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  week9assignment.docx

References:

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Penner, S. J. (2016). Economics and financial management for nurses and nurse leaders (3rd ed.). New York, NY: Springer Publishing Company.

· Chapter 13, “Entrepreneurship and Practice Management” (pp. 401–427)

· Chapter 15, “Health Policy and Future Trends” (pp. 447–457)

 

Gjolaj, L. N. (2016). Delivering patient value by using process improvement tools to decrease patient wait time in an outpatient oncology infusion unit. Journal of Oncology Practice, 12(1), e95–e100.

 

Elevator Speech

For this assignment, you examine the role of an elevator speech in defending your idea for a new healthcare product or service. You also develop a speech that will help set your idea apart as memorable, unique, and of value to the organization.

To Prepare

· Reflect on the most significant talking points about the healthcare product or service solution you have proposed. These points should be those you think will educate decision makers and other stakeholders on the benefits of your idea as well as clarify the business case (including financial points, budgetary impacts, SWOT takeaways, cost-benefit analysis takeaways, etc.).

· Consider how you might hilighight these significant talking points in an elevator speech to stakeholders.

 

Post a 2- to 3-paragraph draft of an “elevator speech” designed to both educate and “sell” decision makers on the healthcare product or service you have proposed. Your elevator speech summary should address what you believe are the significant talking points necessary to educate decision makers and other stakeholders on the benefits of your idea as well as clarify the business case (including financial points, budgetary impacts, highlight SWOT takeaways, highlight cost-benefit analysis, etc.).

NUR 621 Health Care Reimbursement Training Plan

NUR 621 Health Care Reimbursement Training Plan

Create a training plan using “NUR- 621- health care reimbursement training plan” template provided that describe how medicare, medicaid, and private insurance reimbursement health care organization for their servives

 

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. NUR 621 Health Care Reimbursement Training Plan

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.

ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 

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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  DiscussionWeek9sample.docx

Case 3: Volume 2, Case #21: Hindsight is always 20/20, or attention deficit hyperactivity

disorder

 

List three questions you might ask the patient if he or she were in your office. Provide a rationale for why you might ask these questions.

1. Can you describe to me in your own words how you are feeling today and of late? This is an open-ended question to provide some insight on the patient, such as feelings, attitudes, and thoughts, mood, and how he perceives his well-being expressing his anxiety, any depression, and fatigue which should be taken into consideration.

2. Do you feel your medications all work well for you? This gives an insight to if the client is taking his medications as prescribed. Individuals with attention-deficit/hyperactivity disorder (ADHD) may usually be non-compliant with their medication because of symptoms associated with the disease such as hyperactivity, impulsivity, and inattention (Stahl, 2013).

3. Can you tell me what you mean by “torn in many directions”? This will help understand and assess if the client is pressured form work or from home and how it’s interfering with his social life.

4. Do you have thoughts of hurting yourself or others? Because the client expressed feeling like he is “torn in many direction,” in addition to his increased anxiety and high energy levels, it is important to assess the client for suicide ideation and depression.

 

Identify people in the patient’s life you would need to speak to or get feedback from to assess the patient’s situation further. Include specific questions you might ask these people and why.

 

To get feedbacks to further assess my client, I would speak to his wife to provide some history in regards to his moods over the years, any past triggers, his routine sleep/wake cycle, and also any information on how he was in his earlier years. From the information given, the client did show signs of ADHD as a kid. If the mother was present, I would ask about family history of ADHD and any other history of mental health disorder when the client was young. According to Starck, Grünwald, and Schlarb (2016), about 40% of ADHD children have at least one parent with clinical ADHD symptoms.

 

 

Explain what physical exams and diagnostic tests would be appropriate for the patient and how the results would be used.

 

Diagnosis of ADHD is based on clinical evaluation; therefore, no laboratory-based medical tests are available to confirm the diagnosis; however, basic laboratory studies that may help confirm diagnosis and aid in treatment are as serum CBC count with differential, electrolyte levels, thyroid function tests, and liver function tests before beginning stimulant therapy (Soreff, 2018). Other sources for exams or diagnostics are ADHD symptom checklists and a standardized behavior rating scales (Children and Adults with Attention-Deficit/Hyperactivity Disorder [CHADD], 2019). According to CHADD (2019), ADHD rarely occurs alone, and research has shown that more than two-thirds of people with ADHD have one or more co-existing conditions that include depression, anxiety disorders, learning disabilities and substance use disorders; therefore a comprehensive evaluation includes screening for co-existing conditions.

 

List three differential diagnoses for the patient. Identify the one that you think is most likely and explain why.

1) Generalized Anxiety Disorder (GAD): According to American Psychiatric Association (2017), GAD involves persistent and excessive worry that interferes with daily activities accompanied by physical symptoms, such as restlessness, feeling on edge or easily fatigued, difficulty concentrating, muscle tension or problems sleeping and sometimes the worries focus on everyday things such as job responsibilities, family health or minor matters. With this client, he reports having financial worries and also “he worries and is tense most of the time.” He also has been anxious for so many years mostly since college and now graduate school and feels “torn in many directions” working part-time and going to school. He is generally tensed, restless, irritable, and worries about things even outside school and work, and this has caused him to be argumentative and temperamental most of the time; therefore, this most likely would be my primary diagnosis.

2) Attention Deficit Hyperactivity Disorder (ADHD)

3) Other Specified Anxiety Disorder

 

 

List two pharmacologic agents and their dosing that would be appropriate for the patient’s antidepressant therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other.

 

Atomoxetine 40mg daily: Atomoxetine (ATX) boosts neurotransmitter norepinephrine/noradrenaline, increase dopamine in profrontal cortex, blocks norepinephrine reuptake pumps, increases noradrenergic neurotransmission, and can also increase dopamine neurotransmission in frontal cortex of the brain (Stahl, 2014b). Therapeutic actions can be seen as early as the first day of dosing and may continue to improve for 8–12 weeks. It is important to monitor blood pressure (Stahl, 2014b) According to Asherson et al. (2014), the low abuse and diversion potential of ATX, once or twice daily dosing with enduring efficacy, stable effect throughout the day, and demonstrated effectiveness in reducing ADHD symptoms in patients with comorbid social anxiety and alcohol use disorders, make ATX an important medication to consider when treating adult patients with ADHD.

Buspar 15mg BID: It is used in the management of anxiety disorders and depression and in the class of serotonin receptor partial agonist (Stahl, 2014b). According to Rabatin and Keltz (2002), Buspirone has no potential for dependence, withdrawal symptoms, or rebound anxiety after drug withdrawal.

 

 

Explain “lessons learned” from this case study, including how you might apply this case to your own practice when providing care to patients with similar clinical presentations Lesson learned was that instead of using polypharmacy approaches with a limited evidence base it is best to consider using solid approved monotherapies also instead of considering adult ADHD as a diagnosis of exclusion, it is better to evaluate this symptom complex earlier in care by using a rating scale, such as the ASRS. Another important lesson learned was to research typical comorbidities and presentations for adult ADHD patients along with diagnostic rating scales and instruments that may aid in diagnosing ADHD in adults; therefore it is very essential in making sure to get an accurate assessment in diagnosing and treating clients that present with several psychiatric disorders and always discuss the risks and benefits of any new psychoactive medication or dose adjustment and adhering to treatment at the same time monitoring its efficacy.

 

 

 

References

 

American Psychiatric Association. (2017). What Are Anxiety Disorders? Retrieved from https://www.psychiatry.org/patients-families/anxiety-disorders/what-are-anxiety-disorders

 

Asherson, P., Bushe, C., Saylor, K., Tanaka, Y., Deberdt, W., & Upadhyaya, H. (2014). Efficacy of atomoxetine in adults with attention deficit hyperactivity disorder: an integrated analysis of the complete database of multicenter placebo-controlled trials. Journal of psychopharmacology (Oxford, England), 28(9), 837-46.

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Children and Adults with Attention-Deficit/Hyperactivity Disorder. (2019). Diagnosis of ADHD in Adults. Retrieved from https://chadd.org/for-adults/diagnosis-of-adhd-in-adults/

 

Rabatin, J., & Keltz, L. B. (2002). Generalized anxiety and panic disorder. The Western journal of medicine, 176(3), 164-8.

 

Soreff, S. (2018). Attention Deficit Hyperactivity Disorder (ADHD) Workup. Retrieved from https://emedicine.medscape.com/article/289350-workup#showall

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.

 

Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.

 

Starck M, Grünwald J, & Schlarb AA. (2016). Occurrence of ADHD in parents of ADHD children in a clinical sample. Neuropsychiatric Disease and Treatment, Vol 2016, Iss Issue 1, Pp 581-588 (2016), (Issue 1), 581. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.0945878b277f40c58b2346f4c66f35f3&site=eds-live&scope=site

Name: J.D. Date: 03/26/2020 Time: 2:00 pm   Age: 25 y/o Sex: F SUBJECTIVE CC: 

” I have a lot of pain on my left side, in my lower belly” PMH (include-immunization status including Gardisil, GTPLA).

HPI: J.D. is a 25-year-old white female that came to the office today complaining of pain in her lower abdomen. The patient has always had painful cramps with her periods but this time it is much worse being described as a 6 out of 10 and lasting up to 5 hours. The pain started 2 days ago. The pain is described as more painful cramps. It is debilitating and prevents the patient from performing most daily activities. It is localized in the lower abdominal area, and sometimes radiates down her legs, and to her lower back. The patient uses hot compresses to relieve the pain as Tylenol does not work. The patient also states that she has been feeling nauseous ever since the pain started. She also urinates more frequently and pain on urination. Denies fever, vomiting, or chills. PMH (include-immunization status including Gardisil, GTPLA). Medications:

2 Tylenol as needed for her pain

PMH (include-immunization status including Gardisil, GTPLA).

Current or past illnesses: No current or past illnesses

Immunizations: All vaccines updated including flu vaccine and Gardasil.

Allergies: NKDA

Medication Intolerances: None.

Chronic Illnesses/Major traumas: None.

Hospitalizations/Surgeries (include delivery of pregnancies here)

No hospitalizations.

G0P0

 

 

Family History

Mother: 49 years old, no significant health problems

Maternal Side: No significant health problems

Father: 50 years old, hypertensive

Paternal Side: no significant health problems

Social History

Patient works full-time as a research assistant at a local university. A full-time student seeking a master’s degree in biochemistry at a local university. Married. Sexually active only with husband. Always uses male condoms as contraceptive device. Does not use recreational drugs, tobacco, or electronic cigarettes. Devout follower of Christianity. Denomination: catholic.

 

ROS General Patient denies fever or chills, no weight changes. Cardiovascular Denies chest pain, or discomfort. Denies palpitations, dyspnea, or orthopnea. Skin: Denies presences of moles, rash, or itching. Respiratory: Denies dyspnea, cough, hemoptysis, or pleuritic pains. Eyes Denies problems or changes in her vision; denies double or blurred vision. Gastrointestinal Positive for nausea. Denies hemorrhoids, constipation, or diarrhea. No variation in bowel habits. Denies vomiting. Ears Denies difficulty or changes in his hearing. Denies tinnitus, or discharges. Genitourinary/Gynecological Menarche 11 years old. Regular menstrual periods starting around the 3rd week of every month. LMP: 03/24/2020, heavy flow. Last pap 11/2019 -negative. No history of STDs. Male condoms used as contraceptive. Positive for lower abdominal pain. Positive for heavy menstrual flow. Positive for increased urination. Positive for pain on urination. Nose/Mouth/Throat Denies nosebleeds, nasal obstruction. No Bleeding gums, teeth or mouth pain, no lesion in mouth or tongue, no dry mouth. Musculoskeletal Denies joint stiffness, limitation of movement, no history of musculoskeletal or disk herniation. Breast Denies alteration of nipples, or discharge. Denies skin retractions. Denies breast pain or changes. Denies lumps. Neurological Denies syncope or seizure. No dizziness or vertigo. Heme/Lymph/Endo Denies bruising or bleeding. No history of anemia, blood transfusions. Denies exposure to toxic agents or radiation. No HIV history. Psychiatric Denies sadness, or anxiety. No sleeping problems. OBJECTIVE – (if you are seeing a patient for an Episodic OV – PE should relate to the CC) Weight: 130 lb.        BMI: 21.6 Temp: 98.6 BP: 128/72 Height: 5’5’’ Pulse: 91 Resp: 20 General Appearance: Patient is alert and oriented x 4. Well-developed and nourished. She speaks clearly and appropriate. Good personal hygiene. Skin: Intact, clean, and moist. Well hydrated, no rashes or lesions observed. HEENT: Normocephalic, symmetric. Eyes: Sclera white, conjunctiva pink. PERRLA. Ears: Bilateral canals patent. No exudate. Nose: External aspect is normal. Lips and oral cavity pink and moist. Thyroid has a normal size, no nodules or masses noted. Cardiovascular: S1, S2. Regular rate and rhythm, no murmurs, no gallops. No thrill or palpable murmurs on palpation. No edema. Respiratory: Lungs clear to auscultation bilaterally anteriorly and posteriorly, normal respiratory effort. No rales, no rhonchi, no wheezes upon auscultation. Gastrointestinal: Soft, tenderness present on deep palpation in the lower abdomen, no masses, Bowel sounds presents in all four quadrants. No ascites. No splenomegaly, no hepatomegaly. No rebound, no guarding. Breasts symmetric: Breast tender on palpation. No discharge, no dimpling, wrinkling or discoloration of the skin; no skin retraction, no lymphadenopathy in left axilla. Both breasts with no masses or skin abnormalities. No palpable adenopathy in the either axilla. Genitourinary: Lower abdomen tenderness on deep palpation. No CVA tenderness. Genitalia: External genitalia with pubic hair in normal distribution; skin color is consistent with general pigmentation. No vulvar lesions or masses noted. Bimanual examination: Mobile cervix, not painful. No adnexal masses or tenderness. Vaginal walls are smooth and pink; no lesions noted. Ovaries are non-palpable. Musculoskeletal: Normal gait and ROM. No joints and muscle tenderness, no warmth, no erythema or inflammation. Neurological: Speech normal, no sensory-perceptions disorders. No altered mental status. Psychiatric: Alert and oriented times 4. Patient is anxious, no signs or symptoms of depression, no suicidal ideas, maintains eye contact. Lab Tests (list the results if you have them)

CBC

Urinalysis w/culture

STD screening – Chlamydia, Gonorrhea

 

Special Tests (done or ordered during the OV)

Pelvic ultrasound

Laparoscopy

 

 Diagnosis – include the appropriate ICD – 10 Code for each diagnosis used Primary Diagnosis:

1-Endometriosis, unspecified (N80.9). Patient has nausea, pain on urination, and unspecified tenderness in the lower abdomen. No other gynecological signs are present. Endometriosis usually does not present with any signs except tenderness sometimes (Davila, 2018). The patient is sexually active but practices safe sex with one partner.

Differential Diagnoses:

1- Torsion of ovary and ovarian pedicle (N83.51). Ovarian torsion usually has a rapid onset. This patient described the pain as beginning two days ago. It has nonspecific symptoms and is often misdiagnosed as a gastrointestinal problem (Ding, Huang, Hong, 2017). Ovarian torsion can present with abdominal tenderness on palpation. Ovarian torsion also presents with nausea in around 70% of patients (Ding, Huang, Hong, 2017).

 

2- Urinary tract infection, site not specified (N39.0): The patient reports frequent urination and pain on urination as well. UTI’s can also result in increased nausea and lower back pain (Urinary Tract Infection, n.d.)

 

3- Unspecified acute appendicitis (K35.80): Appendicitis causes onset of pain throughout the abdomen. It can cause lower abdominal pain that radiates to other areas including the lower back and legs. Additionally, appendicitis can cause nausea as well. (Appendicitis, 2019).

 

 

Plan/Therapeutics (explain fully) Plan:

Pharmacologic: Ibuprofen 800mg three times a day.

Non-pharmacological.

-Continue using hot compresses to alleviate the pain.

If the pain worsens come back to the office or go to the nearest ER.

Follow up with patient in one week to review lab and imaging results and formulate a more specific plan of action.

Referrals:

Referral to Gynecologist.

Education:

The patient is advised to continue using hot compresses, and to take prescribed medications and to monitor the pain. Wash genital areas before and after sexual encounters to promote good hygiene and to prevent urinary tract infections. Continue safe sex practices. She is also advised to rest and to not perform any demanding activities. Increase fiber in the diet to prevent constipation.

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References

Appendicitis. (2019, March 18). Retrieved from https://medlineplus.gov/appendicitis.html

Davila, W. (2018, July 25). Endometriosis. Retrieved March 27, 2020, from https://emedicine.medscape.com/article/271899-overview

Ding, D.-C., Huang, C., & Hong, M.-K. (2017). A review of ovary torsion. Tzu Chi Medical Journal, 29(3), 143. doi: 10.4103/tcmj.tcmj_55_17

Urinary tract infection (UTI). (2019, January 30). Retrieved from https://www.mayoclinic.org/diseases-conditions/urinary-tract-infection/symptoms-causes/syc-20353447

 

 

 Evaluation of patient encounter:

I agreed with my preceptor that this patient has endometriosis. Her symptoms are accurate for this diagnosis. She has s/s that are characteristic of endometriosis.

Case Study (Care Plan)

Case Study (Care Plan)

This week you will need to look at the provided case study and develop a care plan for a patient that has a Clostridium difficile Colitis. Please use the provided format for building your care plan. You will need to use your nursing reference materials as you build this care plan.

 

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.

ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 

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.

Get a 10 % discount on an order above $ 100
Use the following coupon code :
NURSING10