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OPTION #1

Complete the following questions. In addition to answering the items below, you must submit an analysis of the assignment. Analyze the specific outcomes and write an analysis directed toward the management team at Smart Company describing what the numbers mean and how they relate to the business. Submit journal entries in an Excel file and written segments in an MS Word document. For written answers, please make sure your responses are well-written, formatted per CSU-Global Guide to Writing and APA and have proper citations, where applicable.

Smart Company is preparing its financial statements for the year ended June 30, 2017. The financial statements are complete except for the statement of cash flows. You have been asked to prepare a statement of cash flows for the year ended June 30, 2017.

Download the excel spreadsheet found in the link below.

Required:

  1. Prepare a spreadsheet to support a statement of cash flows for the year ended June 30, 2017.
  2. In the tab named ‘Journal Entries’, show in journal entry form, the entries that would be made in preparation of the statement of cash flows.
  3. Prepare Smart Company’s statement of cash flows for the year ended June 30, 2017. Prepare the statement of cash flows using the indirect method. Note: For full credit, you must prepare the statement of cash flow in good form with all necessary disclosures, including disclosures about noncash financing and investing activities.

Submit a well-formatted electronic file,

 

  • attachment

    20181102033635smart_company_a1.xlsx

Reply to this student post adding extra  information related with this student post

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Question 1

Diversity has increased in the US and statistics indicate that by the year 2034 minority groups will be considered majority (Huston, 2017). The nursing profession strives to be as diverse as the population in order to keep up with the changing times. Minority population however, faces many challenges and, in many fields, including employment and education. Minority refers to a group of people that are often at a disadvantage when compared to the dominant group (Huston, 2017). They represent a large portion of the poor population although some are more diverse socioeconomically speaking (Mollard, 1999). Some of the barriers faced by minority groups, particularly, black males is the lack of persistence in school. This stems from the increased rates of unemployment, lack of role models (Dulabaum, 2016). Another challenge that is faced and also is related to the imbalanced economy prevalent in minorities is the lack of financial resources to access college education. Dulabaum also reports in a study of Black and Latino students that discrimination faced by these minorities involving stereotyping induces fear and poor confidence in their abilities to succeed in school.

Question 2

The four generations represented in nursing today are: the veteran generation also known as the silent generation, the baby boomers, Generation X and Generation Y also known as millennials (Huston, 2017). The veteran generation is considered those born between 1925-1942 and lived through many wars such as WWII, Korean and Vietnam Wars. Due to their exposure to uncertainty they are considered to be cautious with finances, respectful and abide by laws and authority (Huston, 2017). Nurses in this generation are likely to thrive in a structured environment. The baby boomers share some of the veteran qualities while also enjoying and participating in long work hours as a means to advance in life. They are flexible, creative and independent (Huston, 2017). Generation X are known to value work significantly less compared to the other generations. This generation’s idea of success puts family time at the center and focuses on quality of time. Generation Y also known as the millennials exhibit a higher level of confidence, technology knowledge, achievement-oriented, ambitious, and have high expectations from employers (Huston, 2017).

Question 3

The workforce is currently comprised of the four generational cohorts. Their different characteristics bring diversity to the workforce, increase team strengths, and bring together values and traits (Moorely, Everly & Bauer, 2016). However some of the challenges faced when mixing cohorts is the miscommunication among different generations due to different values and increased incivility which puts patient safety at risk as well (Moorely et al., 2016).

References

Dulabaum, N. L. (2016, June). Barriers to Academic Success: A Qualitative Study of African American and Latino Male Students: The League for Innovation in the Community College. Retrieved from https://www.league.org/innovation-showcase/barriers-academic-success-qualitative-study-african-american-and-latino-male

Mollard, K. M. (1999, September 1). America’s Racial and Ethnic Minorities. Retrieved from https://www.prb.org/americasracialandethnicminorities/

Moore, J. M., Everly, M., & Bauer, R. (2016, May). Multigenerational Challenges: Team-Building for Positive Clinical Workforce Outcomes. Retrieved from https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-21-2016/No2-May-2016/Multigenerational-Challenges.html

Reply to Hollie

Question 1—Postpartum Depression

Postpartum depression (PPD) is a major depressive disorder that occurs up to one year after birth (Hackley & Kriebs, 2017). Common symptoms of postpartum depression include: anhedonia; sleep disturbance; feelings of loneliness, isolation, or guilt; poor concentration; anxiety; and somatic complaints (Hackley & Kriebs, 2017). Mothers with postpartum depression are also less responsive to their infants and often need help caring for their infant (Hackley & Kriebs, 2017). Studies have shown that postpartum depression can impact child development, behaviors in childhood, and children’s cognitive function (Hackley & Kriebs, 2017).

The Edinburgh Postnatal Depression Scale (EPDS) is the screening tool used at my preceptor’s clinic to assess for postpartum depression. Hackley and Kriebs (2017) state that because postpartum depression has bimodal peaks at 2 and 6 months, the optimal time to screen for postpartum depression is between 2 weeks and 6 months postpartum. The American College of Obstetricians and Gynecologists (ACOG) recommends screening at the patient’s 6-week comprehensive postpartum visit (ACOG, 2018). However, because postpartum depression can occur at any time, studies and the American Academy of Pediatrics (AAP) are now supporting the use of EPDS screenings for mothers at the 2 month, 4 month, and 6 month well child visits (Emerson, Mathews, & Struwe, 2018).

The cutoff score for depression on the EPDS ranges from 9 to 13. The AAP (n.d.) recommends women with a score of 9 or more be further evaluated for depression. A score of more than 12 is considered likely for postpartum depression (Hackley and Kriebs, 2017). Women with these scores should be clinically evaluated, started on treatment, or referred to a a mental health clinician (Hackley and Kriebs, 2017). A score of less than 9 should not rule out depression if clinical suspicion of PPD is present. Any woman indicating suicidal thoughts on the EPDS or during the comprehensive clinical exam should be immediately assessed to determine if hospitalization is needed (Hackely & Kriebs, 2017). For those at high risk, the patient should be taken to the emergency room (Hackley & Kriebs, 2017).

References

AAP. (n.d.). Edinburgh postnatal depression scale. Retrieved from https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/practicing-safety/Documents/Postnatal%20Depression%20Scale.pdf

ACOG. (2018). Screening for perinatal depression. American College of Obstetricians and Gynecologists, 132(5), 208-212. Retrieved from https://www.acog.org/-/media/Committee-Opinions/Committee-on-Obstetric-Practice/co757.pdf?dmc=1&ts=20190310T2001493232

Emerson, M., Mathews, T., & Struwe, L. (2018). Postpartum depression screening for new mothers at well child visits. American Journal of Maternal/Child Nursing, 43(3), 139-145. doi: 10.1097/NMC.0000000000000426

Hackley, B. K., & Kriebs, J. M. (2017). Primary care of women(2nd ed.). Burlington, MA: Jones & Bartlett Learning.

Reply Angela

uestion 2: 6-Week Postpartum Visit

At the 6-week postpartum visit a full physical assessment is done including gynecological exam. Assessment for postpartum depression continues as well as infant bonding and parenthood and transitioning to regular gynecological care (ACOG. Org, 2018). If there were issues with preeclampsia and eclampsia or gestational diabetes these areas are addressed as well. Providing the patient’s primary care provider with the prenatal and post-natal history is recommended as well to help the patient receive care that is complete and collaborative. ACOG (2018) recommends an initial postpartum visit in three weeks which may just include a phone conversation but is not a complete physical exam and then a six week to twelve weeks visit that will include a comprehensive exam. It is recommended that the postpartum visit be no later than 12 weeks postpartum.

ICD-10 codes that are used for these visits are Z39.0 encounter for care and examination of mother immediately after delivery, Z39.1 encounter for care and examination of lactating mother, Z39.2 encounter for routine postpartum follow-up. There are other codes for postpartum encounters but are more disease related. The code that is used most generally is the Z9.2 code (ICD.codes, 2019). CPT codes can be used in the numerical range of 99211 through 99215 to reflect that a postpartum patient is an established patient and is in clinic for a routine exam. The higher the number use the more intensive the visit, or the more information and procedures were provided (supercoder.com, 2018).

References

ACOG. Com. (2018). Optimizing postpartum care. Retrieved from https://www.acog.org/Clinical-Guidance-and-Publications/Committee-Opinions/Committee-on-Obstetric-Practice/Optimizing-Postpartum-Care (Links to an external site.)Links to an external site.

ICD10.codes. (2019). Code. Retrieved from https://icd.codes/icd10cm/Z712 (Links to an external site.)Links to an external site.

Supercoder.com. (2018). CPT code. Retrieved from https://www.supercoder.com/cpt-codes/99215 (Links to an external site.)Links to an external site.

Respond to at least two of your colleagues on two different days by sharing ideas for how shortcomings discovered in their evaluations and/or their examples of incivility could have been managed more effectively.

 

Main Post

Workplace civility is linked to organizational excellence and creates an environment where employees respect and value one another through cooperation, fair resolution of disputes, teamwork, and non-discriminatory behavior (Department of Veteran Affairs, 2017). Organizational leaders and managers must create an environment that is respectful and inclusive of all people (Clark, 2015; Marshall & Broome, 2017).

Work Environment Assessment

According to the Clark Healthy Workplace Inventory results, my organization is a moderately healthy environment. Why my workplace is civil? The VA understands that civility is a significant determinant not only to employee outcomes ( job satisfaction, stress levels) but also to higher level outcomes directly connected to the organizational mission (quality of patient care, operational costs, ability to retain quality workforce ). The organization continues to create a healthy work environment and measures civility annually through the All Employee Survey (Department of Veteran Affairs, 2017).

Incidence of Incivility

A physician assistant (PA) ordered Versed, and  I was not comfortable giving this medication to my patient. I asked him to explain his rationale for ordering the medication because I knew this drug was not part of the ACLS chest pain protocol and although in pain morphine was the better drug of choice.  The PA pretending to understood my concern and contacted his pharmacist friend who works in our department, but was off duty. The pharmacist became enraged and began to text me with vulgar language and statements, feeling under attack, I  stood up for myself told the pharmacist and the PA I would not be bullied into unsafe practice, and it was my responsibility to advocate appropriately. I shared the messages with the supervising physician, management, and union representative. The pharmacist and PA both issued a formal apology and suspended for two weeks.

Clark, C. M. (2015). Conversations to inspire and promote a more civil workplace. American Nurse Today, 10(11), 18–23. Retrieved from https://www.americannursetoday.com/wp-content/uploads/2015/11/ant11-CE-Civility-1023.pdf

Department of Veteran Affairs. (2017). Civility, respect, and engagement in the workplace (crew). Retrieved from https://www.va.gov/ncod/crew.asp

Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader. New York, NY: Springer Publishing Company.

150-180 words APA format with references and in-text citations. 

Health literacy, along with health numeracy skills, can influence the quality of care delivery across the spectrum of settings and is vital to maintaining patients’ engagement in their own health. Health literacy is defined as “the degree to which individuals have the capacity to obtain, process and understand basic health information needed to make appropriate health decisions and services needed to prevent or treat illness” (Health Resources and Services Administration [HRSA], 2015).

The ineffectiveness of healthcare literacy in the current health care climate is not a new issue, however it is as relevant as ever. People need information they can understand and use to make the best decisions for their health. When organizations or people create and give others health information that is too difficult for them to understand, we create a health literacy problem. When we expect them to figure out health services with many unfamiliar, confusing or even conflicting steps, we also create a health literacy problem (Brach, C., Keller, D., Hernandez, L. M., Baur, C., Dreyer, B., Parker, R., … Schillinger, D., 2012).

Health information can overwhelm even persons with advanced literacy skills. Medical science progresses rapidly. What people may have learned about health or biology during their school years often becomes outdated or forgotten, or it is incomplete. Moreover, health information provided in a stressful or unfamiliar situation is unlikely to be retained. People with limited health literacy often lack knowledge or have misinformation about the body as well as the nature and causes of disease (Marshall, E., & Broome, M., 2017).  Without this knowledge, they may not understand the relationship between lifestyle factors such as diet and exercise and various health outcomes.

Despite the growing interest in health literacy, little research has been done around health professionals’ knowledge of health literacy or understandings of the barriers to health literacy that patients face when navigating the health care system.  Improving both the healthcare workers knowledge and those of their patients decreases the barriers that prevent patients from seeking and receiving proper care (Loan, L., Parnell, T., Stichler, J., Boyle, D., Allen, P., & Barton, A., 2017).

Health literacy may cover choosing and comparing different health plans, prescription drug premiums, copays, and deductibles. As medical science is continuously evolving and progressing, it is easy to understand how health information can confuse and even overwhelm the average healthcare consumer. Improving health literacy is the responsibility of health organizations, healthcare systems, and healthcare professionals worldwide. It is critical for patients to develop health literacy so that they can take a more proactive role in their health. When patients are actively engaged, they are able to make more informed decisions which increases patient satisfaction, adherence, and can ultimately improve outcomes(Lambert, M., Luke, J., Downey, B., Crengle, S., Kelaher, M., & Smylie, J., 2015).  Patient empowerment, engagement, activation, and maximized health outcomes will not be achieved unless assurance of health literacy is applied universally for every patient, every time, in every health care encounter, and across all environments of care (Loan, L., Parnell, T., Stichler, J., Boyle, D., Allen, P., & Barton, A., 2017).

References

Brach, C., Keller, D., Hernandez, L. M., Baur, C., Dreyer, B., Parker, R., … Schillinger,

D. (2012). Ten attributes of health literate health care organizations. Washington, DC:

Institute of Medicine. Retrieved from http://www.ahealthyunderstanding.org/

Portals/Documents1/IOM Ten Attributes Paper.pdf

Health Resources and Services Administration. (2015). Health literacy. Washington, DC:

Author. Retrieved from http://www.hrsa.gov/publichealth/healthliteracy/

Lambert, M., Luke, J., Downey, B., Crengle, S., Kelaher, M., & Smylie, J. (2015). Health

literacy: Health professionals’ understandings and their perceptions of barriers that

Indigenous patients encounter. Biomed Central Health Services Research,14.

doi:10.1186/s12913-014-0614-1

Loan, L., Parnell, T., Stichler, J., Boyle, D., Allen, P., & Barton, A. (2017). Call for

action: Nurses must play a critical role to enhance health literacy. The Journal of the

     American Academy of Nuring,66(11), 97-100. doi:10.1016/j.11003

Marshall, E., & Broome, M. (2017). Transformational Leadership in Nursing (2nd ed.).

New York, NY: Springer.

Respond to at least two of your colleagues on two different days by sharing ideas for how shortcomings discovered in their evaluations and/or their examples of incivility could have been managed more effectively.

 

Main Post

Workplace civility is linked to organizational excellence and creates an environment where employees respect and value one another through cooperation, fair resolution of disputes, teamwork, and non-discriminatory behavior (Department of Veteran Affairs, 2017). Organizational leaders and managers must create an environment that is respectful and inclusive of all people (Clark, 2015; Marshall & Broome, 2017).

Work Environment Assessment

According to the Clark Healthy Workplace Inventory results, my organization is a moderately healthy environment. Why my workplace is civil? The VA understands that civility is a significant determinant not only to employee outcomes ( job satisfaction, stress levels) but also to higher level outcomes directly connected to the organizational mission (quality of patient care, operational costs, ability to retain quality workforce ). The organization continues to create a healthy work environment and measures civility annually through the All Employee Survey (Department of Veteran Affairs, 2017).

Incidence of Incivility

A physician assistant (PA) ordered Versed, and  I was not comfortable giving this medication to my patient. I asked him to explain his rationale for ordering the medication because I knew this drug was not part of the ACLS chest pain protocol and although in pain morphine was the better drug of choice.  The PA pretending to understood my concern and contacted his pharmacist friend who works in our department, but was off duty. The pharmacist became enraged and began to text me with vulgar language and statements, feeling under attack, I  stood up for myself told the pharmacist and the PA I would not be bullied into unsafe practice, and it was my responsibility to advocate appropriately. I shared the messages with the supervising physician, management, and union representative. The pharmacist and PA both issued a formal apology and suspended for two weeks.

Clark, C. M. (2015). Conversations to inspire and promote a more civil workplace. American Nurse Today, 10(11), 18–23. Retrieved from https://www.americannursetoday.com/wp-content/uploads/2015/11/ant11-CE-Civility-1023.pdf

Department of Veteran Affairs. (2017). Civility, respect, and engagement in the workplace (crew). Retrieved from https://www.va.gov/ncod/crew.asp

Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader. New York, NY: Springer Publishing Company.

Respond to at least two of your colleagues on two different days by sharing ideas for how shortcomings discovered in their evaluations and/or their examples of incivility could have been managed more effectively.

 

Main Post

Workplace civility is linked to organizational excellence and creates an environment where employees respect and value one another through cooperation, fair resolution of disputes, teamwork, and non-discriminatory behavior (Department of Veteran Affairs, 2017). Organizational leaders and managers must create an environment that is respectful and inclusive of all people (Clark, 2015; Marshall & Broome, 2017).

Work Environment Assessment

According to the Clark Healthy Workplace Inventory results, my organization is a moderately healthy environment. Why my workplace is civil? The VA understands that civility is a significant determinant not only to employee outcomes ( job satisfaction, stress levels) but also to higher level outcomes directly connected to the organizational mission (quality of patient care, operational costs, ability to retain quality workforce ). The organization continues to create a healthy work environment and measures civility annually through the All Employee Survey (Department of Veteran Affairs, 2017).

Incidence of Incivility

A physician assistant (PA) ordered Versed, and  I was not comfortable giving this medication to my patient. I asked him to explain his rationale for ordering the medication because I knew this drug was not part of the ACLS chest pain protocol and although in pain morphine was the better drug of choice.  The PA pretending to understood my concern and contacted his pharmacist friend who works in our department, but was off duty. The pharmacist became enraged and began to text me with vulgar language and statements, feeling under attack, I  stood up for myself told the pharmacist and the PA I would not be bullied into unsafe practice, and it was my responsibility to advocate appropriately. I shared the messages with the supervising physician, management, and union representative. The pharmacist and PA both issued a formal apology and suspended for two weeks.

Clark, C. M. (2015). Conversations to inspire and promote a more civil workplace. American Nurse Today, 10(11), 18–23. Retrieved from https://www.americannursetoday.com/wp-content/uploads/2015/11/ant11-CE-Civility-1023.pdf

Department of Veteran Affairs. (2017). Civility, respect, and engagement in the workplace (crew). Retrieved from https://www.va.gov/ncod/crew.asp

Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader. New York, NY: Springer Publishing Company.

  • 2 years ago
  • 10.07.2019
  • 5

Please find literature to back this topic. Articles to include if need be: References Gumbo. S , Magonde. S , Nhamo. E, 2017, Teaching strategies employed by Physical Education Teachers in Gokwe North Primary Schools, International journal of sport, exercise and health research, available on: http://www.sportscienceresearch.com/IJSEHR_201712_03.pdf Bruce, B, Frey, 2018, Pragmatic paradigm, The sage research methods, available on: https://methods.sagepub.com/reference/the-sage-encyclopedia-of-educational-researchmeasurement-and-evaluation/i16337.xml Victoria university, 2020, week 5: data gathering, AED5001 Research methods and design, available from: file:///C:/Users/maria%20klaromenos/Documents/Masters%20of%20teaching/summer%20school/R esearch/Resources/Data%20collection%20info.pdf Hattie, J, 2019, High impact teaching strategies (HITS), Retrieved from: https://www.education.vic.gov.au/Documents/school/teachers/support/high-impact-teachingstrategies.pdf AITSL, 2010, Australian Institute for teaching and school leadership, Australian professional standards https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professionalstandards-for-teachers.pdf?sfvrsn=5800f33c_64 Korstjens, I. and Moser, A., 2018. Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. Simms, S, 2021, Teaching methods, Sports Psychology teach P.E, available on: https://www.teachpe.com/sports-psychology/teaching-methods Hamilton. J, 2017, Physical Education Teaching Strategies & Styles, Retrieved from https://study.com/academy/lesson/physical-education-teaching-strategies-styles.html. Health and human services, 2018, Strategies for Classroom Physical Activity in Schools, Centres for Disease Control and Prevention, available on: https://www.cdc.gov/healthyschools/physicalactivity/pdf/ClassroomPAStrategies_508.pdf https://www.sciencedirect.com/science/article/pii/S1877042812019453 There are multiple strategies to incorporate in physical education teaching there isn’t strictly one teaching strategy that fits all. The teacher “translate the aims into practice” (Gumbo, et al, 2017). – The strategies implemented are designed to meet the needs of the instructional practice. Each strategy that are adopted are linked to a particular teaching styles (Gumbo, et al, 2017). – Application to strategies can be embedded in many ways within Physical education classes these include but are not limited to; lecture, individualized instruction, cooperative learning, simulation, peer teaching, self-instruction formats, cognitive, team teaching, taks teaching and teaching through questions (Gumbo, et al, 2017). – High impact strategies (HITS) (Hattie,2019) consists of a number of ways to embed different strategies into your practice, in line with the AITSL standards (2017). Each one of those are incorporated in P.E or teaching in general. – Teaching strategies are very important in teaching especially in physical education classroom this increases positive behavior and can reduce inappropriate behavior. Having different teaching strategies helps you as a P.E teacher become a better practioner. – As a physical education teacher you need to provide a form of guidance to ensure they perform and learn effectively. To teach a new skill there are four parts involved such as instructing (instructions of how to complete the task or skill, written or verbal, this ensures the students understand what is required of them) , demonstrating (The teacher may provide a demonstration of the skill or get a peer to perform allowing for students to form a model into their memory), applying ( student practices the skills to help them transfer the learning from practice to a competitive situation) and confirming ( form of feedback to the student on how well they been.) (Simms, 2021) There are multiple strategies to incorporate in physical education teaching there isn’t strictly one teaching strategy that fits all. The teacher “translate the aims into practice”mot (Gumbo, et al, 2017)

Status
In progress
Paper format
APA
Pages / Draft
3

double
Academic level
Undergraduate
Type of work
Writing from scratch
Type of paper
Literature review
Sources:8
Subject: Sports
Topic: What are the main teaching strategies used to teach physical education in primary schools?

Paper details:

Please find literature to back this topic. Articles to include if need be: References Gumbo. S , Magonde. S , Nhamo. E, 2017, Teaching strategies employed by Physical Education Teachers in Gokwe North Primary Schools, International journal of sport, exercise and health research, available on: http://www.sportscienceresearch.com/IJSEHR_201712_03.pdf Bruce, B, Frey, 2018, Pragmatic paradigm, The sage research methods, available on: https://methods.sagepub.com/reference/the-sage-encyclopedia-of-educational-researchmeasurement-and-evaluation/i16337.xml Victoria university, 2020, week 5: data gathering, AED5001 Research methods and design, available from: file:///C:/Users/maria%20klaromenos/Documents/Masters%20of%20teaching/summer%20school/R esearch/Resources/Data%20collection%20info.pdf Hattie, J, 2019, High impact teaching strategies (HITS), Retrieved from: https://www.education.vic.gov.au/Documents/school/teachers/support/high-impact-teachingstrategies.pdf AITSL, 2010, Australian Institute for teaching and school leadership, Australian professional standards https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professionalstandards-for-teachers.pdf?sfvrsn=5800f33c_64 Korstjens, I. and Moser, A., 2018. Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. Simms, S, 2021, Teaching methods, Sports Psychology teach P.E, available on: https://www.teachpe.com/sports-psychology/teaching-methods Hamilton. J, 2017, Physical Education Teaching Strategies & Styles, Retrieved from https://study.com/academy/lesson/physical-education-teaching-strategies-styles.html. Health and human services, 2018, Strategies for Classroom Physical Activity in Schools, Centres for Disease Control and Prevention, available on: https://www.cdc.gov/healthyschools/physicalactivity/pdf/ClassroomPAStrategies_508.pdf https://www.sciencedirect.com/science/article/pii/S1877042812019453 There are multiple strategies to incorporate in physical education teaching there isn’t strictly one teaching strategy that fits all. The teacher “translate the aims into practice” (Gumbo, et al, 2017). – The strategies implemented are designed to meet the needs of the instructional practice. Each strategy that are adopted are linked to a particular teaching styles (Gumbo, et al, 2017). – Application to strategies can be embedded in many ways within Physical education classes these include but are not limited to; lecture, individualized instruction, cooperative learning, simulation, peer teaching, self-instruction formats, cognitive, team teaching, taks teaching and teaching through questions (Gumbo, et al, 2017). – High impact strategies (HITS) (Hattie,2019) consists of a number of ways to embed different strategies into your practice, in line with the AITSL standards (2017). Each one of those are incorporated in P.E or teaching in general. – Teaching strategies are very important in teaching especially in physical education classroom this increases positive behavior and can reduce inappropriate behavior. Having different teaching strategies helps you as a P.E teacher become a better practioner. – As a physical education teacher you need to provide a form of guidance to ensure they perform and learn effectively. To teach a new skill there are four parts involved such as instructing (instructions of how to complete the task or skill, written or verbal, this ensures the students understand what is required of them) , demonstrating (The teacher may provide a demonstration of the skill or get a peer to perform allowing for students to form a model into their memory), applying ( student practices the skills to help them transfer the learning from practice to a competitive situation) and confirming ( form of feedback to the student on how well they been.) (Simms, 2021) There are multiple strategies to incorporate in physical education teaching there isn’t strictly one teaching strategy that fits all. The teacher “translate the aims into practice”mot (Gumbo, et al, 2017)

The point of the nursing process is to impose easy to follow steps and critical thinking on the provision of excellent care. This is more of a process then something linear, because everything is situational. Its more of a guidance, so the nurses are organized and can use these steps to get to their goal (Black ,2017.)

Phase 1: Assessment. This is the phase where information about the patients family or community is gathered, such as physiologic, spiritual, environmental, or sociocultural information. There are subjective and objective data that nurses must obtain from patients. Subjective data is when a patient is describing their perceptions, needs, feelings of the problem. Objective data is data collected through examination (Black, 2017.)

Phase 2: Analysis. This is the data-gathering phase which nurses group data to identify the problem. It Is necessary to follow the PES system so that there is a correct diagnosis. This system is split into 3 parts, which is problem, etiology, and symptoms. The nurse can use this data to come up with a diagnosis (Black, 2017.)

Phase 3: Planning. The nurse must identify the patients goals and determine what will reach those goals. Both the patient and the nurse use goals to evaluate the patient’s progress and how far they came from the start (Black, 2017.)  This will also make the patient confident as well when they are near their goal.

Phase 4: Implementation of Planned Interventions. This occurs when nursing orders are carried out. Interventions are included in this phase, such as educating patients and pain management. This step is very important, since you’re developing a blueprint on how to get closer to your goal by holistic help, which is common in the nursing field (Black, 2017.)

Phase 5: Evaluation. This phase is when the problem is solved, and ultimately, to lay out the goal. The patients progress is monitored by the nurse, to see how far they got and if they achieved their goal. The nurse plans out how to get closer to the overall goal, if some things are not met yet (Black, 2017.)