Category: Nursing > Clinical Nursing & Patient Care

  • [Solved] Nursing Unit2 assignment

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    See attached – a year ago **files (2)** – ## DaringLeadershipAssessmentResults-DareToLeadDareToLead.PDF – Screenshot_20250529_194249_Chrome.jpg **## DaringLeadershipAssessmentResults-DareToLeadDareToLead.PDF** YOUR SCORES FOR EACH SET OF SKILLS ARE SHOWN BELOW. The Daring Leadership Assessment re…

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    See attached

    – a year ago

    **files (2)**

    – ## DaringLeadershipAssessmentResults-DareToLeadDareToLead.PDF

    – Screenshot_20250529_194249_Chrome.jpg

    **## DaringLeadershipAssessmentResults-DareToLeadDareToLead.PDF**

    YOUR SCORES FOR EACH SET OF SKILLS ARE SHOWN BELOW.

    The Daring Leadership Assessment reviews strengths and opportunities for growth

    in the four courage-building skill sets. Possible scores for each skill set range from

    0-10. The assessment report serves as a guide to areas where:

    You have strengths (scores ≥ 8).

    You have both strengths and opportunities for growth (scores ≥ 5 and <8).

    You have solid opportunities for growth (scores < 5).

    For each of the four skill areas, we’ll share some quick learnings, and direct you to

    relevant sections in Dare to Lead for additional tools, skill development ideas, and

    practice suggestions.

    Rumbling with Vulnerability: 8.8/10

    Rumbling with vulnerability is one of your strengths.  You have built a solid

    foundation for your courage-building skills. Stay brave, stay curious, and keep

    learning!

    Vulnerability is the emotion that we experience during times of uncertainty, risk, and

    emotional exposure. It’s having the courage to show up, fully engage, and be seen

    when you can’t control the outcome.

    The willingness and ability to rumble with vulnerability is the foundational skill of

    courage-building. Without this core skill, the other three skill sets are impossible to

    put into practice. Consider this carefully: Our ability to be daring leaders will never

    be greater than our capacity for vulnerability.

    Most of us didn’t grow up believing vulnerability was courageous, so our first

    challenge is overcoming the myths we’ve learned over the years. Myths like thinking

    we can opt out of vulnerability, or that we can engineer the uncertainty and

    discomfort out of vulnerability, or simply that vulnerability is weakness. Exercise #2

    from our free downloadable workbook will walk you through this.

    The second step is developing the skills and grounded confidence to stay in

    vulnerability when it feels overwhelming. Many of us either avoid vulnerable

    situations, armor up for them, or completely tap out when it gets too uncomfortable

    or awkward. Building grounded confidence means developing all of the skills and

    practices explored in Part One, Sections One through Five in Dare to Lead. It’s half

    the book because it’s that important. It’s also half of the exercises in the

    downloadable workbook.

    Living Into Your Values: 10.0/10

    Living into your values is one of your strengths. You’re practicing your values,

    not just professing them. That’s the core of integrity. Stay strong and keep

    practicing–this is constant work.

    A value is a way of being or believing that we hold most important. Living into your

    values requires a clear understanding of your core values, having a strong sense of

    the behaviors that are in alignment with those values, recognizing when your

    behavior is out of alignment, and course-correcting as needed.

    When we’re vulnerable, we will face self-doubt, hurtful comments, and fear.  Our

    clarity of values is the essential support during these difficult times. If we don’t have

    our values to remind us why we’re being courageous, the cynics and the critics can

    bring us to our knees.

    Living into our values means that we do more than profess our values, we practice

    them. We walk our talk—we are clear about what we believe and hold important,

    and we take care that our intentions, words, thoughts, and behaviors align with

    those beliefs.

    More information about the importance of living into our values and aligning with

    organizational values as well as teaching on how to build this skill set can be found

    in Dare to Lead, Part Two.

    Braving Trust: 8.4/10

    Braving trust is one of your strengths.  This means that you’re hitting high scores

    on all seven of the trust elements (BRAVING). This can change with different

    demands and relationships, so keep practicing!

    Trust is built in small gestures and over time.  It is an iterative process between two

    people or within a team that is based on behaviors in seven specific areas. These

    areas are captured by the acronym BRAVING (Boundaries, Reliability, Accountability,

    Vault, Integrity, Nonjudgment, and Generosity).

    Because talking about trust is tough, and because these conversations have the

    potential to go sideways fast, we often avoid the rumble. And that’s even more

    dangerous. First, when we’re struggling with trust and don’t have the tools or skills

    to talk about it directly with the person involved, it leads us to talk about people

    instead of to them. Second, trust is the glue that holds teams and organizations

    together. We ignore trust issues at the expense of our own performance, and also

    at the expense of our team’s and organization’s success.

    The BRAVING Inventory download is a great place to start working on building trust.

    It includes more definitions of the seven trust elements. Specific skills practice for

    braving trust can be found in Dare to Lead, Part Three.

    Learning to Rise: 9.6/10

    Learning to rise is one of your strengths. Keep challenging the narratives that

    get in the way of learning from setbacks. And, share your rising skills with

    colleagues and team members. It’s a contagious skill.

    The Learning to Rise process is about getting up from our falls, overcoming our

    mistakes, and facing setbacks in a way that brings more learning and strength. As

    tough as it is, the payoff is huge: When we have the courage to walk into our hard

    experiences of failure and disappointment, and own those stories, we get to write

    the ending. And when we don’t own our stories of failure, setbacks, and hurt—they

    own us.

    Our research shows that leaders who are trained in rising skills as part of a

    courage-building program are more likely to engage in courageous behaviors

    [https://brenebrown.com/resources/the-braving-inventory/](https://brenebrown.com/resources/the-braving-inventory/)

    because they know how to get back up after taking risks and being brave.

    The Learning to Rise process involves learning from setbacks and disappointments

    and applying key learnings to future situations. Finding the key learnings depends

    on recognizing and getting curious about emotion and comparing the story in our

    heads with the facts.

    Mistakes, failures, and setbacks provide key learnings for the future, we just have to

    be brave enough to own the story.

    Specific skills practice for learning to rise can be found in Dare to Lead, Part Four.

    **Screenshot_20250529_194249_Chrome.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250529-194249-chrome-jpg)

    **Screenshot_20250529_194249_Chrome.jpg**

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    **## DaringLeadershipAssessmentResults-DareToLeadDareToLead.PDF**

    YOUR SCORES FOR EACH SET OF SKILLS ARE SHOWN BELOW.

    The Daring Leadership Assessment reviews strengths and opportunities for growth

    in the four courage-building skill sets. Possible scores for each skill set range from

    0-10. The assessment report serves as a guide to areas where:

    You have strengths (scores ≥ 8).

    You have both strengths and opportunities for growth (scores ≥ 5 and <8).

    You have solid opportunities for growth (scores < 5).

    For each of the four skill areas, we’ll share some quick learnings, and direct you to

    relevant sections in Dare to Lead for additional tools, skill development ideas, and

    practice suggestions.

    Rumbling with Vulnerability: 8.8/10

    Rumbling with vulnerability is one of your strengths.  You have built a solid

    foundation for your courage-building skills. Stay brave, stay curious, and keep

    learning!

    Vulnerability is the emotion that we experience during times of uncertainty, risk, and

    emotional exposure. It’s having the courage to show up, fully engage, and be seen

    when you can’t control the outcome.

    The willingness and ability to rumble with vulnerability is the foundational skill of

    courage-building. Without this core skill, the other three skill sets are impossible to

    put into practice. Consider this carefully: Our ability to be daring leaders will never

    be greater than our capacity for vulnerability.

    Most of us didn’t grow up believing vulnerability was courageous, so our first

    challenge is overcoming the myths we’ve learned over the years. Myths like thinking

    we can opt out of vulnerability, or that we can engineer the uncertainty and

    discomfort out of vulnerability, or simply that vulnerability is weakness. Exercise #2

    from our free downloadable workbook will walk you through this.

    The second step is developing the skills and grounded confidence to stay in

    vulnerability when it feels overwhelming. Many of us either avoid vulnerable

    situations, armor up for them, or completely tap out when it gets too uncomfortable

    or awkward. Building grounded confidence means developing all of the skills and

    practices explored in Part One, Sections One through Five in Dare to Lead. It’s half

    the book because it’s that important. It’s also half of the exercises in the

    downloadable workbook.

    Living Into Your Values: 10.0/10

    Living into your values is one of your strengths. You’re practicing your values,

    not just professing them. That’s the core of integrity. Stay strong and keep

    practicing–this is constant work.

    A value is a way of being or believing that we hold most important. Living into your

    values requires a clear understanding of your core values, having a strong sense of

    the behaviors that are in alignment with those values, recognizing when your

    behavior is out of alignment, and course-correcting as needed.

    When we’re vulnerable, we will face self-doubt, hurtful comments, and fear.  Our

    clarity of values is the essential support during these difficult times. If we don’t have

    our values to remind us why we’re being courageous, the cynics and the critics can

    bring us to our knees.

    Living into our values means that we do more than profess our values, we practice

    them. We walk our talk—we are clear about what we believe and hold important,

    and we take care that our intentions, words, thoughts, and behaviors align with

    those beliefs.

    More information about the importance of living into our values and aligning with

    organizational values as well as teaching on how to build this skill set can be found

    in Dare to Lead, Part Two.

    Braving Trust: 8.4/10

    Braving trust is one of your strengths.  This means that you’re hitting high scores

    on all seven of the trust elements (BRAVING). This can change with different

    demands and relationships, so keep practicing!

    Trust is built in small gestures and over time.  It is an iterative process between two

    people or within a team that is based on behaviors in seven specific areas. These

    areas are captured by the acronym BRAVING (Boundaries, Reliability, Accountability,

    Vault, Integrity, Nonjudgment, and Generosity).

    Because talking about trust is tough, and because these conversations have the

    potential to go sideways fast, we often avoid the rumble. And that’s even more

    dangerous. First, when we’re struggling with trust and don’t have the tools or skills

    to talk about it directly with the person involved, it leads us to talk about people

    instead of to them. Second, trust is the glue that holds teams and organizations

    together. We ignore trust issues at the expense of our own performance, and also

    at the expense of our team’s and organization’s success.

    The BRAVING Inventory download is a great place to start working on building trust.

    It includes more definitions of the seven trust elements. Specific skills practice for

    braving trust can be found in Dare to Lead, Part Three.

    Learning to Rise: 9.6/10

    Learning to rise is one of your strengths. Keep challenging the narratives that

    get in the way of learning from setbacks. And, share your rising skills with

    colleagues and team members. It’s a contagious skill.

    The Learning to Rise process is about getting up from our falls, overcoming our

    mistakes, and facing setbacks in a way that brings more learning and strength. As

    tough as it is, the payoff is huge: When we have the courage to walk into our hard

    experiences of failure and disappointment, and own those stories, we get to write

    the ending. And when we don’t own our stories of failure, setbacks, and hurt—they

    own us.

    Our research shows that leaders who are trained in rising skills as part of a

    courage-building program are more likely to engage in courageous behaviors

    [https://brenebrown.com/resources/the-braving-inventory/](https://brenebrown.com/resources/the-braving-inventory/)

    because they know how to get back up after taking risks and being brave.

    The Learning to Rise process involves learning from setbacks and disappointments

    and applying key learnings to future situations. Finding the key learnings depends

    on recognizing and getting curious about emotion and comparing the story in our

    heads with the facts.

    Mistakes, failures, and setbacks provide key learnings for the future, we just have to

    be brave enough to own the story.

    Specific skills practice for learning to rise can be found in Dare to Lead, Part Four.

    **Screenshot_20250529_194249_Chrome.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250529-194249-chrome-jpg)

    **## DaringLeadershipAssessmentResults-DareToLeadDareToLead.PDF**

    YOUR SCORES FOR EACH SET OF SKILLS ARE SHOWN BELOW.

    The Daring Leadership Assessment reviews strengths and opportunities for growth

    in the four courage-building skill sets. Possible scores for each skill set range from

    0-10. The assessment report serves as a guide to areas where:

    You have strengths (scores ≥ 8).

    You have both strengths and opportunities for growth (scores ≥ 5 and <8).

    You have solid opportunities for growth (scores < 5).

    For each of the four skill areas, we’ll share some quick learnings, and direct you to

    relevant sections in Dare to Lead for additional tools, skill development ideas, and

    practice suggestions.

    Rumbling with Vulnerability: 8.8/10

    Rumbling with vulnerability is one of your strengths.  You have built a solid

    foundation for your courage-building skills. Stay brave, stay curious, and keep

    learning!

    Vulnerability is the emotion that we experience during times of uncertainty, risk, and

    emotional exposure. It’s having the courage to show up, fully engage, and be seen

    when you can’t control the outcome.

    The willingness and ability to rumble with vulnerability is the foundational skill of

    courage-building. Without this core skill, the other three skill sets are impossible to

    put into practice. Consider this carefully: Our ability to be daring leaders will never

    be greater than our capacity for vulnerability.

    Most of us didn’t grow up believing vulnerability was courageous, so our first

    challenge is overcoming the myths we’ve learned over the years. Myths like thinking

    we can opt out of vulnerability, or that we can engineer the uncertainty and

    discomfort out of vulnerability, or simply that vulnerability is weakness. Exercise #2

    from our free downloadable workbook will walk you through this.

    The second step is developing the skills and grounded confidence to stay in

    vulnerability when it feels overwhelming. Many of us either avoid vulnerable

    situations, armor up for them, or completely tap out when it gets too uncomfortable

    or awkward. Building grounded confidence means developing all of the skills and

    practices explored in Part One, Sections One through Five in Dare to Lead. It’s half

    the book because it’s that important. It’s also half of the exercises in the

    downloadable workbook.

    Living Into Your Values: 10.0/10

    Living into your values is one of your strengths. You’re practicing your values,

    not just professing them. That’s the core of integrity. Stay strong and keep

    practicing–this is constant work.

    A value is a way of being or believing that we hold most important. Living into your

    values requires a clear understanding of your core values, having a strong sense of

    the behaviors that are in alignment with those values, recognizing when your

    behavior is out of alignment, and course-correcting as needed.

    When we’re vulnerable, we will face self-doubt, hurtful comments, and fear.  Our

    clarity of values is the essential support during these difficult times. If we don’t have

    our values to remind us why we’re being courageous, the cynics and the critics can

    bring us to our knees.

    Living into our values means that we do more than profess our values, we practice

    them. We walk our talk—we are clear about what we believe and hold important,

    and we take care that our intentions, words, thoughts, and behaviors align with

    those beliefs.

    More information about the importance of living into our values and aligning with

    organizational values as well as teaching on how to build this skill set can be found

    in Dare to Lead, Part Two.

    Braving Trust: 8.4/10

    Braving trust is one of your strengths.  This means that you’re hitting high scores

    on all seven of the trust elements (BRAVING). This can change with different

    demands and relationships, so keep practicing!

    Trust is built in small gestures and over time.  It is an iterative process between two

    people or within a team that is based on behaviors in seven specific areas. These

    areas are captured by the acronym BRAVING (Boundaries, Reliability, Accountability,

    Vault, Integrity, Nonjudgment, and Generosity).

    Because talking about trust is tough, and because these conversations have the

    potential to go sideways fast, we often avoid the rumble. And that’s even more

    dangerous. First, when we’re struggling with trust and don’t have the tools or skills

    to talk about it directly with the person involved, it leads us to talk about people

    instead of to them. Second, trust is the glue that holds teams and organizations

    together. We ignore trust issues at the expense of our own performance, and also

    at the expense of our team’s and organization’s success.

    The BRAVING Inventory download is a great place to start working on building trust.

    It includes more definitions of the seven trust elements. Specific skills practice for

    braving trust can be found in Dare to Lead, Part Three.

    Learning to Rise: 9.6/10

    Learning to rise is one of your strengths. Keep challenging the narratives that

    get in the way of learning from setbacks. And, share your rising skills with

    colleagues and team members. It’s a contagious skill.

    The Learning to Rise process is about getting up from our falls, overcoming our

    mistakes, and facing setbacks in a way that brings more learning and strength. As

    tough as it is, the payoff is huge: When we have the courage to walk into our hard

    experiences of failure and disappointment, and own those stories, we get to write

    the ending. And when we don’t own our stories of failure, setbacks, and hurt—they

    own us.

    Our research shows that leaders who are trained in rising skills as part of a

    courage-building program are more likely to engage in courageous behaviors

    [https://brenebrown.com/resources/the-braving-inventory/](https://brenebrown.com/resources/the-braving-inventory/)

    because they know how to get back up after taking risks and being brave.

    The Learning to Rise process involves learning from setbacks and disappointments

    and applying key learnings to future situations. Finding the key learnings depends

    on recognizing and getting curious about emotion and comparing the story in our

    heads with the facts.

    Mistakes, failures, and setbacks provide key learnings for the future, we just have to

    be brave enough to own the story.

    Specific skills practice for learning to rise can be found in Dare to Lead, Part Four.

    **Screenshot_20250529_194249_Chrome.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250529-194249-chrome-jpg)

  • [Solved] NURS-6501C WEEK 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Develop a 1- to 2-page case study analysis by answering the questions provided following the case scenario. By Day 7 of Week 2 – a year ago

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    Assignment Prompt & Instructions

    Develop a 1- to 2-page case study analysis by answering the questions provided following the case scenario.

    By Day 7 of Week 2

    – a year ago

  • [Solved] Nursing Week 3 Assignment

    ✓ Verified Academic Solution Available

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    Research the role of the Nurse Practitioner. 1. **Select and describe** an Advanced Nurse Practitioner role. 2. **Why** are you becoming a an Emergency Room Nurse Practitioner? 3. **Find** one research article, expert opinion about the Nurse Practitioner role and summarize the article. 4. **What** d…

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    Assignment Prompt & Instructions

    Research the role of the Nurse Practitioner.

    1. **Select and describe** an Advanced Nurse Practitioner role.
    2. **Why** are you becoming a an Emergency Room Nurse Practitioner?
    3. **Find** one research article, expert opinion about the Nurse Practitioner role and summarize the article.
    4. **What** does the Institute Of Medicine (IOM) say about the need of Nurse Practitioners?
    5. **Identify and describe** the effects that you will have as an advanced practice nurse in terms of healthcare industry and patient outcomes.

    – No longer than 5 pages but no shorter than 4 pages/
    – Incorporate a minimum of 5 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
    – APA format

    – a year ago

  • [Solved] Discussion 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Reflect on your experiences as a member of a clinical team in the emergency department as a registered nurse. What makes a team effective or ineffective in terms of achieving expected outcomes for the patients? (Saunders, 2014) – a year ago

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    Need a Fresh Custom Paper?

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    Assignment Prompt & Instructions

    Reflect on your experiences as a member of a clinical team in the emergency department as a registered nurse. What makes a team effective or ineffective in terms of achieving expected outcomes for the patients? (Saunders, 2014)

    – a year ago

  • [Solved] Case Study Week 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Urinary Function:** Mr. J.R. is a 73-year-old man, who was admitted to the hospital with clinical manifestations of gastroenteritis and possible renal injury. The patient’s chief complaints are fever, nausea with vomiting and diarrhea for 48 hours, weakness, dizziness, and a bothersome metallic ta…

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    Assignment Prompt & Instructions

    **Urinary Function:**

    Mr. J.R. is a 73-year-old man, who was admitted to the hospital with clinical manifestations of gastroenteritis and possible renal injury. The patient’s chief complaints are fever, nausea with vomiting and diarrhea for 48 hours, weakness, dizziness, and a bothersome metallic taste in the mouth. The patient is pale and sweaty. He had been well until two days ago, when he began to experience severe nausea several hours after eating two burritos for supper. The burritos had been ordered from a local fast-food restaurant. The nausea persisted and he vomited twice with some relief. As the evening progressed, he continued to feel “very bad” and took some Pepto-Bismol to help settle his stomach. Soon thereafter, he began to feel achy and warm. His temperature at the time was 100. 5°F. He has continued to experience nausea, vomiting, and a fever. He has not been able to tolerate any solid foods or liquids. Since yesterday, he has had 5–6 watery bowel movements. He has not noticed any blood in the stools. His wife brought him to the ER because he was becoming weak and dizzy when he tried to stand up. His wife denies any recent travel, use of antibiotics, laxatives, or excessive caffeine, or that her husband has an eating disorder.

    **Case Study Questions**

    1. The attending physician is thinking that Mr. J.R. has developed an Acute Kidney Injury (AKI). Analyzing the case presented name the possible types of Acute Kidney Injury. Link the clinical manifestations described to the different types of Acute Kidney injury.
    2. Create a list of risk factors the patient might have and explain why.
    3. Unfortunately, the damage on J.R. kidney became irreversible and he is now diagnosed with Chronic kidney disease. Please describe the complications that the patient might have on his Hematologic system (Coagulopathy and Anemia) and the pathophysiologic mechanisms involved.

    **Reproductive Function:**

    Ms. P.C. is a 19-year-old white female who reports a 2-day history of lower abdominal pain, nausea, emesis and a heavy, malodorous vaginal discharge. She states that she is single, heterosexual, and that she has been sexually active with only one partner for the past eight months. She has no previous history of genitourinary infections or sexually transmitted diseases. She denies IV drug use. Her LMP ended three days ago. Her last intercourse (vaginal) was eight days ago and she states that they did not use a condom. She admits to unprotected sex “every once in a while.” She noted an abnormal vaginal discharge yesterday and she describes it as “thick, greenish-yellow in color, and very smelly.” She denies both oral and rectal intercourse. She does not know if her partner has had a recent genitourinary tract infection, “because he has been away on business for five days.

    Microscopic Examination of Vaginal Discharge

    (-) yeast or hyphae

    (-) flagellated microbes

    (+) white blood cells

    (+) gram-negative intracellular diplococci

    **Case Study Questions**

    1. According to the case presented, including the clinical manifestations and microscopic examination of the vaginal discharge, what is the most probably diagnosis for Ms. P.C.? Support your answer and explain why you get to that diagnosis.
    2. Based on the vaginal discharged described and the microscopic examination of the sample could you suggest which would be the microorganism involved?
    3. Name the criteria you would use to recommend hospitalization for this patient

    – a year ago

  • [Solved] disc3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    A genogram is often used to illustrate the behaviors of a family unit across generations. The genogram can be used to reduce resistance to harmful family patterns. – Recall a family with a member who has a history of drug or alcohol dependence. – Describe how the genogram can be used to address the …

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    Assignment Prompt & Instructions

    A genogram is often used to illustrate the behaviors of a family unit across generations.  The genogram can be used to reduce resistance to harmful family patterns.

    – Recall a family with a member who has a history of drug or alcohol dependence.
    – Describe how the genogram can be used to address the denial of family unit addiction to individual family members

    500 words, formatted, and cited in current APA style with support from at least 2 academic sources.

    – a year ago

  • [Solved] well child wk4

    ✓ Verified Academic Solution Available

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    – a year ago **files (1)** – ## wellchildsoapnotetemplate.docx **## wellchildsoapnotetemplate.docx** **Well-child SOAP Note Format** _Demographic Data_ · Age, and gender (must be HIPAA compliant) _Subjective_ · ___-day/week old infant/child accompanied by ___________ and here for a rou…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## wellchildsoapnotetemplate.docx

    **## wellchildsoapnotetemplate.docx**

    **Well-child SOAP Note Format**

    _Demographic Data_

    · Age, and gender (must be HIPAA compliant)

    _Subjective_

    · ___-day/week old infant/child accompanied by ___________ and here for a routine well-child/baby check (and vaccines). Any parental concerns/ questions today?

    · Interval Events/History:

    · Nutrition:

    · Elimination:

    · Sleep:

    · Medications:

    · Allergies:

    · Past Medical

    ·

    · Pregnancy and delivery?

    · Surgeries, hospitalizations, or serious illnesses to date?

    · Immunizations?

    · Development: (describe as applicable to age)

    ·

    · Gross motor:

    ·

    · Fine motor:

    · Cognitive:

    · Social/Emotional:

    · Communication:

    · Social History:

    · Smoking in the home?

    · Family life/structure/dynamics? Primary caregivers?

    · Stressors?

    ·  Family History:

    _Objective_ _(Should be a thorough head to toe assessment)_

    · Vital Signs/growth measurements (weight, length, head circumference, BMI, BP, HR, etc. if applicable)

    ·

    · Physical findings listed by body systems, not paragraph form.

    · Highlight abnormal findings

    · Growth Chart Percentages: if applicable

    · Labs/Studies: if applicable

    _Assessment_

    · Well-child visit ICD10 code(s)

    _Plan_

    · Vaccines today:

    · Anticipatory guidance (discussed or covered in the visit)?

    · Health Maintenance

    · Return precautions?

    **## wellchildsoapnotetemplate.docx**

    **Well-child SOAP Note Format**

    _Demographic Data_

    · Age, and gender (must be HIPAA compliant)

    _Subjective_

    · ___-day/week old infant/child accompanied by ___________ and here for a routine well-child/baby check (and vaccines). Any parental concerns/ questions today?

    · Interval Events/History:

    · Nutrition:

    · Elimination:

    · Sleep:

    · Medications:

    · Allergies:

    · Past Medical

    ·

    · Pregnancy and delivery?

    · Surgeries, hospitalizations, or serious illnesses to date?

    · Immunizations?

    · Development: (describe as applicable to age)

    ·

    · Gross motor:

    ·

    · Fine motor:

    · Cognitive:

    · Social/Emotional:

    · Communication:

    · Social History:

    · Smoking in the home?

    · Family life/structure/dynamics? Primary caregivers?

    · Stressors?

    ·  Family History:

    _Objective_ _(Should be a thorough head to toe assessment)_

    · Vital Signs/growth measurements (weight, length, head circumference, BMI, BP, HR, etc. if applicable)

    ·

    · Physical findings listed by body systems, not paragraph form.

    · Highlight abnormal findings

    · Growth Chart Percentages: if applicable

    · Labs/Studies: if applicable

    _Assessment_

    · Well-child visit ICD10 code(s)

    _Plan_

    · Vaccines today:

    · Anticipatory guidance (discussed or covered in the visit)?

    · Health Maintenance

    · Return precautions?

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    Based on [Module 3: Lecture Materials & Resources](https://stu.instructure.com/courses/45452/pages/module-3-lecture-materials-and-resources?wrap=1 "Module 3: Lecture Materials & Resources") and experience, please answer the following questions: 1. Describe the goals of drug therapy for hypertension …

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    Based on [Module 3: Lecture Materials & Resources](https://stu.instructure.com/courses/45452/pages/module-3-lecture-materials-and-resources?wrap=1 "Module 3: Lecture Materials & Resources") and experience, please  answer the following questions:

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