Pr 5 1A Problem: Incorrect N Box And B Box Entries Count

Pr 5 1aproblem 5 1a Incorrect N Box And B Box Entries Countifb15

Pr. 5-1A Problem 5-1A # Incorrect N-box and B-box entries COUNTIF(B15:G24,"~") Name: 0 Section: # N-box Incorrects due to blanks COUNTIF(B15:AT24," ") 54 Score: 0% # N-box +B-box corrects COUNTIF(B15:AT24," ") 0 Key Code: [Key code here] Total SUM(AD13:AD15) Instructions 54 Answers are entered in the cells with gray backgrounds. Percentage =(AD16-AD13-AD14)/AD16 Cells with non-gray backgrounds are protected and cannot be edited. 0% An asterisk () will appear to the right of an incorrect entry. Notes: For ledger account amounts, only the normal balance column will be graded. If number-entry box is blank (this would be an incorrect answer for N-boxes), error check returns two spaces, " " Essay answers will not be graded. If number-entry or blank-entry box is incorrect, returns "" If number-entry or blank-entry box is correct, returns single space, " " 1. REVENUE JOURNAL Use data verification to set data entry to whole number >= 0, and use drop-downs for labels and names, so that students can't enter a space in a box and have it counted as correct. Inv. Post. Accts. Rec. Dr. Conditional formatting might be used but wasn't here, to hide some of the error check return symbols. If A1 = "~", then font = red, if something else, then font = background color. Date No. Account Debited Ref. Fees Earned Cr. July 21 1 D. Chase 22 2 J. Dunlop 24 3 F. Mintz 27 4 T. Quinn 30 5 K. Tisdale √ R1 J1 JOURNAL Post. Cash Date Description Ref. Debit Credit Accounts Payable Supplies July 28 Fees Earned Accounts Receivable ACCOUNTS RECEIVABLE LEDGER (12) D. Chase (14) Post. (41) Date Item Ref. Debit Credit Balance July 30 ................................. J. Dunlop Post. Date Item Ref. Debit Credit Balance July 21 ................................. F. Mintz Post. Date Item Ref. Debit Credit Balance July 27 ................................. T. Quinn Post. Date Item Ref. Debit Credit Balance July 24 .................................

31 ................................. K. Tisdale Post. Date Item Ref. Debit Credit Balance July 22 .................................

30 ................................. 2. GENERAL LEDGER Accounts Receivable 12 Post. Balance Date Item Ref. Debit Credit Debit Credit July 31 .................................

Supplies 13 Post. Balance Date Item Ref. Debit Credit Debit Credit July 25 ................................. Fees Earned 41 Post. Balance Date Item Ref.

Debit Credit Debit Credit July 25 ................................. 31 ................................. 3. a. b. 4. Sol Problem 5-1A Name: Solution Section: Scoring: ON Instructions Answers are entered in the cells with gray backgrounds.

Cells with non-gray backgrounds are protected and cannot be edited. An asterisk (*) will appear to the left of an incorrect entry. For ledger account amounts, only the normal balance column will be graded. Essay answers will not be graded. REVENUE JOURNAL Inv.

Post. Accts. Rec. Dr. Date No.

Account Debited Ref. Fees Earned Cr. July 21 1 J. Dunlop √ 115 D. Chase 22 2 K.

Tisdale √ 350 J. Dunlop 24 3 T. Quinn √ 85 F. Mintz 27 4 F. Mintz √ 225 T.

Quinn 30 5 D. Chase √ 170 K. Tisdale 30 6 K. Tisdale √ T. Quinn √ ,170 √ () R1 J1 JOURNAL Post.

Cash Date Description Ref. Debit Credit Accounts Payable Supplies July 25 Supplies Fees Earned Fees Earned Accounts Receivable ACCOUNTS RECEIVABLE LEDGER (12) D. Chase (14) Post. (41) Date Item Ref. Debit Credit Balance July 30 ................................. R J.

Dunlop Post. Date Item Ref. Debit Credit Balance July 21 ................................. R F. Mintz Post.

Date Item Ref. Debit Credit Balance July 27 ................................. R T. Quinn Post. Date Item Ref.

Debit Credit Balance July 24 ................................. R ................................. R K. Tisdale Post. Date Item Ref.

Debit Credit Balance July 22 ................................. R ................................. R. GENERAL LEDGER Accounts Receivable 12 Post. Balance Date Item Ref.

Debit Credit Debit Credit July 31 ................................. R1 1,,170 Supplies 13 Post. Balance Date Item Ref. Debit Credit Debit Credit July 25 ................................. J Fees Earned 41 Post.

Balance Date Item Ref. Debit Credit Debit Credit July 25 ................................. J ................................. R1 1,,. a. $1,170 b. $1,. The computerized system is much more efficient.

Each sales transaction would be entered into an electronic invoice form. The postings to the accounts receivable subsidiary and general ledgers would be automatic. Also, all sums and totals in the subsidiary ledgers would be calculated automatically. There would be no separate postings to an accounts receivable control account, because there would be no need to verify the accuracy of account totals. There would not be a math or posting error.

The computerized system would also provide management current customer account balance information, since the postings are automatic. Compare the physical assessment of a child to that of an adult. In addition to describing the similar/different aspects of the physical assessment, explain how the nurse would offer instruction during the assessment, how communication would be adapted to offer explanations, and what strategies the nurse would use to encourage engagement.

Paper For Above instruction

The comparison of physical assessment techniques between children and adults reveals both similarities and distinct differences that are essential for providing appropriate healthcare. Understanding these nuances enables healthcare professionals, especially nurses, to tailor their approaches in order to maximize comfort, engagement, and accuracy in assessments. This essay explores the similarities and differences in physical assessments of children versus adults, discusses how nurses can effectively provide instructions and explanations during these assessments, and highlights strategies to foster patient engagement.

Similarities in Physical Assessments of Children and Adults

Both children and adults undergo systematic physical examinations that include vital sign measurement, inspection, palpation, percussion, and auscultation. These core procedures aim to evaluate the general health status and identify any abnormalities regardless of age (Lake & Biley, 2020). For instance, measuring blood pressure, listening to heart and lung sounds, and assessing organ size and tenderness are common procedures. The sequence of assessment is generally maintained, beginning with inspection and proceeding through palpation, percussion, and auscultation. Furthermore, both groups benefit from thorough health history-taking prior to physical assessment, which provides context for interpreting findings (Kumar & Clark, 2019). 

Differences in Physical Assessments of Children and Adults

The primary differences lie in the techniques used, communication approaches, and the child's developmental stage. Children, especially infants and toddlers, are often uncooperative due to fear, anxiety, or limited understanding. Consequently, assessments must be quick, gentle, and adapted to their developmental needs (Dutta & Ashby, 2021). For example, infants may require assessments during sleep or quiet times, and equipment might be of smaller sizes for accurate measurement. Additionally, vital signs such as heart rate and respiratory rate are higher in infants and children compared to adults, requiring adaptations in interpretation (Fleming et al., 2020).

Moreover, assessment of certain body systems may differ. For example, palpation of the abdomen in children is performed gently to avoid pain, considering their lower pain tolerance. For physical examination of the musculoskeletal system, children often require reassurance or distraction techniques. The assessment of growth parameters such as height, weight, and head circumference is more critical and frequently monitored in children, while in adults, focus tends to be on maintaining health and detecting chronic conditions.

Instruction and Communication During Assessment

Effective instruction during physical assessments depends heavily on age and developmental level. Nurses should use simple language and visual aids for children, explaining procedures in a friendly and reassuring manner (Sharma & Singh, 2020). For example, telling a child "we are going to listen to your tummy with a stethoscope" or "I need to check how fast you breathe" can help demystify the process. Demonstrating actions with toys or models can enhance understanding. For infants, caregiver involvement is crucial, and instructions should be directed towards soothing the parent or caregiver while performing assessments.

In contrast, adult patients generally have the cognitive ability to understand medical explanations. Nurses can offer detailed descriptions of each procedure, emphasizing the purpose and what the patient might feel. Maintaining an empathetic and respectful tone helps foster trust and cooperation (Miller & Brown, 2021). During the assessment, it is important to listen actively, answer questions, and provide reassurance, especially if the patient experiences discomfort.

Strategies to Encourage Engagement

Strategies for engaging children include using distraction techniques such as toys, storytelling, or music to reduce anxiety and uncooperativeness (Abbasi et al., 2019). Positive reinforcement, such as praise or small rewards, can motivate children to cooperate. Allowing children to participate in the process by holding or touching equipment fosters a sense of control and cooperation. For infants, involving caregivers in holding or calming them during procedures reduces distress.

For adults, establishing rapport through open communication and respecting their privacy and dignity is essential. Explaining each step thoroughly and allowing questions reduces fear and increases compliance. Providing comfort measures, such as adjusting room temperature or offering a warm blanket, can also improve cooperation. Cognitive-behavioral strategies like guided imagery or relaxation techniques have been effective in managing anxiety during assessments (Zhang & Wang, 2022).

Conclusion

Understanding the similarities and differences in physical assessment techniques for children and adults is vital for delivering effective nursing care. Tailoring communication, instructions, and engagement strategies to developmental levels enhances the accuracy of assessment results and patient comfort. Nurses must adapt their methods and interactions to meet the unique needs of each age group, ensuring a comprehensive and compassionate approach to health evaluation.

References

• Abbasi, S., Sohail, M., & Mamoon, N. (2019). Distraction techniques in pediatric nursing: A review. Journal of Pediatric Nursing, 46, 102-107.
• Dutta, S., & Ashby, M. (2021). Pediatric assessment strategies: An overview. Nursing Standard, 36(4), 45-52.
• Fleming, S., Truby, H., & Boulton, M. (2020). Growth and development in infancy and childhood. British Journal of Nutrition, 124(8), 778-786.
• Kumar, P., & Clark, M. (2019). Kumar & Clark's Clinical Medicine (9th ed.). Elsevier.
• Lake, R., & Biley, F. (2020). Core nursing skills and procedures. Nursing Times, 116(4), 20-25.
• Miller, T., & Brown, P. (2021). Effective patient communication in healthcare. Journal of Nursing Communication, 9(2), 88-96.
• Sharma, R., & Singh, R. (2020). Child-centered communication strategies. International Journal of Nursing Practice, 26(1), e12823.
• Zhang, Y., & Wang, L. (2022). Relaxation techniques to reduce patient anxiety. Journal of Patient Experience, 9(2), 174-180.