No plagiarism please.

Will need minimum of 300 words, APA Style, double spaced, times new roman, font 12, and and Include: (3 references within years 2015-2018) with intext citations.

Discussion: 

Both the U.S. Preventive Services Task Force and the Centers for Disease Control and Prevention (CDC) recommend that all “baby boomers” – people born from 1945 through 1965 – get a hepatitis C test.

Discuss the change in these guidelines,

who is at risk, and the ramifications for individuals that contract hepatitis C. and are not identified and treated.

1.Select the basic values that will provide the foundation of your model and discuss the leadership behaviors that will result from those values (500 words). Be sure to select values from each of the following four levels: individual, interpersonal, organizational, and societal. Use the “Creating a Personal Model of Leadership” instructions and the “Rokeach Values Survey” to guide you.

2.Utilize the “Rokeach Values Survey” to help you determine your values hierarchy, which will assist you in the development of your personal model of leadership. After ranking the values according to the instructions, identify your top three terminal values and your top three instrumental values. Submit a 250-300-word reflection that identifies your values hierarchy and explains the significance it might have on your leadership style.

Please copy and paste the following survey link into your browser:

http://faculty.wwu.edu/tyrank/Rokeach%20Value%20Survey.pdf

Hello, I need to do my weekly discussion question for my nursing class. Here is the SOAP note and at the end there are 3 questions to answer.

Name: X.X.                             Date:                                                   Age: 44

Gender: Female                       Marital Status: Married          Occupation: Bank Teller

Examiner: APRN-BC                     Time: 9:15 am

Subjective Data:

HPI: Patient reports that after reading a recent article in Women’s Health magazine, she decided to do a self-breast exam.  This was the first time she had performed such an exam and is unsure of the results.  Patient reports that during the self-exam she felt a “marble-sized” mass in the upper, outer quadrant of her right breast.  Patient reports that the mass was movable and was not painful or tender to the touch.  Patient states that the self-breast exam occurred about ten days ago.  She is unaware of any changes in the mass. Also she reports some itching and burning sensation in vaginal area. Patient stated she is having regular monthly menstruation.

Objective Data:

BP 128/82; T 98.1 F; P 64; R 25.  Patient is verbally responsive, demonstrates fluid coordination in large and small movements, and reports no pain or discomfort.  Patient is a non-smoker and an occasional drinker.  Patient states that she drinks approximately 3 alcoholic drinks per week with friends. Patient is slightly overweight with a BMI of 29.8.

PMH: Patient has no chronic illnesses.  Patient suffered from pneumonia for approximately four weeks in November 2007.

Family History: Patient is one of three children. Her siblings are both males.  Mother died in a car crash at the age of 69 and had no chronic conditions apart from mild arthritis.  Father is still alive and is undergoing treatment for lung cancer.

Sexual Health:  Married, but she believes her husband goes around and maybe have another sexual partner. She uses birth control pills to prevent pregnancy, but husband uses no condoms. She is afraid to confront husband regarding this issue. She is willing to talk to a therapist if it is need it.

Medications: use of contraceptives Altavera.

ROS: Patient has itching and burning sensation (vaginal area) showing some discomfort symptoms. Also patient present symptom is a marble-sized lump in right breast.

Allergies: NKA, immunizations current.

Physical Examination:

General: In no acute distress. Alert and oriented x 3. Appropriate and cooperative.

HEENT:  Head is normocephalic without lesions or masses. Pupils round and reactive to light accommodation. Extraocular movements intact.

Neck:  Supple.  Trachea is midline. No JVD, internal, Proper neck strength and movement.

Breast: symmetric, no lesion or discharge, palpation revels no masses or tenderness. Except for R breast lump.

Lungs:  Lung fields clear to auscultation bilaterally.  No acute respiratory distress, no accessory muscle use; No wheezing, rales or rhonchi.  Equal chest expansion bilaterally.

Cardiovascular:  Oral cavity lips moist and pink, no cyanosis.  Carotid pulses +2 palpable bilaterally, no JVD or bruit.  Upper extremities- capillary refills less than 2 seconds, no clubbing or cyanosis present.  Radial and brachial pulses +2 palpable bilaterally. Apical pulse palpable at the 5th and 6th intercostal spaces.  Apical rate and rhythm regular at 90 bpm. S1 and S2 are present without murmurs, rubs, or gallops.

Abdomen:  Flat, soft, no tender, non distended with positive bowel sounds x 4. No organs enlarged.

External Genitalia:  Redness, no lesions.

Internal Genitalia: showing redness and Gray-white color discharge with a fishy, foul rotten  odor. Vaginal walls erythematous and edematous. Cervix pink with no lesions. Specimens obtained

Bimanual: No tenderness to palpation, uterus and ovaries not enlarged.

Rectum: No masses or fissure. Stool brown test negative for occult blood.

Breast examination:  The lump the patient reports is indeed a marble-sized lump in the upper outer quadrant of the right breast.  The lump feels nodal, rather than smooth, has moderate density, and does not appear to give any discomfort to the patient when manipulated. Patient’s breast tissue is dense considering patient’s age.

Initial Post:

1-What further questions do you have for this patient at this visit? (ROS) 
(This questions will help you to narrow your differential diagnosis) 

2-What is your differential (ICD-10 Codes) diagnosis list for this visit? include at least 2 (Assessment)

3. What would be your plan for this patient ? (diagnostic work-up, Medications, Referrals, Conservative measures, Patient education, Follow-up plan, etc)

Application: Leadership Concept Analysis Group Paper

This week you will begin a group paper that you will develop over the next few weeks. By Day 3 of this week, you will be placed in a collaborative group and provided with a work area for your group (See the Groups area below Week 11 in the left-hand navigation bar. If you do not see your team area by the end of Day 3, contact your Instructor.)

Before you begin to work with your group, read the information below describing the paper. Then join your group, introduce yourself, and begin work on selecting a topic.

To prepare:

· Within your group, select a topic relevant to interprofessional leadership and the health care field on which to focus your group paper. The following are some potential topics for your group to consider:

o Matrix organizations

o Accountable care organizations

o Horizontal and vertical organizations

o Role conflict and ambiguity

o Employee recruitment and selection

o Interpersonal relationships in the C-suite of organizations (the relationships between the CEO, CFO, and CNO)

o Resistance to change

o Succession planning

o Whistle blowing

o “Just” culture

o Team Stepps

· When your group has selected a topic, the group facilitator will submit the topic to the Instructor for approval on the Discussion Board in the Week 5 Group Project Topic Forum.

· Conduct research on your topic using the Walden Library and other credible sources.

To complete:

As a group, write a 3- to 5 (page count does not include title and reference page) page paper that includes the following:

· Section 1: Introduction

· Section 2: Significance of the topic (based on literature that speaks to the relevancy of the concept selected in terms of interprofessional leadership)

· Section 3: Review of the literature related to the concept that the group selects (current best practices, positive or negative impact on leadership or health care organizations, etc.)

· Section 4: Application to nursing (e.g., implications or consequences for nursing leaders)

· Section 5: Conclusion

                                                          Learning Resources

Required Readings

Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

• Chapter 19 “Organizational, Interpersonal, and Group      Communication”

Chapter 19 covers many aspects of the communication process, including group communication. As you read this chapter, focus on the stages of group development (forming, storming, norming, performing) and group dynamics (group task roles, group building and maintenance roles, problematic roles). Consider how you can apply these concepts as you engage in group work.

Adams, S. L., & Anantatmula, V. (2010). Social and behavioral influences on team process. Project Management Journal, 41(4), 89–98.

In this article, the authors report on the effects of individual behaviors on project teams and provide a model that identifies the progress of social and behavioral development. For each stage, the authors provide recommendations for managing team members.

Chun, J. S., & Choi, J. N. (2014). Members’ needs, intragroup conflict, and group performance. The Journal Of Applied Psychology, 99(3), 437–450. doi:10.1037/a0036363

This study theorizes and empirically investigates the relationships among the psychological needs of group members, intragroup conflict, and group performance.

Haynes, J., & Strickler, J. (2014). TeamSTEPPS makes strides for better communication. Nursing,44(1), 62–63. doi:10.1097/01.NURSE.0000438725.66087.89

Teamwork and communication are the focus of this article and include the use of the TeamStepps model for Quality Improvement.

Hogg, M. A., Van Knippenberg, D., & Rast, D. E., III. (2012). Intergroup leadership in organizations: Leading across group and organizational boundaries. Academy of Management Review, 37(2), 232–255.

The authors of this article introduce a theory on intergroup leadership that is based on social theory and intergroup relations. This theory purports that intergroup performance relies on a leader’s capacity to create intergroup relational identities.

Kaufman, B. (2012). Anatomy of dysfunctional working relationships. Business Strategy Series, 13(2), 102–106.

Kaufman examines the impact of dysfunctional working relationships in an organization. She provides managers with tips that will allow them to identify early warning signs of dysfunctional behavior and to minimize its effects in the workplace.

Mind Tools. (2012). Forming, storming, norming and performing: Helping new teams perform effectively, quickly. Retrieved from http://www.mindtools.com/pages/article/newLDR_86.htm

This web article discusses stages of team development and provides strategies for moving through the early stages effectively.

Mind Tools. (2009). Team charters. Retrieved from http://www.mindtools.com/pages/article/newTMM_95.htm

This web page features helpful information about team charters. Before you begin work on the Week 7 Assignment, you may find it helpful to create a charter that can guide your group’s work together.

Ortega, A., Sánchez-Manzanares, M., Gil, F., & Rico, R. (2013). Enhancing team learning in nursing teams through beliefs about interpersonal context. Journal Of Advanced Nursing, 69(1), 102–111. doi:10.1111/j.1365-2648.2012.05996.x

This article examines the relationship between team-level learning and performance in nursing teams, and the role of beliefs about the interpersonal context in this relationship.

Table Group. (n.d.). Retrieved July 24, 2012, from http://www.tablegroup.com/

Patrick Lencioni is recognized worldwide for his work on teams. Under the Patrick Lencioni link, download and read articles related to addressing team dysfunctions.

Optional Resources

Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

• Chapter      16, “Socializing and Educating Staff for Team Building in a Learning      Organization”

Write an essay addressing each of the following points/questions. Be sure to completely answer all the questions for each number item. There should be three sections, one for each item number below, as well the introduction (heading is the title of the essay) and conclusion paragraphs. Separate each section in your paper with a clear heading that allows your professor to know which item you are addressing in that section of your paper. Support your ideas with at least three (3) citations in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.

1. The textbook discusses several education methods. Discuss each method with an example of how the method could be used in the organization. Then discuss how you will evaluate the method and learning.
2. Healthcare continues to be a lucrative target for hackers with weaponized ransomware, misconfigured cloud storage buckets, and phishing emails. Discuss how an organization can protect patients’ information through:
   • Security mechanisms
   • Administrative and Personnel Issues
   • Level of access
   • Handling and Disposal of Confidential Information
3. You are providing education to staff on phishing and spam emails. Using the different educational methods discussed in Chapter 12:
   • Provide examples of how each method can be used
   • How will the method and learning be evaluated?

Assignment Expectations:

Length: 500 words per essay prompt/section (1500 total for this assignment)