Tag: physical

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Physical health Socio environmental health & quality of life measures

Post author By admin
Post date July 2, 2021
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Purpose

The purpose of this assignment is to review the components of the comprehensive geriatric assessment

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

1. Discuss components of a comprehensive geriatric assessment (WO 1.1, 1.2, 1.3, 1.4) (CO1, 5, 7)

2. Evaluate screening tools used as part of the comprehensive geriatric assessment (WO 1.4) (CO 1, 7)

Requirements:

Step 1:

Review the assigned topics which are listed below:

Your assessment domain Your peer response domain Physical health Socio environmental health & quality of life measures

Step 2:

For your assigned assessment domain:

1. Provide a brief 3-5 sentence summary of the components of the domain assessment

2. Choose a screening tool “Mini Nutritional Assessment (MNA)” which is appropriate for your domain. Explain the screening tool purpose, components and scoring technique

3. Provide 2 references in APA format beneath the table which support your work. The second reference must be a scholarly source.

Your table should look like the following:

Comprehensive Geriatric Assessment Domain Dimensions of assessment Screening tool related to the domain(s) References:

Step 4:

Respond to a peer’s post. Your assigned response to a peer requirement is listed within the assignment table. (about one page)

Peer response will include:

· Compares peer domain to student’s assigned assessment domain, noting similarities and differences

· Peer review: discuss how your assigned peer’s screening tool (Lubben Social Network Scale) can be applicable in your own future practice

DISCUSSION CONTENT Category Points % Description Assessment of Knowledge: Assessment Domain 18 30 1. Provides a brief 3-5 sentence summary of the assigned domain components. 2. Domain summary includes description of each component. 3. Selects a domain appropriate screening tool. 4. Explains the purpose, components and scoring technique of the screening tool. Support from Evidence Based practice 18 30 1. Discussion post is supported with a minimum of one appropriate, scholarly source in addition to the textbook AND 2. Sources are published within the last 5 years AND 3. A reference list is provided with in-text citations that match the discussion content AND 4. Peer response is supported with a minimum of one appropriate, scholarly source in addition to the textbook Peer response 12 20 1. Compares peer domain to student’s assigned assessment domain 2. Comparison includes similarities and differences to student’s assigned domain 3. Comparison includes differences to student’s assigned domain 4. Discusses how the peer’s screening tool can be applicable in the student’s own future practice (4 critical elements) 48 80% Total CONTENT Points= 48 pts DISCUSSION FORMAT Category Points % Description Organization 6 10 Assignment table pasted within the discussion board post. Student presents the assigned domain. Peer response clearly states the name of the screening tool being reviewed and is presented in a logical format. Grammar, Syntax, Spelling & Punctuation 6 10 Student presents information in an organized manner, using clear and concise language. There are no APA, grammar, spelling, syntax or punctuation errors 12 20% Total FORMAT Points= 12 pts DISCUSSION TOTAL= 60 points

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Tags environmental, health, measures, physical, quality, socio

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Three Ps” (Pathophysiology, Pharmacology, and Physical Assessment) and the clinical course expectations

Post author By admin
Post date June 24, 2021
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Assignment

FNP program leadership or senior faculty will give a live or recorded lecture on upcoming course requirements, including an introduction to the “Three Ps” (Pathophysiology, Pharmacology, and Physical Assessment) and the clinical course expectations. Students should attend the lecture live if possible (which affords them a chance to participate and ask questions) or alternatively, the student may watch the recording. The dates and times as well as zoom link and recording will be posted in this document: LINK

If the link above does not work, copy and paste this URL into your browser: https://docs.google.com/document/d/1tL9Q95uf8FxhqS3vOTxCMz5lrMx6a7YG601VU61kqG8/edit?usp=sharing

After attending the lecture, or viewing the recording, please reflect upon what you learned and follow the directions below. This assignment has two parts; reflections and goals. The goals section has two subparts: 3P goals and clinical goals. They do not need to be in APA format, but please choose a format that is organized and visually pleasing. You are not limited to a word document; PDF and PPT are acceptable. Please ensure your instructor is able to open your chosen media if not PDF, Word, or PPT. This should be your original work, unique to you. Please work individually and do not collaborate with others on this reflective and personal goal-forming work.

· Reflection: 150-250 words

o Reflect upon what was learned and briefly write about your thoughts. Include:

§ What were you surprised to learn from the lecture, or what was new? If no material was new to you, what do you wish was covered instead?

§ Considering your own unique work-life-school situation, what are your greatest concerns or greater perceived challenges for the second half of the FNP program?

· Goals: (Separate from the above 250 word count)

o Considering your own personal situation and life challenges, provide three specific goals to help guide your success in two areas

o Goals for the 3P courses: (three goals, bullet points are acceptable)

o Goals for clinical experiences: (three goals, bullet points are acceptable)

· When writing your goals, try to keep in mind principles of SMART goals (specific, measurable, attainable, relevant/realistic, and time-oriented)

Some Examples: (but remember you need 3 of each goal type)

1) My first 3P goal is to study pathophysiology for 6 hours every week by setting aside 60 min every night from 8-8:30 for six nights a week.

2) My first clinical goal is to contact 7 different clinics each week to look for a pediatric preceptor until I have found someone.

3) My second clinical goal is to decrease my work to part-time so that I can do 40 extra hours in my pediatric rotation in October-December 2022 so that I can be more marketable in a pediatric practice after graduation.

Expectations

· Length: 250- 300 words for the reflection, and provide at least three SMART goals for the 3P courses and three goals for the clinical courses

· Format: No APA required, however, please follow professional grammar and spelling conventions. Extra points are given to original, unique styles that are organized, professional, and visually pleasing

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Tags assessment, clinical, course, pathophysiology, pharmacology, physical, three

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hat does it mean for a quantity to be conserved? Why are conserved physical quantities useful to physicists?

Post author By admin
Post date June 13, 2021
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Six Pulleys: http://commons.wikimedia.org/wiki/File:Six-Pulleys.png

What does it mean for a quantity to be conserved? Why are conserved physical quantities useful to physicists?

Give an example which illustrates the difference between three kinds of energy and the transformation of energy from one kind to another. Your example may include some of the following kinetic, thermal, gravitational potential, and spring potential energy.

In your example explain the difference between Energy, Work, and Power.

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Operational environment, physical access control

Post author By admin
Post date February 26, 2021
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The security of information asset is critical to any operational environment. The existence of (or the lack of) good security measures will determine the stability of the operating environment and the availability of resources. As a result of this fact, security should not be an afterthought in the network architectural design process. In any network environment, the most successful access control solution is one that was considered in the design process. Access control can be broken down into area, physical access control, and logical access control.

Describe physical access control.

Discuss any form of physical access control, and reference a time when you have used this form of physical access control to provide security to an information asset.

Describe logical access control.

Discuss any form of logical access control you have used, and discuss a situation in which you have leveraged this form of logical access control to provide security protection for an information asset.

……………………………………………………………………………………………………

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Security Information Asset

The increased use of personal computers, and the interconnection of the ICT infrastructure, has led to an increase in threats and vulnerabilities. According to (Palmer & Shenoi, 2009, p. 114) the operating environment has increasingly become complex, with specialized professionals now located in different dispersed locations. As a consequence of increased interconnectivity and the increased vulnerability, information security and safety guidelines must be implemented. In the network environment, one such security practice is the use of access control. Access control is a broad concept, which can be divided into physical, area and logical access controls.

Physical Access Control

The physical network access control can be considered as a mechanical form of access to a room (Vacca, 2013). The common methods of achieving physical access controls include use of authentication badges, the use of devices that authenticate biometrics to gain entry/access and access cards as locking devices for door entries. According to (Fung, 2004, p. 50) physical access control needs the network devices such as servers, routers and switches to be placed in a secure room, where access has been limited and strictly allowed to the authorized people. In addition to physical restriction to access, other factors related to network security must be observed. The factors include the procedures of operations and the daily methods. An example of a form of physical access control is a universal access card. The universal access card has special codes encrypted to it and…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

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