Enter Sentinel City? and get on the virtual bus. Since this is your first tour, select the slowest speed and stay on the bus the entire time. Learners will survey the su


Assignment Instructions

Enter Sentinel City® and get on the virtual bus. Since this is your first tour, select the slowest

speed and stay on the bus the entire time.

Learners will survey the suburban neighborhood of Lake View.

As you take the tour, write down your observations, specifically those that align with the

following demographics and/or subsystems.

Describe the characteristics of the people you see in the Lake View Suburb.

What is the race/ethnicity distribution, age ranges, and gender mix?

Are there signs of poverty or wealth? What are they?

Is the area well maintained or in disrepair?

Who do you see on the streets? Parent with a child, teens, couples, disabled persons?

Is there anyone in the suburb you would not expect to see?

Are there homeless persons, beggars, etc.?

Are the dogs on or off-leash? Are there other animals?

What are stores (grocery, retail, drug, dry cleaning, etc.) in the area?

How do residents travel?

What services are available in the community – health care, social services, schools,

employment offices, etc.?

What types of occupations are evident?

Are there churches, and what are their denominations?

Select a target population of interest and discuss relevant demographic data and health status

indicators for this population group.

Identify significant health concerns for this target population. Include a discussion of significant

health concerns in relation to a global health issue.

Apply Healthy People 2030 objectives to the identified population health concerns.

You are encouraged to add other relevant characteristics you observe.

After your tour is complete, compile your observations and present the information, with at

least two scholarly references, addressing each item listed above.

Use correct APA format when citing your references that support your rationale



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From your role perspective as either a nurse executive, nurse educator, family nurse practitioner, or nurse informaticist: 1) How important is it to nursing and health c


From your role perspective as either a nurse executive, nurse educator, family nurse practitioner, or nurse informaticist:

1) How important is it to nursing and health care that we have accurate coding of patient care? 

2) What can you do in your role to “hardwire”  complete and accurate documentation for coding?

3) What do you think the effects will be to healthcare and your setting if we don’t achieve accuracy?


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Identify a time when you acted emotionally, and, in retrospect, you realized that you made a bad behavioral decision. For this assignment: Write a 2-pages paper expla


ASSIGNMENT # 1

Identify a time when you acted emotionally, and, in retrospect, you realized that you made a bad behavioral decision. For this assignment:

  • Write a 2-pages paper explaining the time you acted emotionally and why. Be sure to address the following questions:
    • 1. What domain of emotional intelligence might have been overlooked or mismanaged? 
    • 2. What could you have done to create a more positive outcome?
    • 3. Knowing this new information, do you think you would handle the situation differently now?

    This assignment should be in current APA Style with both a title slide and a reference list that includes all of the sources used. At least one scholarly source must be included and cited correctly.NO PLAGIO MORE THAN 10 %

    ASSIGNMENT # 2

    Why were the framers of the U.S. Constitution torn between creating a governmental system with a strong central government and building a system in which most of the power would be positioned in the individual states? For this assignment:

  • Write a paper ( 2 pages) addressing the question above.
  • While this conflict continues today in our political discourse, focus your paper on the late 18th century. This holds true for your examples in your paper as well.
  • Give concrete examples from the 18th century (not the 21st century).

This assignment should be in current APA Style with both a title page and a reference list that includes all of the sources used. At least two scholarly sources should be used (your textbook can be one of the sources).

NO PLAGIARISM MORE THAN 10 %

REQUIREMENTS:
-EACH ASSIGNMENT IS INDIVIDUAL AND MUST BE IN DIFFERENT WORD DOCUMENT

– ATTACH PLAGIARISM REPORT

– EACH ASSIGNMENT MUST BE 2 PAGES WITH INDIVIDUAL REFERENCES

-NO PLAGIO MORE THAN 10 %

-DUE DATE MARCH 18, 2023



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Identify Nursing leaders you admire. List why and then relate those reasons to the RL attributes in this chapter. Do they fit into one or more of the relationship-based


  

Identify Nursing leaders you admire. List why and then relate those reasons to the RL attributes in this chapter. Do they fit into one or more of the relationship-based theories? Do their behaviours influence followers? How?


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Journal entry to reflect the theory models & educational tools used for community health nursing. 1. What theory models would be appropriate for a community setting, nam


Journal entry to reflect the theory models & educational tools used for community health nursing.

1. What theory models would be appropriate for a community setting, name two.2. What educational tools used by the theory of your choice (question 1) appropriate to the community? 3. What did you do this week regarding your clinical practicum/Sentinel city assignments.4. Students must complete Sentinel City assignment on Home Safety assessment and Family Assessment.


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Listening Score: My score for this exercise was 47. I was a bit surprised because I think I am a great listener to my friends or family when it comes to any problems the


  • Listening Score: My score for this exercise was 47. I was a bit surprised because I think I am a great listener to my friends or family when it comes to any problems they’re having. One question said “I interrupt people when they’re talking,” which I have caught myself doing that sometimes to give them my advice. 

      It is important to respect other cultures and be aware of their communication cues. An example of this would be the Chinese culture. They rely more         on expressions and and posture and are indirect when they communicate. What seems of the norm to one culture, may not be the case for the other.         When I go on vacation to a different country, I try and do some research for things to avoid there, and positive things to do! 

  • Example: At times when I am having conversations with my friends, I tend to not listen to them all the way before jumping in with my advice. I tend to do that because I want what is best for them, but sometimes it comes off as not listening

       My first college class was English, and there was a student from Russia starting her first year of college as well as a transfer. She spoke very little                 english so had a difficult time trying to communicate with the classmates. We were having a group project and to try explain things, we would use             google translate. At one point, after we were somewhat on the same page, I made an ok sign and her facial expression changed for a moment. I did             some research after and discovered it’s considered a rude gesture. I then realized the importance of being considerate with other cultures and how             they may have different meanings. It is important to be active listening and show others we care about their feelings and what they saying. 

  • Reflections: There was a time at work where our boss was explaining our new assignment, but at the same time I was going through personal issues at home. I wasn’t all too focused on what what being said at our meeting, so once it was over, I was confused of what was expected of me. I was present during the meeting, but not actively listening. Luckily, I had good relationships with my coworkers that helped fill me in. Going through personal things at home is no excuse to be slacking at work, but it does make it difficult at times to focus. It is important to try and leave things outside of work so it is easier to focus on what you’re doing in the moment more clearly. 
  • APA Citations: Cuncic, A. (2022, November 9). What is Active Listening? Verywell Mind. https://www.verywellmind.com/what-is-active-listening-3024343Links to an external site.

      Mclean, S. (2018). Exploring Interpersonal Communication. Hard Copy Book. 



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Nursing Leadership: Case Study with Evidence Based Research and Literature Review Guidelines Purpose: The literature review is assigned to introduce the nursing student


Nursing Leadership: Case Study with Evidence Based Research and Literature Review Guidelines

Purpose: The literature review is assigned to introduce the nursing student to evidence-based research, using online databases to research scholarly references, and writing scholarly work in

Reference: APA format.

Nursing Leadership: Case Study with Evidence Based Research and Literature Review Guidelines

Purpose: The literature review is assigned to introduce the nursing student to evidence-based

research, using online databases to research scholarly references, and writing scholarly work in

APA format.

Topic: Effective delegation and supervision

Course Objectives:

This assignment enables the students to meet the following course objective (CO):

CO 2: The various components of a nursing practice act

CO 5: Differences in beliefs and values of diverse populations as a critical component of

nursing practice

Student Learning Outcomes:

This assignment enables the student to meet the following student learning outcome (SLO):

SLO 2: Apply elements of the Illinois Nurse Practice Act in the provision of nursing care.

SLO 12: Integrate respect for differences in beliefs and values of others as a critical

component of nursing practice.

SLO 21: Describe workforce strategies that support efficient and effective quality patient care.

and promote improved work environments for nurses.

SLO 25: Communicate effectively with diverse intergenerational and interdisciplinary team.

members, patient and families.

Criteria for Format

1. Paper (excluding title page and reference page) at least 1-page.

2. The paper should include an introduction, body, and conclusion. Information should be clear and concise.

3. Times New Roman 12 point. Double space.

4. Minimum of 2 scholarly references must be used. References must be current within the

past 5 years or less. Use scholarly work outside your course books.

5. Title, body, and reference page must follow APA guidelines.

6. Citations and references must be used.

7. As per the current APA manual rules of grammar, spelling, word usage, and punctuation

apply.

Case Study for Literature Review

Read the case study and guided questions to help trigger ideas with your research for your paper. Research evidence -based literature that best supports the theme of this case. Include a written review of three (2) scholarly references.

Effective Delegation and Supervision

The hospital facility where Shawn Jones, RN, works has recently begun supplementing unit staffing with unlicensed assistive personnel (UAP). Shawn will be working with three UAPs on his unit and is very concerned about his supervisory role. Shawn discusses the situation with his nurse manager, Carlene Brown, MSN, RN. Carlene explains that Shawn will continue to be accountable for the patient’s initial and intermittent assessments, diagnosis, planning, evaluation, and patient teaching and that the UAP will be used to lessen the amount of direct care Shawn has been providing. Shawn explains that he is concerned that the attempt to decrease the time he spends providing direct care will simultaneously result an increase in supervisory work. Additionally, Shawn is concerned about the diversity among. UAP training programs and is apprehensive about the UAP’s level of knowledge, skills, and understanding of role responsibilities. To put Shawn’s mind at ease, Carlene offers to work with Shawn to create a plan to evaluate the UAP’s readiness for a delegated task. Carlene suggests that Shawn use the delegation process as the framework for the plan and to review the state’s nurse practice act, rules, and regulations.

Guided Questions to Effective Delegation Case Study

Use the following questions as a guide to help trigger ideas in writing your paper. The

following questions are not required to be answered, however, use these questions to

help outline your paper.

1. Illustrate how the delegation process could be used to evaluate the UAP’s readiness to

be delegated a task.

2. How can the five rights be applied to this scenario?

3. Review your state nurse practice act and discuss what guidance your state provides

regarding delegation to the UAP.


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Read the article ‘COVID-19: Ethical Challenges for Nurses’ in The Hastings Center Report.? Reflect on your own clinical experience, those of other students, a trusted he


 

Read the article “COVID-19: Ethical Challenges for Nurses” in The Hastings Center Report. 

Reflect on your own clinical experience, those of other students, a trusted health care colleague, or trusted media reports, and respond to the following in a minimum of 175 words: 

  • In your opinion, what has been the biggest ethical challenge for nurses during the COVID-19 pandemic? 
  • Why do you believe this ethical challenge is the largest? 
  • Provide evidence for your opinion. 


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Respond to at least two of your colleagues posts on two different days and explain how you might think differently about the types of tests you might recommend and expla


 Respond to at least two of your colleagues’ posts on two different days and explain how you might think differently about the types of tests you might recommend and explain why. 

Response 1

Patient Information:

E.G., 38, Female

S.

CC “discuss contraceptive options.”

HPI: 38-year-old female presents to the office to discuss contraceptive management options. She is a G5P5006. She denies wanting anymore children, but her partner has never fathered a child. She has a history of migraines. She is currently not using any form of contraceptive.

Current Medications: Vitamin C

Allergies: NKDA

PMHx: Positive for exercise-induced asthma, migraines, and IBS. Surgeries: Tonsillectomy. Hospitalizations: childbirth.

Soc Hx: Denies use of alcohol, tobacco, and recreational drugs. She is in a relationship with new partner who does not have children.

Fam Hx:  Family history reveals that her maternal grandmother is alive with dementia, while her maternal grandfather is alive with COPD. Her paternal grandparents are both deceased due to an automobile accident. Her mother is alive with osteopenia and fibromyalgia, and her dad is alive with a history of skin cancer (basal cell). Elaine has one older sister with no medical problems and one younger brother with no reported medical problems. 

ROS:

GENERAL:  Denies weight loss, fever, chills, weakness or fatigue.

HEENT:  Eyes: Denies visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat:  Denies hearing loss, sneezing, congestion, runny nose, or sore throat.

SKIN:  Denies rash or itching.

CARDIOVASCULAR:  Denies chest pain, chest pressure or chest discomfort. No palpitations or edema.

RESPIRATORY:  Shortness of breath with exercise. Denies cough or sputum.

GASTROINTESTINAL:  Denies anorexia, nausea, or vomiting. Positive for occasional abdominal pain and diarrhea due to IBS. Denies abdominal pain and diarrhea today.

GENITOURINARY:  Denies burning on urination.  Last menstrual period: unknown.

NEUROLOGICAL:  Positive for migraines. Denies dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL:  Denies muscle, back pain, joint pain, or stiffness.

HEMATOLOGIC:  Denies anemia, bleeding or bruising.

LYMPHATICS:  Denies enlarged nodes. No history of splenectomy.

PSYCHIATRIC:  Denies history of depression or anxiety.

ENDOCRINOLOGIC:  Denies reports of sweating, cold or heat intolerance. No polyuria or polydipsia.

ALLERGIES:  History of exercise-induced asthma. Denies history of hives, eczema or rhinitis.

O.

Physical exam:

VS: Height 5’ 7” Weight 148 (BMI 23.1), BP 118/72 P 68 

GENERAL APPEARANCE: alert, in no acute distress.

HEENT:  Head: Normocephalic, atraumatic. Eyes: Conjunctivae are clear without exudates or hemorrhage. Ears: Hearing intact. Nose: Nares patent bilaterally. Throat/Mouth: Oral mucosa pink and moist.

NECK: Supple without adenopathy 

CARDIOVASCULAR:  S1 and S2 heart sounds. No murmur or abnormal heart sounds auscultated. Apical pulse 2+. Radial pulses 2+ bilaterally. 

RESPIRATORY:  Lung sounds clear in all lobes.

BREAST: Soft, fibrocystic changes bilaterally, without masses, dimpling or discharge.

ABDOMEN: Bowel sounds present in all quadrants. Soft, no tenderness noted.         

VVBSU: 1st degree cystocele 

CERVIX: Firm, smooth, parous, without CMT. 

UTERUS: RV, mobile, non-tender, approximately 10 cm.

ADNEXA: Without masses or tenderness 

 

Diagnostic results: Urine HCG test, Pelvic exam, breast exam, PAP smear (if due), STI testing if requested.

A .

Differential Diagnoses:

1. Encounter for other general counseling and advice on contraception-This is a good differential diagnosis, if the patient only wants to discuss contraceptive management today and take time to decide which one she prefers. She may also want to talk to her partner prior to starting. I would highly suggest contraceptive management, since she has a cystocele and she does not want more children, but her partner does. Dietz, Shek, and Low’s (2022) study revealed that women with a cystocele are more likely to have a partial avulsion during pregnancy.

2. Cystocele-This is a secondary diagnosis because it was found on exam. She needs to be referred to pelvic floor therapy.

3. Encounter for contraceptive management-This is a great differential diagnosis, because it covers a variety of contraceptive options and she wanted to start contraceptives. I would highly recommend the use of contraceptives to avoid pregnancy until the cystocele improves. Also, her partner may try to persuade her to have another baby when she is not ready for one right now. Since she has migraines and I do not know her migraine symptoms, I would recommend starting progesterone-only oral contraceptives, DEPO shot, or an IUD. Lodi and Advani (2018) state, “the association between hormonal contraception and stroke risk is estrogen dose-dependent and use of combined hormonal contraception increases the risk of stroke in women with any type of migraine”.

4. Counseling and instruction in natural family planning to avoid pregnancy-This would be a differential diagnosis if the patient does not want to use any type of contraceptive, but instead wants to do natural family planning. Hassoun (2018) states that this is the least effective method of preventing pregnancy and requires extensive education.

5. Malposition of uterus-This could be a differential diagnosis because her uterus is RV. She would benefit from pelvic floor therapy if she is experiencing any pain or discomfort.

 

Encounter for other general counseling and advice on contraception -Contraceptive options discussed in detail. Patient advised to avoid pregnancy at least until cystocele improves. Progesterone only oral contraceptives, DEPO shot, and IUD discussed as options for birth control due to migraines. Patient would like to think contraceptive options over at home. Will call when she decides. Discussed starting Norethisterone 5mg tablets 1 tab once a day for 28 days, Depo shot every 3 months, or Mirena IUD insertion every 5 years. RTC in 2 weeks for encounter for contraceptive management or sooner if needed.

Cystocele- Patient advised to start pelvic floor therapy due to cystocele. Referred to pelvic floor therapy. Patient advised to avoid pregnancy at least until cystocele improves.

Malposition of Uterus-Start pelvic floor therapy. Referral sent to pelvic floor therapist.

 

 

 

Response 2

Patient Information:

E.G, 38, F, Caucasian

S.

CC “discuss contraception options”

HPI: E.G. is a 38y/o White Female, G5 P5006, with pmh + for exercise induced asthma, migraines, IBS and tonsillectomy as a child, who presents today to discuss contraception options.  E.G. is in a new heterosexual, monogamous relationship with her boyfriend and states although her boyfriend has never fathered a child, she is not interested in having more children. 

Current Medications: OTC Vitamin C daily, unknown dosage, pt states she has been taking it for last few months.

Allergies: No known drug allergies.  No known environmental allergies, No known food allergies.

Immunization status: up to date on childhood vaccination. Last tetanus shot 2019 for her job.

Soc & Substance Hx: denies current and past alcohol use, denies current or past tobacco use, denies current or past recreational drug use.

Fam Hx: maternal grandmother: alive, dementia.  Maternal grandfather: alive, copd.  Paternal grandparents both deceased from mva.  Mother: osteopenia, fibromyalgia.  Father: basal cell skin cancer.  Older sister: no medical problems.  Younger brother: no medical problems.

Surgical Hx:  tonsillectomy as a child.

Mental Hx: denies

Violence Hx: denies

Reproductive Hx: G5 P 5 0 0 6

ROS:

GENERAL: No weight loss, fever, chills, weakness, or fatigue.

HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

SKIN: No rash or itching.

CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.

RESPIRATORY: No shortness of breath, cough, or sputum.

GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.

NEUROLOGICAL: sometimes get migraines. No dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL: No muscle pain, back pain, joint pain, or stiffness.

HEMATOLOGIC: No anemia, bleeding, or bruising.

LYMPHATICS: No enlarged nodes. No history of splenectomy.

PSYCHIATRIC: No history of depression or anxiety.

ENDOCRINOLOGIC: No reports of sweating or cold or heat intolerance. No polyuria or polydipsia.

GENITOURINARY/REPRODUCTIVE: No burning on urination. Pregnancy. LMP: MM/DD/YYYY. Breast-lumps, pain, discharge? No reports of vaginal discharge, pain?. sexually active?

ALLERGIES: No history of asthma, hives, eczema, or rhinitis.

O.

Physical exam:

Well-nourished appearing female. 5’7”, 148lbs (67.1kg), BMI 23.1

118/72 right arm, sitting, manual. 68 regular rhythm, 16 respirations, easy, unlabored.  98.0 oral temp. spa02 99% room air.  

HEENT: NECK: supple without adenopathy.

Lungs: respirations easy and unlabored, chest wall symmetrical, no use of accessory muscles. Lung sounds are clear to all fields, no wheezing appreciated.

CV: S1 S2, regular rate and rhythm, no murmurs, gallops, clicks or friction rubs heard.

Breasts: soft, fibrocystic changes bilaterally without masses, dimpling or discharge

Abdomen: soft,  + bowel sounds, non-tender

VVBSU: normally appearing external genitalia, no lesions.  1st degree cystocele noted. Cervix: firm, smooth, parous without Cervical Motion Tenderness.  Uterus: Retroverted (RV), mobile, nontender approximately 10cm. Adnexa: without masses or tenderness.

                            Additional questions related to hpi/cc I would ask:

What age were you at menarche debut?  When was your LMP? How are your cycles? Regular? Irregular? When was your last pelvic examination? When was your last pap? Have you ever had abnormal findings on your pap/pelvic examinations?  How many lifetime partners have you had? Do you have multiple sex partners?  Have you ever been diagnosed with or treated for sexually transmitted infection?    Have you used contraception in the past?  If so, what kind and what was your experience on it? Have you ever received HPV vaccine? Do you do self-breast examinations? Do you breasts become ore painful/tender around your menstrual cycle? Do you experience any urinary symptoms such as urinary incontinence, pressure, or painful intercourse?    Do you have adequate financial means for prescription?  Do you still suffer from migraines? If so, how often?  Do you experience any changes with migraines (worse or better) at or around your menstrual cycle? Do you experience aura with migraines? Are you currently taking any other medications for the medical history you provided? Do you or does anyone in your family have or ever have had blood clots? Stroke? Cardiovascular disease? Have you had  any unintentional weight loss or gain? Do you experience any chest pains or pressures or palpitations?

Diagnostic results: Obtain Urine HCG.  Pelvic examination, Pap smear (if not done in last 3 years). Std testing: syphilis, chlamydia, and gonorrhea, hiv. Clinical breast examination (obtained on physical exam).  Pelvic ultrasound to evaluate bladder prolapse if pt is reporting symptoms.

A .

Primary Diagnoses: Encounter for Generalized Counseling and Advice on Contraception. Z30.0.  E.G is a 38y/o, W, F, G5, P5 0 0 6, who presents to the clinic today to “discuss contraceptive options” .  E.G is in a new, monogamous relationship with her boyfriend and states that although he has never fathered a child, she is not interested in having more children. Past medical history is significant for migraines, IBS, and exercise-induced asthma.  Further information is needed to assess current medical status, medications, as well as past/current history of menstrual cycle: regularity, cycle days, flow etc, and experience with contraception methods in the past.

 DDX#1 Fibrocystic Breasts. Upon physical examination, E.G breasts were noted to be soft with fibrocystic changes bilaterally without masses.  Most women with fibrocystic changes and without bothersome symptoms do not need treatment, but the doctor might recommend watching the changes closely (American Cancer Society, 2022). Fibrocystic breast disease is the most common benign type of breast disease, diagnosed in millions of women worldwide (Malherbe et al, 2022). Certain hormonal factors underpin the function, evaluation, and treatment of this disease (Malherbe et al, 2022). Current recommendations for mammography screenings suggest beginning at age 50 for average-risk women, unless there is high-risk such as 2 first- or second-degree relatives who developed breast cancer before the age 50 or 3 first- or second-degree relatives who developed breast cancer at any age or had a known gene mutation (Lockwood, 2019).   

DDX#2 Prolapsed Bladder. Pelvic Vaginal examination  of E.G. revealed 1st degree cystocele .  Cystocele, otherwise known as a protrusion of the bladder, occurs when the bladder descends into the vagina (Makajeva et al, 2022). The bladder bulges through the anterior wall of the vagina, with which it is anatomically associated (Makajeva et al, 2022).   Cystoceles result from a weakness of the pelvic-floor support system. The main associated risk factors are obesity, increasing age, and parity. They can also occur due to chronically increased intra-abdominal pressure, collagen abnormality, family history of cystocele, and following pelvic surgery.  Complaints related to bladder prolapse may be divided into vaginal pressure, urinary symptoms, sexual dysfunction, and, rarely, defecatory symptoms (Makajeva et al, 2022). To aid history taking, a set of questions called the Pelvic Floor Impact Questionnaire (PFIQ) can be used to assess pelvic prolapse related symptoms (Makajeva eta l, 2022). Prolapse consists of 4 stages; stage 0; no prolapse, stage 1; most distal part of prolapse is -1cm (above the level of the hymen), Stage 2 – most distal part of prolapse is >= -1cm but <= +1cm (<=1cm above or below the hymenal plane), Stage 3 – most outside portion of the prolapse >+1cm but <+(total vaginal length -2)cm (beyond the hymen; protrudes no farther than 2cm less than the total vaginal length), and Stage 4 – complete eversion of the vagina; most distal portion of the prolapse >= +(total vaginal length -2) cm (Makajeva et al, 2022). Perineal floor ultrasound scan is used to identify the evulsion of the perineal muscles from the symphysis pubis, which can increase the risk of cystocele development three to four times (Makajeva et al, 2022).   

 

DDX#3. Migraine. E.G. has past medical history of migraines. Further information is needed to assess pattern, frequency, duration, severity and triggers of such migraines and treatments. Migraine is a genetically influenced complex disorder characterized by episodes of moderate-to-severe headache, most often unilateral and generally associated with nausea and increased sensitivity to light and sound (Pescador & De Jesus, 2022). As migraines are more frequent among females, a variety of hormones have been implicated in their pathogenesis; specifically, prior research has repeatedly shown evidence linking estrogen to migraine headaches (Reddy et al, 2021).

 

1.

E.G is a 38Y/o W, F  G5, P5 0 0 6, who presents to the clinic to “discuss contraceptive options”.  E.G is in a new relationship with her boyfriend and although he has never fathered a child, E.G states that she is not interested in having more children. Important considerations to discuss with E.G and her boyfriend are if the agree to birth control and if so, to what method; ie; barrier methods, short acting hormonal, long-acting hormonal, sterilization. Birth control methods are designed to prevent conception or interrupt or nullify implantation and growth. Conception can be prevented by hormonally disrupting the menstrual cycle (Oral contraceptive (OC) pills), by physically blocking the passageway (barrier methods or sterilization), or less successfully, by abstinence during fertile periods or withdrawal method. Implantation is impaired via the use of a foreign body (intrauterine device {IUD}) or surgical removal (Salpingectomy or Vasectomy) (Bansode et al, 2022). In addition, E.G. does not have any recent medical work up on file, so we will begin by obtaining pertinent medical history and information such as LMP? Menstruation history? Prior methods of contraception? Obtain a urine HCG, pelvic examination including pap smear, and STI screening for baseline studies. In addition, upon clinical breast examination, E.G has fibrocystic changes bilaterally and will need further information regarding any symptoms she may be experiencing and continued monitoring and assessments. E.G has 1st degree cystocele and further information is needed to assess for symptoms and possible need for imaging versus monitoring.   


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Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expe


 

  • Review this week’s Learning Resources. Consider the insights they provide about assessing, diagnosing, and treating mood disorders.
  • Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations.
  • Review the video, Case Study: Petunia Park. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Consider patient diagnostics missing from the video: Provider Review outside of interview:
    Temp 98.2  Pulse  90 Respiration 18  B/P  138/88
    Laboratory Data Available: Urine drug and alcohol screen negative.  CBC within normal ranges, CMP within normal ranges. Lipid panel within normal ranges. Prolactin Level 8; TSH 6.3 (H)

 

Develop a Focused SOAP Note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomatology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life? 
  • Objective: What observations did you make during the psychiatric assessment?  
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.
  • Reflection notes: Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion, and disease prevention that takes into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

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NRNP/PRAC 6665 & 6675 Focused SOAP Psychiatric Evaluation Exemplar

INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY

If you are struggling with the format or remembering what to include, follow the Focused SOAP Note Evaluation Template AND the Rubric as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. After reviewing full details of the rubric, you can use it as a guide.

In the Subjective section, provide:

· Chief complaint

· History of present illness (HPI)

· Past psychiatric history

· Medication trials and current medications

· Psychotherapy or previous psychiatric diagnosis

· Pertinent substance use, family psychiatric/substance use, social, and medical history

· Allergies

· ROS

Read rating descriptions to see the grading standards!

In the Objective section, provide:

· Physical exam documentation of systems pertinent to the chief complaint, HPI, and history

· Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.

Read rating descriptions to see the grading standards!

In the Assessment section, provide:

· Results of the mental status examination, presented in paragraph form.

· At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case .

· Read rating descriptions to see the grading standards!

Reflect on this case. Include: Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations ( demonstrate critical thinking beyond confidentiality and consent for treatment !), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

(The FOCUSED SOAP psychiatric evaluation is typically the follow-up visit patient note. You will practice writing this type of note in this course. You will be focusing more on the symptoms from your differential diagnosis from the comprehensive psychiatric evaluation narrowing to your diagnostic impression. You will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

EXEMPLAR BEGINS HERE

Subjective:

CC (chief complaint): A brief statement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.

HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:

N.M. is a 34-year-old Asian male presents for medication management follow up for anxiety. He was initiated sertraline last appt which he finds was effective for two weeks then symptoms began to return.

Or

P.H., a 16-year-old Hispanic female, presents for follow up to discuss previous psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications as we deferred until further testing and screening was conducted.

Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.

Paint a picture of what is wrong with the patient. First what is bringing the patient to your follow up evaluation? Document symptom onset, duration, frequency, severity, and impact. What has worsened or improved since last appointment? What stressors are they facing? Your description here will guide your differential diagnoses into your diagnostic impression. You are seeking symptoms that may align with many DSM-5 diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.

Substance Use History: This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.

Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.

Allergies: Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.

Reproductive Hx: Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse: oral, anal, vaginal, other, any sexual concerns

ROS: Cover all body systems that may help you include or rule out a differential diagnosis. Please note: THIS IS DIFFERENT from a physical examination!

You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL: No weight loss, fever, chills, weakness, or fatigue.

HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

SKIN: No rash or itching.

CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.

RESPIRATORY: No shortness of breath, cough, or sputum.

GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.

GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd color

NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.

HEMATOLOGIC: No anemia, bleeding, or bruising.

LYMPHATICS: No enlarged nodes. No history of splenectomy.

ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.

Objective:

Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

Assessment:

Mental Status Examination: For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.

He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good. 

Diagnostic Impression: You must begin to narrow your differential diagnosis to your diagnostic impression. You must explain how and why (your rationale) you ruled out any of your differential diagnoses. You must explain how and why (your rationale) you concluded to your diagnostic impression. You will use supporting evidence from the literature to support your rationale. Include pertinent positives and pertinent negatives for the specific patient case.

Also included in this section is the reflection. Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?

Also include in your reflection a discussion related to legal/ethical considerations ( demonstrating critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

Case Formulation and Treatment Plan 

Includes documentation of diagnostic studies that will be obtained, referrals to other health care providers, therapeutic interventions including psychotherapy and/or psychopharmacology, education, disposition of the patient, and any planned follow-up visits. Each diagnosis or condition documented in the assessment should be addressed in the plan. The details of the plan should follow an orderly manner. *See an example below. You will modify to your practice so there may be information excluded/included. If you are completing this for a practicum, what does your preceptor document?

Risks and benefits of medications are discussed including non- treatment. Potential side effects of medications discussed (be detailed in what side effects discussed). Informed client not to stop medication abruptly without discussing with providers. Instructed to call and report any adverse reactions. Discussed risk of medication with pregnancy/fetus, encouraged birth control, discussed if does become pregnant to inform provider as soon as possible. Discussed how some medications might decreased birth control pill, would need back up method (exclude for males).

Discussed risks of mixing medications with OTC drugs, herbal, alcohol/illegal drugs. Instructed to avoid this practice. Encouraged abstinence. Discussed how drugs/alcohol affect mental health, physical health, sleep architecture.

Initiation of (list out any medication and why prescribed, any therapy services or referrals to specialist):

Client was encouraged to continue with case management and/or therapy services (if not provided by you)

Client has emergency numbers: Emergency Services 911, the Client’s Crisis Line 1-800-_______. Client instructed to go to nearest ER or call 911 if they become actively suicidal and/or homicidal. (only if you or preceptor provided them)

Reviewed hospital records/therapist records for collaborative information; Reviewed PMP report (only if actually completed)

Time allowed for questions and answers provided. Provided supportive listening. Client appeared to understand discussion. Client is amenable with this plan and agrees to follow treatment regimen as discussed. (this relates to informed consent; you will need to assess their understanding and agreement)

Follow up with PCP as needed and/or for:

Labs ordered and/or reviewed (write out what diagnostic test ordered, rationale for ordering, and if discussed fasting/non fasting or other patient education)

Return to clinic:

Continued treatment is medically necessary to address chronic symptoms, improve functioning, and prevent the need for a higher level of care.

References (move to begin on next page)

You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

© 2022 Walden University Page 1 of 3


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