions

Initial Post

Answer the following questions for A and B in three well-developed paragraphs (450–500 words) using APA formatting, integrating two evidence-based resources to include clinical practice guidelines as well as the course textbook.

As an Advanced Nurse Practitioner (ANP), you are working in an acute care setting.

Jason Tyler is a 65-year-old male admitted to the hospital with history of chronic cancer pain using Morphine SR 60 mg PO q8h. On admission, morphine 2 mg IV q4h was ordered. The patient reports his pain only went from a 9 to an 8 after the morphine dose and is asking for more pain medication. The staff begins to question the motivation of the patient and if addiction is present. The resident decides to start a PCA for his pain. In a few hours, the patient is comfortable, resting in bed.

A: Answer the following questions and provide your rationales for your choices.

  1. T.’s behavior is best described as: (Please provide the definition for your choice and your rationales)
    1. Tolerance
    2. Addiction
    3. Pseudo addiction
    4. Dependence
  2. During his hospital stay, J.T. went into acute renal failure. He is increasingly lethargic and is experiencing confusion and some hallucinations. The physician believes the morphine metabolites may be responsible and would like to convert to an alternative regimen. What would be your recommendation?
    1. Change opioid to fentanyl patch 50 mcg q72h.
    2. Decrease morphine SR dose to 60 mg PO q8h.
    3. Switch to hydromorphone 8 mg orally q4h as needed.
    4. Add haloperidol 1 mg PO q6h.
  3. Tolerance will not develop to which adverse opioid effect?
    1. Respiratory depression
    2. Sedation
    3. Constipation
    4. Nausea

B: What pieces of the holistic assessment are missing from this scenario: (Answer the following questions and provide your rationales)

  1. As a healthcare provider, what else do you need to understand about this patient related to pain management?
  2. In your response, please provide the teaching you would provide to JT.
  3. What is meant by the DEA Drug Classification Schedule? Explain each category/classification.

In depth understanding of pain

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In depth understanding of pain

In depth understanding of pain

The neurological system affects all parts and functions of the body through nerve stimulation. Nerves also control the sensation and perception of pain. While pain can be described in a variety of ways, it is essentially labeled according to its duration and source. As an advanced practice nurse evaluating a patient, you need to consider the following questions: Does the pain quickly come and go, or is it persistent and ongoing? Does the pain arise at the source of injury or in another location? In this Discussion, you compare three common types of pain—acute, chronic, and referred.

To Prepare

· Review this week’s media presentation on the neurological system, as well as Chapter 14 in the Huether andMcCance text.

· Identify the pathophysiology of acute, chronic, and referred pain. Consider the similarities and differences between these three types of pain.

· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might

In depth understanding of pain assignment

impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

Post a description of the pathophysiology of acute, chronic, and referred pain, including similarities and differences between them. Then, explain how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

Required Readings

Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.

  • Chapter 14, “Pain,      Temperature, Sleep, and Sensory Function”

This chapter covers the role of pain, sleep, stress, and the senses on body functions. It also explores alterations involving pain, sleep, stress, and the senses.

Instructor Requirements

As advanced practice nurses, we are scholars, nurse researchers and scientists. As such, please use Peer-Reviewed scholarly articles and websites designed for health professionals (not designed for patients) for your references. Students should be using the original citation in Up to Date and go to that literature as a reference. The following are examples (not all inclusive) of resources/websites deemed inadmissible for scholarly reference:

  1. Up      to Date (must use original articles from Up to Date as a resource)
  2. Wikipedia
  3. Cdc.gov-      non healthcare professionals section
  4. Webmd.com
  5. Mayoclinic.com

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NURS-FPX4000: Applying Ethical Principles

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NURS-FPX4000: Applying Ethical Principles

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NURS-FPX4000: Applying Ethical Principles

Apply ethical principles to your previously selected healthcare topic in an 8–10 slide PowerPoint presentation.

Introduction

As a nurse you must base your decisions on a set of ethical principles and values. Your decisions must be fair, equitable, and defensible. Nursing has a professional Code of Ethics for Nurses to guide ethical behavior. In this assessment, you will apply the four ethical principles to the topic you selected for your Applying Research Skills assessment. Your practice will help you develop a method for formulating ethical decisions.

Prepare 

For this assessment, you will apply the four ethical principles to your healthcare topic (selected in Assessment 2), explain bias as it relates to your topic, and relate at least one of the Four Spheres of Care. Consider the ethical dilemmas healthcare professionals are faced with in your selected topic. Discuss at least one of the Four Spheres of Care and how it is important to understand the ethics of your topic as it relates to the sphere being discussed. Use the Capella University Library to locate at least two academic peer-reviewed journal articles you can use to support your analysis of the situation.

Use the four core principles that healthcare professionals need to know and honor when helping patients:

  • Autonomy: To honor the patient’s right to make their own decisions.
  • Beneficence: To help the patient advance their own good.
  • Nonmaleficence: To do no harm.
  • Justice: To be fair and treat like cases alike, which will be used to inform your work.

Select at least one of the Four Spheres of Care and discuss how an understanding of ethics is important as it relates to your chosen Sphere.

  • Wellness, Disease Prevention.
  • Chronic Disease Management.
  • Regenerative/Restorative Care.
  • Hospice/Palliative Care.

Create Your PowerPoint

To complete this assessment, do the following:

  • Provide a title slide.
  • Identify the topic you selected (the same one you selected for Assessment 2) and briefly summarize the facts surrounding the topic.
  • Apply each of the four ethical principles to your chosen healthcare issue or topic.
    • Explain on one slide how autonomy plays a role in your healthcare issue.
    • Explain on one slide how beneficence plays a role in your healthcare issue.
    • Explain on one slide how nonmaleficence plays a role in your healthcare issue.
    • Explain on one slide how justice plays a role in your healthcare issue.
  • Explain what role bias plays in your topic, and how it relates to the four ethical principles.
  • Explain how an understanding of ethics is important to at least one of the Four Spheres of Care as it relates to your healthcare issue or topic (slides eight +). Use a separate slide for each Sphere if you select more than one.
  • Include a Conclusion and a Reference slide.

Do NOT use the speaker notes for this assessment. Provide content within each slide only. Make sure to cite references used in the presentation.

Academic Requirements

Your PowerPoint should meet the following requirements:

  • Writing: Produce text with minimal grammar, usage, spelling, and mechanical errors.
    • Your text should be concise.
    • Use bulleted or numbered lists.
  • Sources: Integrate at least two references within the past 3–5 years into your text using APA in-text citations.
  • Length: Include eight to ten slides, which include the title slide and reference slides.
    • You will NOT use the speaker notes in this assessment—only provide information on the slides themselves.
  • References: Use at least two references within the PowerPoint presentation. Visit the BSN Program Library Research Guide for help with research.
  • APA format: Follow current APA guidelines for in-text citation of outside sources in the PowerPoint presentation and also on the reference slide. Visit Evidence and APA for help with APA.

Example assessment: You may use the Assessment 3 Example [PDF] to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 3: Apply ethical principles and academic standards to the study of healthcare.
    • Explain how autonomy plays a role in an identified healthcare issue.
    • Explain how beneficence plays a role in an identified healthcare issue.
    • Explain how nonmaleficence plays a role in an identified healthcare issue.
    • Explain how justice plays a role in an identified healthcare issue.
    • Explain how an understanding of ethics is important to at least one of the Four Spheres of Care as it relates to a healthcare issue or topic.
  • Competency 4: Describe strategies for overcoming biases in healthcare settings.
    • Explain how biases play a role in an identified healthcare issue, and their relationship to the ethical principles.
  • Competency 5: Write for a specific audience, in an appropriate tone and style, in accordance with Capella writing standards.
    • Integrate into text appropriate use of scholarly sources, evidence, and citation style.
    • Produce slides that are easy to read and error free.

NR 510 Week 1: Practicum Process

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NR 510 Week 1: Practicum Process

 

NR 510 Week 1: Practicum Process

Welcome from the Practicum Team and the FNP Practicum Process

Welcome to the course! This announcement contains important information on getting started with your practicum placement for your upcoming NR511 course. This is a student driven process and your prompt attention to the procedures below will increase the likelihood that you will be placed at a practicum site in time for NR511. Locating a practicum site is not an easy process due to the competition with other programs who are also seeking student placement. Therefore, it is imperative that you begin the process now. The practicum team is here to assist you with your practicum placement and will support you through all of the steps toward getting approval to register for NR511.

If you completed this process while in NR503 and submitted a practicum application as directed, then this does not apply to you. This applies to students who have not already submitted a practicum application.

NR 510 Week 1: Practicum Process Assignment

Now that you are in NR510, it is essential that you begin the process immediately by completing the following steps in this order:

  1. Review the FNP Student Handbook if you have not already done so. The handbook outlines the practicum process, including the student and practicum coordinator expectations. The handbook can be accessed at the following link:
  2. Review the PowerPoint presentation, MSN FNP Practicum Preparation, located in the Course Resource section of the course.
  3. If you have any questions, please reach out to your FNP Practicum Coordinator. You can locate the name of your FNP Practicum Coordinator (PC) by reviewing the following document in the Course Resource section of the course, Communicate with Your Practicum Coordinator. The PCs are listed by state. Simply locate your state of residence and there, you will find the name of your PC and their contact information. The form also contains deadlines for reaching out to your practicum coordinator, which is based on the session that you plan to begin your first practicum course.

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Nursing-family Health Assessment

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Nursing-family Health Assessment

Nursing-family Health Assessment

Nursing-family Health Assessment

Assignment

Details:

Understanding family structure and style is essential to patient and family care. Conducting a family interview and needs assessment gathers information to identify strengths, as well as potential barriers to health. This information ultimately helps develop family-centered strategies for support and guidance.

This family health assessment is a two-part assignment. The information you gather in this initial assignment will be utilized for the second assignment in Topic 3.

Develop an interview questionnaire to be used in a family-focused functional assessment. The questionnaire must include three open-ended, family-focused questions to assess functional health patterns for each of the following:

Values/Health Perception
Nutrition
Sleep/Rest
Elimination
Activity/Exercise
Cognitive
Sensory-Perception
Self-Perception
Role Relationship
Sexuality
Coping
Select a family, other than your own, and seek permission from the family to conduct an interview. Utilize the interview questions complied in your interview questionnaire to conduct a family-focused functional assessment. Document the responses as you conduct the interview.

Upon completion of the interview, write a 750-1,000-word paper. Analyze your assessment findings. Submit your questionnaire as an appendix with your assignment.

Include the following in your paper:

Describe the family structure. Include individuals and any relevant attributes defining the family composition, race/ethnicity, social class, spirituality, and environment.
Summarize the overall health behaviors of the family. Describe the current health of the family.
Based on your findings, describe at least two of the functional health pattern strengths noted in the findings. Discuss three areas in which health problems or barriers to health were identified.
Describe how family systems theory can be applied to solicit changes in family members that, in turn, initiate positive changes to the overall family functions over time.
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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NSG4029 Week 2

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NSG4029 Week 2

 

NSG4029 Week 2

Discussion Question

Using the South University Online Library or the Internet, research about power sources for a nurse leader.Based on your understanding, answer the following questions:

In your opinion, what are the three most important power sources for a nurse leader? Why?

How are they best used in a leadership role? Describe.

What sources of power do you see most often displayed in your work environment? Why?

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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NURS 4455

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NURS 4455

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NURS 4455 

Module 1 Assignment

Leadership Self-Assessment

Overview: Leadership Self-Assessment

Do you view yourself as a leader?

You have, no doubt, served as a leader in some situations, but you may not yet envision yourself as a leader in the nursing environment. This course is designed to help you recognize the leadership and management qualities you bring to the profession, sharpen and enhance those skills, and to encourage you to seek out leadership and management opportunities.

Use the Professional Development Inventory to assess your leadership qualities and skills. Save your results and/or make notes of the conclusions.

Objective

• Identify characteristics of leadership and management.

Conclusions and Reflections

Describe your overall leadership characteristics, strengths, and weaknesses. Comment on any characteristics that the tool did not address that you believe to be important.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

NURS 4455

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NURS 4455

 

NURS 4455

Module 2 Assignment 1

Organizational Analysis–Shadowing Plan

Open the Assignment document and review the instructions for “shadowing” a nurse leader in your organization.

Overview: Organizational Analysis

The major assignment for this course is analysis of an organization. You will study and report on its structure, processes, and nurse leaders. To get a glimpse of the roles and responsibilities of a nurse leader, meet with a BSN nurse leaderat least two levels above your current position in your organization and request opportunities to observe some of the tasks the nurse leader directs.

If you are unable to observe these tasks you may interview the nurse leader/manager as an alternative. Obviously, there are situations in which you will not be able to observe or participate in meetings or other events or tasks, but you should be able to work with the nurse leader to schedule an interview and at least three specific leadership tasks to discuss.

Complete this assignment to describe which organizational leader you will interview and the plans for the experience. For verification of plans and scheduling, provide contact information of the leader with whom you will be working.

If you are unable to shadow or interview a nurse leader, you may shadow or interview a leader or manager in a non-healthcare related field. You will need to notify your coach.

Objectives

•             Explain how organizations function.

•             Compare and contrast characteristics of leadership and management.

•             Apply trends, issues, theories, and evidence as guidelines for management decisions.

•             Evaluate effectiveness of communications patterns using specific management situations.

Shadowing Plan

In the space below, describe your plan for observing a nurse leader in your organization as the leader is engaged in leadership tasks. First, schedule an interview with the nurse leader (at least two levels above your current position) and record that date and time. Include descriptions of activities, your expected roles or behaviors as an observer or participant, and schedules of the activities. Explain the types of things you will be looking for and how you will record your observations. (Space will expand as you type.)

Please remember to send a thank-you note to the nurse leader you interview.

 

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER