Category: Nursing

  • Different types of research papers

    If you are in college or university, you will have to write a research paper at one point. There are different types of research papers, and the one you will be assigned will depend on your level of education and the degree you are pursuing.

    To perform well in writing research papers, you need to conduct thorough research on various scientific, social components, and technical aspects of phenomena and compose the results. It is essential to know the research paper definition before looking at different research paper types you may be assigned in school.

    What are research papers?

    A research paper is an extended essay or a type of academic writing that showcases your independent and original investigation of the assigned or chosen topic and the interpretation and analysis of the results. Your research project should be brief, focused, well structured, and evidence-based.

    Because its objective is to enhance the reader’s understanding, it has a professional style and tone. However, it is not difficult and does not need the use of complex phrases or extensive language.

    Different types of research papers

    There are two main types of research papers. Many people ask. What are the two main types of research papers? It is an analytical research paper and an argumentative/persuasive research paper.

    There are different types of research papers, and deciding which one to utilize can be a difficult task. The most appropriate research paper kind is always picked with your research paper subjects, research procedures, and data analysis methods in mind.

    Analytical research paper

    These research papers analyze events, ideas, issues, and facts. As the researcher, describe the different viewpoints concerning the research problem. Analyze all the points stated by gathering relevant information researched before and conclude at the end.

    When conducting analytical research, you must remain unbiased. Your research should not favor one party more than the other. You are likely to face challenges while describing different viewpoints and analyzing them.

    The need of analytical research

    Analytical papers have two aims: for the readers and another one for the writer. Professors and instructors offer analytical writings to students to assist them advance as great thinkers and writers.

    Readers benefit from analytical research papers as well. These research papers are often published in magazines and newspapers to support the readers in making logical sense of the day`s events. Analytical research allow writers, who could be professionals in their areas of specialization, to enlighten their fellow people on vital topics such as culture, economics, architecture, art, and politics.

    Steps in writing an analytical research paper

    Choose your point of opinion

    Get ready to write your entire
    research paper
    around your thesis statement despite what you select as your main point of opinion. That is a single statement that describes all that your research is about.

    End your introductory part with a thesis statement

    Take care with your introductory paragraph as it can grab your reader’s curiosity. The best openers commence with a hook sentence, such as a hypothetical question or a solid statement, and then offer global setting, resting out the issues that the research will address. An excellent introductory paragraph ends with a thesis statement that performs as a scope for the rest of the paper.

    Establish the body section of your paper

    After writing your introduction, begin writing your body paragraphs to get to the main ideas and points. All the sections should get back to your thesis statement. This should happen either by providing background knowledge, contradicting facts, or getting deep into details.

    The number of paragraphs in your body section depends on the depth of your research topic. Take enough time to plan for every body paragraph as the structure is as essential as the topic of your research paper.

    Develop the topic sentences

    Every paragraph in the body section should start with a topic sentence. This should introduce a new idea that the other sentences in the paragraph should back up. All these should tie back to the thesis statement.

    Research papers evidence

    The research paper’s main body should contain a combination of analysis and substance. Making comments without supporting evidence will not persuade your audience. As a result, you will need to back up your critical ideas with textual proof from your secondary and primary sources of information. Use endnotes and footnotes as needed.

    Space any contrasting ideas

    By recognizing another viewpoint, you can reinforce your argument. Even though you might disagree with a perilous perspective, a body paragraph can be used to express the idea. Next, you can improve your thesis by countering that point with further reasoning and data.

    Put your analysis in a summary paragraph

    Conclude your analytical research paper with an ending paragraph that reviews your argument, despite if you are aiming for a decent grade or trying to deliver your audience with a enjoyable experience while reading. You should not present new information or ideas in the closing paragraph. Instead, it’s the concluding bit to your whole paper, reminding your readers of the essential ideas and offering them some parting words to consider.

    Argumentative research paper

    As the name implies, an
    argumentative research paper
    comprises two opposing opinions on a particular research topic. In this form of research, the investigator must define the issue from two opposing perspectives, examine them for merits and negatives, and then endorse one of them. This research project is mainly concerned with persuading readers to support your viewpoint. 

    Writing an excellent argumentative research paper

    Learn the basics

    There are several key features that you must incorporate in an argumentative essay.  Generally, argumentative essays demand you to use reasoning and evidence from your investigation to back up your claims. You must also include the following in your argumentative research papers:

    A thesis statement that expresses a distinct point of view (should be included in the introductory paragraph)

    Include assertions that support your main point of view

    Transitions between sentences and paragraphs that are logical

    Your sources provide evidence to back up your assertions

    A conclusion which takes into account all of the information you’ve presented

    All through your paper, employ in-text citations to show which you have used sources. (Confirm from your instructor or professor the citation style you should use)

    A page of works referenced with a separate section for each one of your references 

    Ask questions where stuck

    Whereas most argumentative research papers have these characteristics in common, your task may have some unique needs or guidelines. As a result, it’s critical to double-check that you comprehend your homework before beginning. Read the directions attentively as immediately as your instructor assigns the paper and underline anything you don’t understand. If something is unclear or you don’t understand the task, ask your instructor to elucidate the directions.

    Make sure you learn how to best reference your sources in your essay and understand how to use the citation style your instructor prefers. Just inquire if you’re unsure. If you still have any queries, don’t be embarrassed to ask them. It is preferable to ask questions and double-check your understanding than to complete the work incorrectly and receive a poor grade.

    Generate ideas

    It is critical to explore your thoughts before deciding on a topic and beginning your article. Using an inventive exercise, take some time to investigate your thoughts and jot some thoughts down on paper. Lists, freewriting, batching, and questioning are all invention exercises that might help you develop some ideas for your argumentative essay.

    Listing

     Make a note of all of your thoughts on your research (great and poor). Afterward, go over the list and cluster related ideas collectively. Add extra ideas to those categories or use a different creative writing activity.

    Freewriting

    For around 10 minutes, scribble nonstop. Start writing whatever comes to mind without editing it. Go over what you’ve composed and underline or circle the most important points when you’re finished. Use the paragraphs you highlighted as a preliminary step for the freewriting assignment. You can repeatedly go over this practice to keep refining and developing your thoughts.

    Clustering
     

    Write a short description (or a light paragraph) of the topic of your argumentative paper in the center and underline it. Then, extending from the center, create three or more lines. At the end of all of these lines, write a matching notion. Continue to make your group until you have investigated all possible ties.

    Questioning

    Questioning lists everything you want to do on a scrap of paper “Who is it, exactly? What? Who, why, when, and how did it happen?” On the form, space the queries 2 or 3 lines away so you can put your replies on these lines. Answer each question as completely as possible.

    Develop an outline

    Before you start writing your argumentative research paper, outline it to assist you in managing your thoughts more efficiently. Your outline can be as extensive or as brief as you choose. Remember that the more information you use within your research paper template, the more content you’ll have available to use in your paper. 

    Break down your outline into subcategories and arrange it by essay part. Part 1 may, for instance, be your opening, which could be divided into three sub-parts:

    a) Thesis statement,

    b) context/background material, and

    c) opening phrase

    Cause and effect research papers

    This research paper describes a problem, explains the causes and effects of the issue, and finally derives a conclusion. Cause and effect research papers answer the following questions:

    Why did something happen? Causes of occurrence A

    What happened as a result of that thing? The effects of occurrence A

    What is likely to occur as a result of the consequences? Predicting the further impact of the consequences

    Purpose and focus of cause-and-effect research papers

    Thesis statement

    When writing a research paper about cause-and-effect, ensure you include a clear, insightful, and arguable assertion.

    Organization

    Maintain the logical changes from one paragraph to another, i.e., the logical phrase flow; organization planning emphasizes criteria, features, parts, or time to help explain the focus. The verb tense is kept unless adjustments are necessary.

    Developing ideas

    Include concrete and specific details in your research paper. Ensure you show the focus of your points to the readers. Appeals should be insightful, appropriate, and adequate and lead to a conclusion.

    Style

    Ensure you use varied length and pattern sentences. Make good use of vocabulary and phrases. Do not use too much jargon so that the reader does not float while reading your research paper.

    Experimental research papers

    What is the definition of an experimental research paper? “Experimental Research” is based on empirical and measured occurrences rather than theoretical concepts or beliefs and generates real-life experience information. Qualitative research, quantitative research, and empirical research are used to describe this type of study. This research is among the different types of scientific research papers.

    Examples of experimental research include blood tests in the laboratory to check the patient’s causes of sicknesses. In these kinds of tests, results from the samples of the patient’s blood are compared to variables that show what typical values should look like.

    Typical experimental research papers should have the following sections. Title page, abstract section, introduction, materials, methods, discussion, conclusions, results, acknowledgments, references, and appendices.

    Characteristics of experimental research papers

    Dependent and independent variables

    These research papers begin with fixed or dependent variables serving as control groups. They have to be compared with the independent variables that the investigator manipulated to obtain the expected results.

    Controlled aspects

    Experiments conducted in this research are under controlled situations to identify the factors that influence the character of the study subject.

    Manipulating variables

    The researcher provokes the experiment. This manipulates the independent aspects to produce specific results. It always happens under controlled conditions.

    Observing the study’s object

    In each scenario, the researcher should observe the behavior of the study object. From this, they can obtain less or more conclusive data.

    Steps for writing experimental research

    Set your objectives

    Select the variables of the process

    Choose an experimental design

    Execute the chosen design

    Ensure that the data and the experimental

    Interpret and analyze the outcome

    Present the outcomes/results

    Types of experimental research

    Single-subject

    Quasi-experimental

    Experimental

    Correlational

    Problem solution research papers

    Problem solution research focuses on a specific issue or set of challenges. As the research paper writer, you will need to find a solution or numerous answers to the problem mentioned. Problem-solving papers are prevalent in tests, as they permit you to study a topic and utilize analytical reasoning to react with a solution.

    To write a problem solution research paper, start by summarizing the article. Then, follow the framework of a problem solution essay and polish the work to be at its finest when you send it for marking.

    The problem-solving process

    Identify the issue

    Define the main problem

    Examine different available options

    Look for an action plan

    Consider the consequences

    Report research paper

    Researchers or statisticians write research reports after assessing information acquired through planned study, which usually takes the form of polls or qualitative approaches. These are known as research reports. Most types of
    nursing research papers
    fall under this category.

    Reports cover a wide range of topics, although they are typically committed to delivering information about a specific issue and a specific target audience.

    The main goal of research report papers is to deliver essential data about research to advertisers so they can use them to develop new tactics.  Certain occurrences, facts, and other data based on incidents must be transmitted to those in control, and the most efficient communication instrument is research reports.

    The best research reports are exceptionally accurate in their provided material and have a clear goal and end. For such statements to help pass on information, they should have a clear and ordered format.

    A scientific report is a credible source for recounting a study’s information. It is frequently regarded as a true testament to all the effort to gather research specifics.

    Research Report Components

    Research is critical when releasing a new product, feature, or service. Due to new competitors each day that may or may not supply practical items, today’s marketplaces are tremendously unpredictable and competitive. To maintain a good position in such a sector with upgraded products that meet client requests, a firm must make the correct decisions at the appropriate time.

    The specifics of a research report may alter depending on the study goal, but the study’s fundamental parts will not. The market researcher’s approach influences the style of drafting reports. If you do not know how to start writing a research paper of such kind, worry not. The following are the seven primary parts of a successful research report:

    Summary of Research Report

    Under the report summary, all the research’s many parts are briefly discussed. It should be engaging enough to convey all of the study’s essential points.

    Introduction to the Research

    Every report has a primary objective that the investigator is attempting to achieve. They can address replies relating to this objective in the introductory section and develop a thesis that will often be used to strive for and address it in detail.

    This part should address a critical question: “How is the goal’s current situation?” Do you know if the organization completed the goal successfully or if it is still a work-in-progress just after research is done? Include this information in the introduction section of the research report.

    Research Methodology

    This is the essential part of the study because it contains all of the crucial data. Readers can obtain information about the topic while also evaluating the
    high-quality
    of the content presented, and several other market analysts can verify the study.

    As a result, this section must be highly informative, with every research component thoroughly explained. Information should be presented in a chronological sequence based on priority and significance. Researchers should give references if they use existing ways to gather information.

    This part of the findings will include a brief overview of the results and the calculations used to reach the aim. The explanation of market research is usually done in the study’s discussion part.

    Research Discussion

    In this section, all findings are examined in great length, and a comparison of publications that are likely to exist in just the same domain. Any anomaly discovered during the research will be explained in the discussion area. When producing research reports, you must make the connection to show how the findings might be applied in the actual world.

    Conclusion and Research References
    :

    Summarize all of the research findings while identifying every author, article, or other pieces of content from which references were gathered.

    Survey research papers

    Survey research includes gathering a group of people and collecting information as you analyze and try to interpret the results. Survey research papers are flexible and can be used in different areas. To compose effective survey research, follow these steps:

    Determine the participants of the survey

    Make a decision on the type of survey to conduct

    Design the survey question and layout

    Distribute your survey

    Analyze all the responses

    Jot down the results

    Uses of surveys research papers

    Surveys are used to collect information in a variety of disciplines. They’re a good choice whenever you want to learn about a team of people’s characteristics, desires, viewpoints, or opinions. Survey research is commonly used for the following purposes:

    Social research is all about investigating various social groups’ life experiences and properties

    Customers’ opinions on products, facilities and companies are gathered through market research

    Health research entails gathering health data about their diagnosis and treatment.

    Politics: gauging public sentiment toward political parties and regulations

    Personal characteristics, desires, and behaviors are studied in psychology

    Surveys could be applied in cross-sectional research, where data is collected just once, and observational research, where a particular sample is surveyed numerous times

    What is not a research paper

    Many students confuse different writings with research papers. Here are reports that are commonly mistaken with research papers.

    A research paper is not a collection of quotes, and this can be present in different types of writings

    A research paper is not rewriting ideas and thoughts of other people, the internet, or library books

    A research paper is not your opinion about various subjects

    A research paper is not an opinion defense; the aim is to reveal the facts but not to fight the ideas about a subject

    A research paper is not an emotional persuasion; you should use free emotional and neutral language in writing research papers

    The format of research papers in general

    Now that you have learned different types of research, it is important to learn the general format of research papers. The format is the number one way of learning how to write a research paper. This includes:

    Cover page/title page

    This is one of the essential parts of a research paper. The page should include

    Your name

    Instructor’s name

    Date of submission

    Institutional affiliation

    Abstract

    An abstract provides a comprehensive summary of your research. It should provide a comprehensive overview of the research work, your research topic, the importance of your study, the methodology of the study, and the results. don’t provide a list of cited works in this section

    Introduction

    The reader will learn what challenges your research seeks to answer in the opening part. You can also discuss the original study’s relevance and novelty here. In the format of a thesis statement, precisely define the research question.

    Background study

    What motivated you to do this research? What has prior research on this topic said or disclosed? The background study section is where you might include historical information or define earlier hypotheses that help put your research into context. It’s also an excellent time to think about your readers and what facts they’ll need to follow along with the remaining of your work.

    Method of study

    Understanding if you utilized quantitative or
    quantitative methodologies
    is crucial to comprehending your research. You can include surveys, tests, and fieldwork research in your list of data collection methods. In scientific investigations, this section is referred to as “Methods and Materials.”

    Findings

    What conclusions do you get from your research? In this area, you should state your observations and provide the data. Keep an objective viewpoint here and save the assessment until the end.

    Conclusion

    In the conclusion part, describe why your results are significant. This section allows you to assess your outcomes and reflect on your approach. Is there any further research that needs to be done for this study?

    Appendix

    Include any extra dense information for the main body of the document in this section. Appendices are helpful when you need to offer additional information that is pertinent but not essential to the document.

    References

    This includes citing all the works cited directly from other authors. It would help if you understood what types of research papers are typically written in APA style.

    To sum up

    There are different types of research papers. Your professor can assign you any type depending on your field of study and level of education. To be on the safer side, ensure you understand each type and its basics.

    If you still need help writing any section or the entire research paper, worry not. Reach out to us for assignment help services.

  • Mental health Essay: Tips on How to Write and Essay Topics

    Any time you have to write an essay on a topic related to psychology, there’s a good probability that you’ll have second thoughts about focusing on topics like psychological stability or common mental disorders. Mental health essay topics encompass a wide variety of concepts from the domains of psychology and neurology.

    Selecting a topic is an important step in the process. Working on the correct topic will force you to conduct extensive research, provide well-reasoned arguments, and craft an engaging conclusion. It can also assist you in capturing the attention of your audience and enticing them to continue reading your essay.

    You may not know where to start, so we’ve put together this guide for you. Read on to find a number of mental illness essay topics and tips on how to write them.

    Tips for writing a great mental health essay

    An essay on mental illness is used to evaluate your critical thinking abilities and your capacity to communicate your thinking in an academic written format. This resource discusses some critical points to consider when writing a mental health essay.

    While reading a student’s essay, instructors will ask themselves the following questions:

    Does this essay meet the assigned task directly?

    Is the expression clear and suitable in style?

    Is it a well-supported position?

    Is it properly referencing pertinent sources?

    Is the essay well-structured? Are the introduction, body, and conclusion unique?

    These questions can be used to reflect on your own writing. Here are six essential techniques to help you meet this criterion.

    1. Examine the question

    Essays written by students are responses to specific queries. Due to the fact that an essay must explicitly address the topic, your initial step should be to analyze the question. Ascertain that you understand precisely what is being requested of you.

    Generally, essay questions are divided into three sections:

    Content terms: Key concepts that are specific to the task

    Limiting terms: The subject’s scope

    Directive terms: What you need to do in relation to the content, e.g. analyze, evaluate and interpret, define, correlate, assess.

    2. Define your point of view

    While planning and preparing to write the essay, you must consider your argument. This entails developing an objective perspective or point of view on the question’s subject, followed by formulating and presenting a specific statement.

    These kinds of statements help define an essay’s argument. They provide coherence by establishing an overarching topic and perspective for the article.

    3. Make use of facts, logic, and research

    To persuade your audience, you must employ evidence and reasoning, which entails referencing and analyzing pertinent research.

    Logic establishes a connection between the evidence and your argument. Rather than simply listing facts, you must evaluate them and demonstrate how it supports your case.

    The evidence consists of specific details that substantiate your assertion. It is frequently illustrated with actual evidence, data, anecdotes, statistics, facts, and figures.

    Research is used to demonstrate how your argument ties to previous work on the topic (citing specific works). Learning can be utilized to bolster your case using logic and facts.

    4. Write a logical essay

    An essay is composed of three primary components: an introduction, a body, and a conclusion.

    Introduction

    Body

    Conclusion

    5. Write clearly

    A well-written essay that makes sound evidence-based arguments will earn a high mark only if it is worded effectively. Clarity is achieved by meticulous review and editing, which can elevate an average essay to an exceptional one.

    When editing your essay, attempt to view it objectively – almost as if it were written by someone else.

    Consider the following:

    Structure in general

    Have you made it crystal obvious how your primary points support your argument?

    Is the current structure consistent with the ‘road map’ outlined in your introduction?

    Have you adequately shown your reader the transitions between each of your primary points?

    Have you conveyed your case succinctly in your introduction?

    Paragraphs

    Is each paragraph devoted to a single central idea?

    Does each sentence in the paragraph support the paragraph’s central idea?

    Is each paragraph supported by appropriate evidence and reasoning?

    Is each paragraph logically connected to the one preceding it?

    Sentences

    Is it spelled correctly?

    Are your readers able to decipher the connection between sentences?

    Have you avoided redundancy and fluff?

    Is each sentence complete grammatically?

    Provide citations for references

    Finally, verify that your citations are exact and full. Certain faculties demand you to follow a specific citation style (for instance, MLA), while others allow you to use your own. Whichever style you choose, you must adhere to its requirements regularly and effectively.

    How to Choose a Win-Win Mental health  Essay Topic

    Conduct research in the area of your interest to develop a focused and specific topic.

    Avoid being excessively ambitious.

    Identify a knowledge gap.

    Do not be afraid to write on a topic that interests your instructor; it can only benefit you to write about something that will attract them. Consider the following:

    What has piqued your interest during your coursework?

    What have you heard or read that has piqued your interest?

    Discuss your interests with other students.

    Consider the questions on previous exam papers.

    Look for lists of these titles that have been accepted for advanced degrees at different universities.

    Visit a library

    Check whether you are allowed to examine previous essays or dissertations.

    Consult research periodicals

    Consult your tutor for suggestions on what is fascinating and what you are capable of doing effectively.

    Mental health titles for essays

    It’s difficult to find the ideal topic when you have a true interest in and knowledge of a particular subject. If this is the case, you’ll want to have access to as many essay topics as feasible. Below are great essay topics that you may utilize immediately.

    Today’s Most Common Brain Disorders Effective Techniques for Managing Psychological Health

    Depression’s Effects on Psychological Condition

    Can Physical Health Have an Effect on Mental Health?

    In a Cognitive Case, What Role Do Protective Factors Plan?

    Identifying the Primary Influences on Brain Screenings

    How Does Contemporary Society View Cognitive Health Psychology?

    The Critical Role of Psychological and Emotional Health

    The Importance of Consistent Physical Activity in Improving Brain Health

    Psychological Care for Low-Income Citizens in the United States

    The Most Influential Factors Affecting Men’s Psychological Well-Being

    Mental Health Issues Affect People of All Ages

    How Do Risk Factors Affect Cognitive Well-Being?

    Are Mental Health Problems More Common in Homeless Communities?

    The Contribution of Forgiveness to Psychological Well-Being

    Investigating the Connection Between Community Ethics and Psychological Health

    The Critical Role of Elementary Schools in Cognitive Health

    Is Stress Management Effective in Preventing Psychiatric Disorders?

    The Primary Mental Health Protective Factors

    The Relationship Between Mental Health and the Community Economy

    The Most Common Risk Factors for Psychiatric Complications

    The Role of Peer Groups in Assisting Individuals in Overcoming Mental Illness

    The Most Pervasive Mental Health Issues Affecting All Demographics

    The Most Common Psychological Issues Among Students

    What is the Most Efficient Method of Analytic Treatment for Psychological Disorders?

    Common Psychiatric Health Issues in Women and Men: Disparities

    The Most Effective Social Media Health Initiatives

    What Factors Contribute to the Effectiveness of Psychiatric Treatment?

    How is a Mental Health Crisis Defined?

    The Most Common Psychological Disorders among Seniors

    The Primary Factors Affecting Women’s Mental Health

    The Most Frequently Used Therapies for Depressed Patients

    Factors Affecting Psychological Health Treatment Outcomes

    What is Assessment of Mental Health Care?

    Which Causes More Psychological Problems: Trauma or Substance Abuse?

    The Primary Causes of Adolescent Depression

    The Most Frequently Seen Psychological Disorders and Their Treatments

    Treatments for Common Mental Health Conditions That Are Most Effective

    What Are the Advantages of Experiencing a Cognitive Health Crisis?

    How Psychological Health Affects College Students’ Performance

    How Does Poverty Affect Mental Health?

    Can Trauma Affect Cognitive Functioning, and If So, Which Ones?

    The Most Effective Screening Procedures for Psychiatry

    What Are Anxiety Disorders and How Should They Be Treated?

    The Distinction Between Anxiety Disorders

    Can Child Abuse Contribute to Mental Health Problems?

    What Role Do School Programs Play in Promoting Mental Health?

    The Primary Psychological Risk Factors for Health

    Examining the Primary Reasons for the Increasing Rates of Mental Illness in Contemporary Society

    Substance Abuse’s Most Common Psychiatric Problems

    Mental Health Presentation Topics

    Examining Potential Solutions to Stigmatization of Patients with Psychiatric Disorders

    Is Cognitive Impairment a Social Problem?

    The Importance of Reducing Stigmatization of Psychological Illness

    Depression’s Most Effective Psychotherapies

    Child Abuse Increases the Risk of Developing a Mental Disorder in the Future

    The Development of Social Anxiety and the Role of Digital Communication

    Are Holocaust survivors immune to mental illness? What precautions should be made to maintain their mental health?

    Is there ever a time when one should forgive and forget physical violence?

    How can someone suffering from OCD keep their condition from taking over their lives?

    What Effects Does Social Isolation Have on People with Severe Mental Disorders?

    Is social media use damaging students’ mental health? How?

    Have pandemics such as Covid 19 had an effect on the mental health of school-aged children?

    The Relationship Between Arts and Mental Health The Role of School Environments in Providing Mental Health Services Children Require in Order to Succeed in Life A Research Paper Examining Canada’s Mental Health System

    How Mental Health Affects School-Aged Children

    The Risk Factors’ Role The Role Of Play In Mental Health

    How to Evaluate a Community’s Mental Health Status

    Mental Illness Argumentative Essay Topics

    To write an argumentative essay effectively, you must have access to current material in order to gather and present strong evidence. Not all areas pertaining to psychiatric diseases are amenable to in-depth research. Here are some excellent
    argumentative essay
    topics to get you started.

    The Primary Causes of Adolescent Depression and How to Avoid It

    Why Should We Address the High Rate of Adolescent Depression? Seriously

    What Is the Importance of Mental Health Programs in Developing Countries?

    The Primary Reasons Mental Illness is Less Common in the General Population Than in the LGBT Community

    Examining Potential Solutions to Stigmatization of Patients with Psychiatric Disorders

    Is Cognitive Impairment a Social Problem?

    The Importance of Reducing Stigmatization of Psychological Illness

    Postnatal Depression: How to Overcome It

    How Your Mental Health Impacts Your Daily Life

    Why is it Critical to Understand the Subconscious Mind and Develop Self-awareness?

    Persuasive Essay Topics on Mental Illness

    When writing a persuasive essay about psychological disorders, you must adopt a position. To construct a valid argument, you must convince readers of your point of view. The following
    persuasive mental illness essay topics
    can assist you in locating pertinent proof and substantial, factual material.

    What Causes Psychological Addiction in Video Games

    The Contribution of Social Media Platforms to the Development of Eating Disorders

    School Programs Can Assist Students with Learning Disabilities Significantly

    Is Depression Inheritable?

    Depression’s Most Effective Psychotherapies

    Child Abuse Increases the Risk of Developing a Mental Disorder in the Future

    The Development of Social Anxiety and the Role of Digital Communication

    Parenting Styles and Antisocial Personality Disorder

    Chronic Stress and Anxiety as the Leading Causes of Breakups in Long-Term Relationships

    The Effects of Mental Health Legislation

    Argumentative Essay Topics about Mental Health

    The times are changing, and more individuals are discussing mental health. Although mental health continues to be a contentious issue in our society.

    What Causes Psychological Addiction in Video Games

    The Contribution of Social Media Platforms to the Development of Eating Disorders

    School Programs Can Assist Students with Learning Disabilities Significantly

    Is Depression Inheritable?

    Depression’s Most Effective Psychotherapies

    Child Abuse Increases the Risk of Developing a Mental Disorder in the Future

    The Development of Social Anxiety and the Role of Digital Communication

    Parenting Styles and Antisocial Personality Disorder

    Chronic Stress and Anxiety as the Leading Causes of Breakups in Long-Term Relationships

    The Effects of Mental Health Legislation

    Physical and mental health Argumentative Essay Topics

    What exactly are phobias? What are the most prevalent fears that people have? What are the strangest fears you’ve encountered?

    Should offenders be subjected to genetic testing? Should evidence that a defendant lacked impulse control or any other inherited mental impairments be considered during a trial?

    How does American mental health compare to that of other countries?

    Is it possible to tell if someone you care about suffers from a mental illness? What indicators are you looking for?

    How can you determine whether you are mentally ill or not?

    Do media outlets such as video games, films, and music help people release pent-up emotion and hence improve their mental health, or do they tend to make people more violent, angry, and fearful?

    Is mental illness a hereditary condition? How much do genes influence an individual’s ability to maintain mental health?

    Is there a hereditary component to some individuals becoming violent?

    Is color associated with a person’s mental state?

    Are there some individuals who lack a conscience? How do you determine this?

    What effect does obesity have on mental health?

    Can doctors completely heal troops suffering from post-traumatic stress disorder? How?

    What are the most prevalent mental diseases among returning soldiers?

    Are Holocaust survivors immune to mental illness? What precautions should be made to maintain their mental health?

    Is there ever a time when one should forgive and forget physical violence?

    How can someone suffering from OCD keep their condition from taking over their lives?

    Argumentative Essay Topics About Mental Health in Schools

    What are the most often occurring causes of depression and anxiety among adolescents?

    Can a parent’s divorce have an effect on a college student’s mental health? Explain?

    Has the rate of depression among adolescents increased over the last two decades? How should this matter be resolved?

    How should parents safeguard their school-aged children’s mental health?

    Are adopted children as intellectually healthy as biological children?

    Why do teenagers commit acts of self-and other-harm in schools?

    Can a child’s mental health be harmed by a prolonged absence of play and lockdowns? How?

    What Effects Does Social Isolation Have on People with Severe Mental Disorders?

    Is social media use damaging students’ mental health? How?

    Have pandemics such as Covid 19 had an effect on the mental health of school-aged children?

    Is there any evidence that physical activity benefits mental health in school-aged children?

    Do children under the age of five years cognitively adapt more easily to their parents’ divorce than older children?

    Does bullying have an effect on a child’s mental health and educational development? How?

    Mental disorders essay topics on Awareness

    Should mental health awareness be a top priority when it comes to establishing a culture of healthy living in every country? Why?

    How should society integrate mentally ill patients?

    What is the definition of mental illness? How can you determine if someone has a mental illness?

    Should the government support mental health facility fees? What are the advantages?

    Is our civilization slipping away from reality? Could this be contributing to an increase in mental illness?

    What policies should the government implement to support citizens’ mental health stability?

    Is there any value to a society’s understanding of mental health issues? Reasons

    Mental Health Essay Topics and Ideas

    Mental Health and Homelessness

    How Does Forgiveness Affect Mental Health Quality?

    Social media marketing that works Promotional Strategies for Mental Health

    As a means of ensuring the quality of your mental and emotional health

    Child Abuse as a Contributing Factor to Mental Health

    Aspects of Mental Health That Are Frequently Misunderstood and Treated

    Is There Any Positive Aspect To A Mental Health Crisis?

    Effective Techniques for Managing and Treating Mental Illness

    The Importance of Maintaining Good Mental and Emotional Health

    A Research Paper on Mental Health Care in America for Low-Income Earners

    Mental Health Issues Affect People of All Ages

    The Relationship Between Arts and Mental Health The Role of School Environments in Providing Mental Health Services Children Require in Order to Succeed in Life A Research Paper Examining Canada’s Mental Health System

    How Mental Health Affects School-Aged Children

    The Risk Factors’ Role The Role Of Play In Mental Health

    How to Evaluate a Community’s Mental Health Status

    How Does Rising Poverty Affect Mental Health?

    Mental Health and Its Consequences Requirements for Becoming a Mental Health Nurse in the Community Economy

    Essay on the Importance of Advanced School Programs for Mental Health

    How Does Physical Health Affect Mental Health?

    The Importance of Protective Factors in a Mental Case

    An Essay on Mental and Emotional Health Management

    How is Mental Health Perceived Psychologically?

    How Mental Health Affects the Ethics of a Community

    Essay Analytical on the Appropriate Treatment of Mental Disorders

    Recognize the Factors Affecting Mental Health Care Assessment Mental Health Screenings and Treatment

    The Most Common Factors Affecting Women’s Mental Health

    What Effects Does Physical Activity Have on Mental Health?

    Which Causes the Most Mental Health Problems—Trauma or Substance Abuse?

    The Most Pervasive Mental Health Issues in Our Societies

    How Do Men’s
    Mental Health
    Factors Affect Their Well-Being?

    Depression and Mental Health: A Relationship

    Mental IllnessTopics to Write About

    Has anyone ever discussed mental health with you? What did you discover?

    Do mental health memes and jokes help to humiliate those who are struggling or to de-stigmatize mental illness? Why?

    How can you best assist someone who is experiencing difficulties with their mental health?

    Are there folks you know that are candid about their mental health? What effect does this have on you?

    Why is self-care critical for mental health?

    Why is mental health stigma so pervasive?

    Why is suicide said to as a “permanent solution to a transient problem”? What exactly does this imply?

    Why is it that encouraging someone who is depressed to “just try to be happy” is like telling someone who has a broken limb to “just try to walk”?

    Should individuals with established mental health problems be barred from participating in particular activities, such as driving a car or possessing a firearm? What are your reasons for or against it?

    Are non-lethal self-inflicted wounds dangerous? Why?

    People take several measures to improve their physical health—but far less to safeguard their mental wellbeing. Why do you believe this is the case?

    Could therapy be good for individuals who do not have a mental health problem? What are your reasons for or against it?

    Do you ever experience difficulties with your own mental health? How do you feel about that?

    Individuals seek medical attention for their bodies without embarrassment. Should they be ashamed to consult a psychiatrist about their minds? What are your reasons for or against it?

    Why are certain groups of people predisposed to mental health problems such as depression?

    What are some of the reasons why people are afraid to get help for their mental illness?

    Why is it good for individuals struggling with mental health concerns to hear from others who share their experiences?

    Do you know how to seek assistance if you ever find yourself in need? What would you do in this situation?

    Would you consider seeing a therapist in the future? What are your reasons for or against it?

    What is one thing you could do on a consistent basis to improve your mental health?

    Best Mental Health Topics for Your Dissertation in the Year 2021

    Kids and their relatives with cancer: psychological challenges

    Hematopoietic device reaction in ophthalmology patient’s radiation therapy

    Psychological effects of cyberbullying Vs. physical bullying: A counter study

    Whether or not predictive processing is a theory of perceptual consciousness?

    Importance of communication in a relationship

    Eating and personality disorders

    Analysis of teaching, assessment, and evaluation of students and learning differences

    Social and psychological effects of virtual networks

    The role of media in provoking aggression

    What is the impact of
    social media
    platforms on the mental well-being of adults?

    The contemporary practical management approach to treating personality disorders

    How is Prozac being used in the modern-day to treat self-diagnosed depression?

    Are women more prone to suffer from mental disorders than men: Comparative analysis

    The impact of breakups on the mental health of men?

    A theoretical analysis of the Impact of emotional attachment on mental health?

    How do social media friendships contribute to poor mental health?

    What role do parents play in ensuring the mental well-being of their children?

    A study on the mental health of soldiers returning from Iraq?

    How the contemporary media practices in the UK are leading to mental health problems?

    What is the impact of television advertising on the mental development of children in the UK?

    How deteriorating mental health can have an impact on physical health?

    The relationship between unemployment and mental health

    The mental health problems of prisoners in the United Kingdom

    The mental well-being of
    industry workers
    in China

    Is the provision of mental health care services in the United Kingdom effective?

    What are the mental health problems the minorities in the United Kingdom face?

    The impact the Coronavirus has had on the mental health of the Chinese people

    How to create change in mental health organizations in China?

    Addressing the mental health concerns of the Syrian refugees in the UK

    The  Bottom line

    Writing a mental health essay is no cakewalk. It necessitates in-depth research, logical sentences, and clear articulation of the points. And with the proper selection of a mental health essay topic, you will get started on a good foot. Use the mental health essay tips listed above and select the mental health essay topic you prefer to get started.

  • Lucas Callahan Bipolar Disorder Subjective Data Collection

    Subjective Data Collection: 69 of 69 (100.0%)

    Hover To Reveal…

    Hover over the 
    Patient Data 
    items below to reveal important information, including 
    Pro Tips
     and 
    Example Questions
    .

    Found:

     Indicates an item that you found.

    Available:

     Indicates an item that is available to be found.

    Category

    Scored Items

    Experts selected these topics as essential components of a strong, thorough interview with this patient.

    Patient Data

    Not Scored

    A combination of open and closed questions will yield better patient data. The following details are facts of the patient’s case.

    Chief Complaint

    Finding:

    Asked about chief complaint

    Finding:

    Reports being brought in by police

    (Found)

    Pro Tip: A patient’s chief complaint establishes any illnesses or concerns they are presenting. Asking about their chief complaint will allow the patient to voice any concerns or symptoms the patient may have in their own words.

    Example Question:

    What brings you to the emergency room?

    History of Present Illness

    Finding:

    Followed up on incident

    Finding:

    Reports looking into cars for government agents chasing him

    (Found)

    Pro Tip: Asking a patient the details about their current health issues allows you to fully comprehend them. Details of their illness will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    What were you doing when the police found you?

    Finding:

    Reports having been in a grocery store parking lot

    (Found)

    Pro Tip: Asking a patient the details about their current health issues allows you to fully comprehend them. Details of their illness will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    Where were you when the police found you?

    Finding:

    Reports knowing the police stopped him for running around and looking in cars

    (Found)

    Pro Tip: Asking a patient the details about their current health issues allows you to fully comprehend them. Details of their illness will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    Do you know what caused the police to bring you in?

    Finding:

    Denies having hurt himself or others

    (Available)

    Pro Tip: Asking a patient the details about their current health issues allows you to fully comprehend them. Details of their illness will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    Were you hurting anyone?

    Finding:

    Denies having done anything illegal

    (Available)

    Pro Tip: Asking a patient the details about their current health issues allows you to fully comprehend them. Details of their illness will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    Were you doing anything illegal?

    Finding:

    Followed up on government agents

    Finding:

    Reports government is trying to imprison him for being enlightened

    (Found)

    Pro Tip: Asking a patient the details about their current health issues allows you to fully comprehend them. Details of their illness will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    What is the reason that government agents are following you?

    Finding:

    Reports government sees his enlightenment as a threat to their secrets

    (Found)

    Pro Tip: Asking a patient the details about their current health issues allows you to fully comprehend them. Details of their illness will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    What is the reason that government agents are following you?

    Finding:

    Asked about anxiety or paranoia

    Finding:

    Reports last depressive period ended a couple months ago

    (Found)

    Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

    Example Question:

    When did your last period of depression end?

    Finding:

    Reports last depressive period was a long one

    (Found)

    Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

    Example Question:

    How long was your last period of depression?

    Finding:

    Asked about details of depression diagnosis

    Finding:

    Reports being diagnosed by psychiatrist

    (Found)

    Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

    Example Question:

    Who diagnosed you with depression?

    Finding:

    Reports diagnosed 3 years ago

    (Found)

    Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

    Example Question:

    When were you diagnosed with depression?

    Finding:

    Asked about reason for seeing psychiatrist

    Finding:

    Reports being made to see the psychiatrist following a suicide attempt

    (Found)

    Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

    Example Question:

    What did you see the psychiatrist for?

    Finding:

    Asked about how depression was treated

    Finding:

    Reports psychiatrist prescribed antidepressants

    (Found)

    Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

    Example Question:

    Did the psychiatrist prescribe anything for your depression?

    Finding:

    Asked about hospitalizations

    Finding:

    Reports being hospitalized after suicide attempt

    (Found)

    Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

    Example Question:

    Were you hospitalized after your suicide attempt?

    Finding:

    Reports being hospitalized 3 years ago

    (Found)

    Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

    Example Question:

    When were you hospitalized?

    Finding:

    Asked about allergies

    Finding:

    Denies allergies

    (Found)

    Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

    Example Question:

    Do you have any allergies?

    Home Medications

    Finding:

    Asked about effectiveness of medication

    Finding:

    Reports antidepressants were not effective

    (Found)

    Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its efficacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

    Example Question:

    Were the antidepressants effective?

    Finding:

    Reports antidepressants caused side effects

    (Found)

    Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its efficacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

    Example Question:

    Did the antidepressants cause any side effects?

    Finding:

    Reports stopping the antidepressant regimen

    (Found)

    Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its efficacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

    Example Question:

    Did you continue taking the antidepressants?

    Finding:

    Reports not consulting a healthcare provider before stopping regimen

    (Available)

    Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its efficacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

    Example Question:

    Did you consult your healthcare provider before stopping the antidepressants?

    Finding:

    Followed up on medication side effects

    Finding:

    Reports not wanting to discuss side effects

    (Found)

    Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its efficacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

    Example Question:

    What kind of side effects did the antidepressants cause?

    Finding:

    Followed up on details of the medication prescription

    Finding:

    Denies remembering details of the medication prescription

    (Found)

    Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its efficacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

    Example Question:

    What was the name of the antidepressant?

    Finding:

    Asked about home medications beside antidepressants

    Finding:

    Denies home medications beside antidepressants

    (Found)

    Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its efficacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

    Example Question:

    Do you take any other medications?

    Ask Suicide Screening Questions

    Finding:

    Followed up on suicide attempt

    Finding:

    Reports attempt occurred 3 years ago

    (Found)

    Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

    Example Question:

    When was your suicide attempt?

    Finding:

    Reports not wanting to discuss the suicide attempt

    (Found)

    Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

    Example Question:

    How did you attempt suicide?

    Finding:

    Asked about other suicide attempts

    Finding:

    Denies other suicide attempts

    (Found)

    Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

    Example Question:

    Have you had other suicide attempts?

    Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

    Example Question:

    Do you ever think others would be better off without you?

    Finding:

    Reports not wanting to discuss this belief

    (Available)

    Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

    Example Question:

    Do you ever think others would be better off without you?

    Finding:

    Asked about thoughts of suicide

    Finding:

    Denies current thoughts of suicide

    (Found)

    Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

    Example Question:

    Are you having suicidal thoughts right now?

    Finding:

    Reports previous thoughts of suicide during depressive episodes

    (Found)

    Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

    Example Question:

    Have you ever had suicidal thoughts?

    Finding:

    Reports that thoughts of suicide are permanently behind him

    (Found)

    Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

    Example Question:

    Do you ever have suicidal thoughts?

    Finding:

    Asked about current plans for suicide

    Finding:

    Denies recent plan to attempt suicide

    (Found)

    Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

    Example Question:

    Have you recently planned to commit suicide?

    Finding:

    Reports last suicidal plans were before suicidal attempt 3 years ago

    (Found)

    Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

    Example Question:

    Have you ever planned to commit suicide?

    Finding:

    Asked about self-harming without intending to die

    Finding:

    Reports only self-injury was the suicide attempt

    (Found)

    Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

    Example Question:

    Have you ever self-harmed?

    Finding:

    Asked about homicidal urges

    Finding:

    Denies homicidal urges

    (Found)

    Pro Tip: Asking a patient if they are experiencing homicidal urges may be uncomfortable, but it is important for determining a patient’s mental health, issues with rage or violence, and the safety levels of the patient and the people in their lives.

    Example Question:

    Do you ever feel homicidal urges?

    Mood Disorder Questionnaire

    Finding:

    Asked about perception of mental health

    Finding:

    Reports feeling like his depression is over

    (Found)

    Pro Tip: Utilizing the Mood Disorder Questionnaire (MDQ) is an effective means of gathering relevant information about a patient’s mental health, helping you screen them for signs of Bipolar Disorder. By discussing these relevant topics such as mood changes, associated behaviors, and changes to lifestyle and relationships, you can determine what diagnosis, education, and interventions the patient needs.

    Example Question:

    How do you feel about your depression?

    Finding:

    Reports feeling like mental health is exceptional

    (Found)

    Pro Tip: Utilizing the Mood Disorder Questionnaire (MDQ) is an effective means of gathering relevant information about a patient’s mental health, helping you screen them for signs of Bipolar Disorder. By discussing these relevant topics such as mood changes, associated behaviors, and changes to lifestyle and relationships, you can determine what diagnosis, education, and interventions the patient needs.

    Example Question:

    How would you describe your mental health?

    Finding:

    Reports feeling mental health treatment is unnecessary

    (Available)

    Pro Tip: Utilizing the Mood Disorder Questionnaire (MDQ) is an effective means of gathering relevant information about a patient’s mental health, helping you screen them for signs of Bipolar Disorder. By discussing these relevant topics such as mood changes, associated behaviors, and changes to lifestyle and relationships, you can determine what diagnosis, education, and interventions the patient needs.

    Example Question:

    Do you think you need mental health treatment?

    Finding:

    Asked if others notice mood or energy shifts

    Finding:

    Reports not paying attention to others’ perception of him

    (Found)

    Pro Tip: Utilizing the Mood Disorder Questionnaire (MDQ) is an effective means of gathering relevant information about a patient’s mental health, helping you screen them for signs of Bipolar Disorder. By discussing these relevant topics such as mood changes, associated behaviors, and changes to lifestyle and relationships, you can determine what diagnosis, education, and interventions the patient needs.

    Example Question:

    Has anyone commented on your mood and energy shifts?

    Finding:

    Asked about excessive irritability or anger

    Finding:

    Reports feeling angry only when people “interfere with the vibes”

  • NRS-490-RS-Literature Evaluation Table

    Literature Evaluation Table

    Student Name:

    Change Topic:
    Effect of hazard awareness training on nurse exposure to environmental risks

     

    Criteria

    Article 1

    Article 2

    Article 3

    Article 4

    Author, Journal (Peer-Reviewed), and

    Permalink or Working Link to Access Article

     

    Sato, Okamoto, Kayaba, Nobuhara & Soeda.

    Journal of Nursing Education and Practice

    http://www.sciedu.ca/journal/index.php/jnep/article/viewFile/12043/7545

    Clay, Chudgar, Turner, Vaughnn, Knudsen, Farnan, Arora & Mollo.

    Annals of the American Thoracic Society
    , https://www.atsjournals.org/doi/full/10.1513/AnnalsATS.201610-773OC

    Hu, Luk & Smith.

    International Journal of Nursing Sciences,

    https://www.sciencedirect.com/science/article/pii/S2352013215000071

     

    Thompson & Barcott.

    Journal of advanced nursing
    ,

    https://doi.org/10.1111/jan.13246

    Article Title and Year Published

     

    Effectiveness of role-play in hazard prediction training

    for nursing students: a randomized controlled trial,

    2018 NRS-490-RS-Literature Evaluation Table

    How Prepared Are Medical and Nursing Students to Identify Common Hazards in the Intensive Care Unit?

    2017

    The effects of hazardous working conditions on burnout in Macau nurses,

    2015 NRS-490-RS-Literature Evaluation Table

    The concept of exposure in environmental health for nursing,

    2017

    Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study

     

    The study applied a quantitative approach with the aim of comparing the effectiveness noted for role-play and illustrations applying hazard prediction training

    ORDER YOUR PAPER HERE

    The study applied a qualitative approach to determine if nursing and medical students can pinpoint hazards in their professional environment

    The study applied a quantitative approach to evaluate how hazards in the working environment affected nurses’ burnout.

    The study applied a qualitative approach to evaluate the concept of exposure in environmental health for nursing

    Design (Type of Quantitative, or Type of Qualitative)

     

     Randomized control trial

    Mixed-methods observational study

    Cross-sectional survey.

    Chronological review of nursing literature

    Setting/Sample

     

    94 second-year nursing students

    144 participants who included 51 graduating nursing students and 93 medical students

    424 nurses working in Macau

    Literature published between 1980–2015 and presented in ProQuest and CINAHL

    Methods: Intervention/Instruments

     

    Random allocation of participants to role-play and an illustration group before completing a risk sensitivity scale.

    The participants identified hazards after completing two “room of horrors” simulations.

    The participants were subjected to a survey that noted relationship between specific hazards and burnout.

    The study identified, categorized and analyzed explicit and implicit conceptual definitions and measurements of exposure.

    Analysis

     

    After KYT, the participants underwent a hazard prediction test.

    Themes were exacted from the participants’ responses before Fisher’s exact test was used to note group differences

    Data subjected to structural equation modeling to note the relationship.

    Thematic analysis was conducted.

    Key Findings

     

    R-group participants had better performance than the I-group participants

    66% did not identify missing protective equipment, and 58% did not identify a medication administration error.

    73% of the variance of burnout was caused by workplace hazards with a standardized regression weight of 0.85

    For the development of nursing knowledge, there is need for consistent use of terms.

    Recommendations

     

    Role play is shown to be an effective hazard prediction training tool for nurses.

    Graduating nursing students missed to indicate some workplace hazards to imply that they should be educated on hospitalization hazards.

    Workplace hazards should be better managed to reduce the risk of burnout for nurses.

    Addressing exposure in the workplace must first start with definition of terms

    Explanation of How the Article Supports EBP/Capstone Project

     

    The article supports EBP by showing that nurses’ safety can be improved through hazard prediction training using role plays.

    The article supports EBP by showing that nurses’ safety can be improved through hazard prediction training

    The article supports the EBP by indicting that workplace hazards re  source of concern for nurses

    The article supports the EBP by noting that hazards are an issue, and should first be addressed by presenting consistent definition of terms

     

     

    Criteria

    Article 5

    Article 6

    Article 7

    Article 8

    Author, Journal (Peer-Reviewed), and

    Permalink or Working Link to Access Article

     

    Aluko, Adebyo, Adebisi, Ewegbemi, Abidoye, & Popoola.

    BMC Research Notes

    https://bmcresnotes.biomedcentral.com/articles/10.1186/s13104-016-1880-2 NRS-490-RS-Literature Evaluation Table

     

    Bonow, Cezar-Vaz, de Almeida, Rocha, Borges, Piexak, & Vaz.

    Nursing Research and Practice
    ,

    https://www.hindawi.com/journals/nrp/2013/386260/

    Kim, Jeong & Kwon.

    Applied Nursing Research
    .

    https://www.sciencedirect.com/science/article/pii/S0897189717302124

    Tung, Chang, Ming & Chao.

    International Journal of Environmental Research and Public Health
    .

    https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4276660/

    Article Title and Year Published

     

    Knowledge, attitudes and perceptions of occupational hazards and safety practices in Nigerian healthcare workers,

    2016

    Risk perception and risk communication for training women apprentice welders: a challenge for public health nursing,

    2013

    Effects of hazard perception training (HPT) on nursing students’ risk sensitivity to patient safety and developing safety control confidence,

    2018

    Occupational Hazards Education for Nursing Staff through Web-Based Learning,

    2014

    Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study

     

    The study sought to assess safety practices and hazards identified by medical personnel in a Nigerian medical facility

    The study sought to identify the perceptions of participants to workplace hazards.

    The study intended to identify the effects of hazard perception training

    .

    The study sought to evaluate the efficiency of online education to prevent occupational hazards among nurses.

    Design (Type of Quantitative, or Type of Qualitative)

     

    Descriptive cross-sectional design NRS-490-RS-Literature Evaluation Table

    Descriptive design NRS-490-RS-Literature Evaluation Table

    Nonequivalent control group pre-and post-test design

    Descriptive design

    Setting/Sample

     

    290 respondents identified using stratified sampling technique

    45 participants taken through two phases with the first phase having 27 participants and the second phase having 18 participants

    107 senior nursing students were recruited s participants with 52 of them placed into the experimental group, and 55 of them placed into the control group.

    320 nursing staff from two Taiwan hospitals

    Methods: Intervention/Instruments

     

    Validated instruments used to collect quantitative data

    Quantitative data collected

    Intervention group subjected to hazard perception training before collecting risk sensitivity and safety control confidence for both groups

    The participants were subjected to questionnaires that noted effect of e-learning on hazards

    Analysis

     

    Descriptive analysis conducted using IBM-SPSS version 20

    Data analysis carried out with SPSS version 19.0

    Descriptive analysis

    Descriptive analysis

    Key Findings

     

    11% of health workers were not knowledgeable about hazards

    The participants identified biological (62.9%), physiological (88.8%), chemical (96.2%), and physical (96.2%),

    risk types.

    Experiment group more sensitive to risks when compared to control group (t = 12.47,
    p
    < 0.001) Higher post-test scores for experiment group. Showing improved practices, attitudes, and knowledge. Recommendations   There is a need for hazard knowledge levels to be increased to reduce the incidence of avoidable harm Knowledge level must be identified before effective risk communication can be carried out through teaching and learning tools. Nursing education should include hazard perception training. Nursing staff should be encouraged to join e-learning forums to promote their attitudes and practices towards preventing occupational hazards. Explanation of How the Article Supports EBP/Capstone   The article supports the EBP by showing that hazard management is best achieved through active efforts The article supports the EBP by showing that knowledge of hazards is important. The article supports the EBP by showing that hazard training is important for nurses in improving workplace safety The article supports the EBP by acknowledging that hazard management can be improved through learning and training NRS-490-RS-Literature Evaluation Table

  • Bipolar Disorder Lucas Callahan Shadow Health Transcript

    Transcript

    Started:
     Jun 25, 2022 | 
    Total Time:
     210 min

    All Lines (176)
    Interview Questions (127)
    Statements (15)
    Exam Actions (34)

    Hello. My name is XXXX, I will interview and examine you

    Greet

    06/25/22 12:27 PM EDT

    Hey! What’s up?

    Whats your name?

    Question

    06/25/22 12:28 PM EDT

    My name is Lucas Callahan, and don’t wear it out! Unless you want to! Unless your hobby is wearing names out!

    .

    Educate

    06/25/22 12:31 PM EDT

    Listen, I KNOW Im at risk for injury! Remember what I was telling you earlier, about the government agents following me because they know, in their weasely little weasel-minds, that Im an enlightened threat? So, yeah. Were on the same page.

    .

    Educate

    06/25/22 12:31 PM EDT

    Right, right, you gotta keep me safe like a little babe swaddled in the manger of life. Totally agree with you! Im all baby blanket and pacifier. Life is beautiful, glorious, radiant — gotta preserve it at all costs. Im a national treasure. Kiss my feet if you want.

    .

    Educate

    06/25/22 12:31 PM EDT

    Yeah, lets do this thing. Im game. Youre game. All were missing are the cheerleaders. Hey, Lucas! Hes our man! If he cant do it, no one can! Rah rah rah! Sis boom bah bah bah!

    What brings you here today?

    Question

    06/25/22 1:46 PM EDT

    Those idiot cops brought me here. I don’t need to be here but the front desk guy said that they have to check me out. Like I’m some sort of book in the history of atlases.

    Why did the cops bring you here?

    Question

    06/25/22 1:50 PM EDT

    So, I was running around trying to find out what car they — so these government agents, I get this feeling they’re after me sometimes, and when I feel really good, especially, I’m more in touch with when they’re after me — so I was checking out some cars, like, I just KNEW they were hiding in one of them — I mean, it was a grocery store parking lot, I’m sure I looked crazy running around and stuff.

    What did the government agents want? (Clarified to Why do government agents want to contain you?.)

    Question

    06/25/22 1:51 PM EDT

    I am in possession of certain secrets that certain people would die to protect. I can’t go into detail. They could be listening, but agents were coming for me. All the fruit and hot dogs were sleeping in the grocery store. But outside the grocery store, there they were. Agents. They imprison, it’s what they do. They wanted to “contain” me, but I cannot be contained. (Clarified to why the agents wanted to contain me.)

    Are you anxious or paranoid?

    Question

    06/25/22 1:52 PM EDT

    Listen, I’m not paranoid or anything. I’m telling you facts. Cold, hard facts. Put ’em in your pocket and feel that weight. That’s right. Government agents were chasing me and it’s a good thing that they never got me.

    Am sorry about that

    Empathize

    06/25/22 1:53 PM EDT

    Thanks a million, but I’m all good, I promise!

    Are you anxious?

    Question

    06/25/22 1:55 PM EDT

    I’m not anxious or paranoid or whatever. I mean, I just have a really really fine-tuned sense of, like, OK, now they’re coming for me, the government agents, and I have to be on the look out, ’cause no way am I being snatched up, not a chance.

    Any hallucinations?

    Question

    06/25/22 1:56 PM EDT

    No way. I don’t see junk that’s not there or anything.

    Any recent substance use?

    Question

    06/25/22 1:57 PM EDT

    I haven’t been anything but sober for like, four days. I know I seem like I’m on something, but I’m just this way naturally.

    Which substance did you last use? (Clarified to What was the last substance you used?.)

    Question

    06/25/22 1:58 PM EDT

    I haven’t been anything but sober for like, four days. I know I seem like I’m on something, but I’m just this way naturally. (Clarified to what the substance I used most recently is.)

    Do you get enough sleep?

    Question

    06/25/22 1:59 PM EDT

    Well, there’s not much of it, but I get a couple hours in usually, and I never feel, like, unrested or anything. Recently, I haven’t had to sleep for like, four days. It’s sick, completely bangin’.

    Am sorry about that

    Empathize

    06/25/22 1:59 PM EDT

    That’s super cool of you, thanks!

    What is your energy level?

    Question

    06/25/22 2:00 PM EDT

    Awesome! I mean, I’m just a high energy kind of guy, a lot of the time. But this week especially I’ve felt, like, crazy up and up, and I love it. I just love it. I feel like I could lift a horse.

    What is your current mood?

    Question

    06/25/22 2:00 PM EDT

    I am 100% letting the good times roll. Couldn’t be better.

    When did your high energy begin?

    Question

    06/25/22 2:05 PM EDT

    I didn’t mark it on a calendar or anything, but a week ago sounds right. It’s the greatest thing ever. You wouldn’t believe all the stuff you can get done with a ton of energy. It’s like: yes! yes! yes! I should be the mascot for a battery company or something. It doesn’t hurt that I’m good-looking.

    Have you had euphoria? (No matching questions found.)

    Question

    06/25/22 2:06 PM EDT

    How long have you had a good mood? (Clarified to How long has your mood been this good?.)

    Question

    06/25/22 2:06 PM EDT

    I’ve had the jazz in my blood for a week, I’d say. It’s been all trumpets and horn ever since. Gosh, I always knew it could be this way. Me, being the best version of myself. The world, parting its lip like a dang oyster for my consumption. What a life! Ain’t it a song? (Clarified to how long my mood has been this good.)

    Any current health problems?

    Question

    06/25/22 2:07 PM EDT

    Not really. They diagnosed me with depression, but I’m really not worried about that anymore. I’m just really not in that headspace right now.

    What are your typical moods?

    Question

    06/25/22 2:07 PM EDT

    You’ve got Option A and Option B. With A, we’re talking about a bottomless rat hole. With B, we’re talking good vibes that don’t disappoint. I’ll stick with B, thanks.

    What are your typical energy levels?

    Question

    06/25/22 2:16 PM EDT

    Arg! Picture this: a ship on the sea. The waves go up and down. The ship bobs. What’s normal if the ship’s a’bob? You tell me. I’ve been high and I’ve been low.

    Have you experienced depression or suicide attempts in the past?

    Question

    06/25/22 3:44 PM EDT

    Well, yes, I have felt that way before, but that was, what, a couple months ago? I really feel fine and dandy these days. Dandy and dandy, even.

    Am sorry you’ve been through a lot.

    Empathize

    06/25/22 3:45 PM EDT

    Hey, I appreciate the good vibes.

     Assessed vitals

    Exam Action

    06/25/22 3:47 PM EDT

     Inspected right eye

    Exam Action

    06/25/22 3:55 PM EDT

     Inspected left eye

    Exam Action

    06/25/22 3:55 PM EDT

     Performed otoscopic examination of right naris

    Exam Action

    06/25/22 3:56 PM EDT

     Performed otoscopic examination of left naris

    Exam Action

    06/25/22 3:56 PM EDT

     Inspected top of arms

    Exam Action

    06/25/22 3:56 PM EDT

     Inspected right forearm

    Exam Action

    06/25/22 3:56 PM EDT

     Inspected right wrist

    Exam Action

    06/25/22 3:56 PM EDT

     Inspected left forearm

    Exam Action

    06/25/22 3:56 PM EDT

     Inspected left wrist

    Exam Action

    06/25/22 3:56 PM EDT

     Inspected top of arms

    Exam Action

    06/25/22 3:57 PM EDT

     Inspected chest

    Exam Action

    06/25/22 3:57 PM EDT

     Inspected legs

    Exam Action

    06/25/22 3:57 PM EDT

     Inspected back

    Exam Action

    06/25/22 3:57 PM EDT

     Auscultated breath sounds

    Exam Action

    06/25/22 3:58 PM EDT

     Auscultated heart sounds

    Exam Action

    06/25/22 3:58 PM EDT

     Palpated abdomen

    Exam Action

    06/25/22 3:58 PM EDT

     Palpated right and left radial pulse

    Exam Action

    06/25/22 3:58 PM EDT

     Palpated right and left dorsalis pedis pulse

    Exam Action

    06/25/22 3:58 PM EDT

     Palpated capillary refill on right and left hand

    Exam Action

    06/25/22 3:59 PM EDT

     Performed EKG

    Exam Action

    06/25/22 3:59 PM EDT

     Assessed lab results

    Exam Action

    06/25/22 3:59 PM EDT

     Assessed general appearance: posture is bent or hunched, clothing is dirty and disheveled, grooming and self-care are otherwise adequate, eye contact is direct

    Exam Action

    06/25/22 3:59 PM EDT

     Assessed attitude: displays frequent distrust and evasiveness

    Exam Action

    06/25/22 3:59 PM EDT

     Assessed speech: rate of speech is rapid, but at an appropriate volume, and no issues with articulation

    Exam Action

    06/25/22 4:00 PM EDT

     Assessed mood and affect: frequent mood changes throughout interview; excessively expansive or cheerful affect

    Exam Action

    06/25/22 4:00 PM EDT

     Assessed thought process: presence of rapid thinking, disorganized or illogical flow of thought, “word salad,” neologisms, echolalia, and clanging associations

    Exam Action

    06/25/22 4:00 PM EDT

     Assessed thought content: presence of delusions; no presence of perceptual disturbances or hallucinations

    Exam Action

    06/25/22 4:00 PM EDT

     Confirmed orientation

    Exam Action

    06/25/22 4:00 PM EDT

    What is your name and date of birth?

    Question

    06/25/22 4:01 PM EDT

    Lucas Callahan, born . . . [Mr. Callahan reports his correct date of birth.]

    What building are you in now?

    Question

    06/25/22 4:01 PM EDT

    The hospital. Shadow General.

    What is the date and year?

    Question

    06/25/22 4:01 PM EDT

    The date is . . . [Mr. Callahan reports the correct date and year.]

     Assessed cognition

    Exam Action

    06/25/22 4:02 PM EDT

    Count backwards from 100 by 7 until you get to the 60s.

    Question

    06/25/22 4:02 PM EDT

    Easy! 100, 93, 86, 79… [Mr. Callahan finishes the sequence.]

     Assessed cognition

    Exam Action

    06/25/22 4:03 PM EDT

    How are apples and oranges alike?

    Question

    06/25/22 4:03 PM EDT

    They’re both fruits, of course!

    How are a lake and an ocean alike?

    Question

    06/25/22 4:03 PM EDT

    They’re both bodies of water.

    How are a trumpet and a flute alike?

    Question

    06/25/22 4:04 PM EDT

    They’re both instruments. And they both are way underused in modern post-punk.

     Assessed cognition

    Exam Action

    06/25/22 4:04 PM EDT

    Repeat and remember burger, tulip, nose, and tea.

    Question

    06/25/22 4:06 PM EDT

    Burger, tulip, nose and tea. Yep, I got this.

    How did you celebrate your last birthday?

    Question

    06/25/22 4:07 PM EDT

    Oh, it was actually really awesome! Me and some friends did the Bake-a-Cake Blindfolded Challenge. Then we just went out to a couple of my favorite bars. It actually wasn’t as rowdy as you’d think, but it was just great vibes all around.

    Repeat the four words from before.

    Question

    06/25/22 4:08 PM EDT

    OK . . . burger, tulip, nose, and tea. Ha! Nailed it.

    Copy the shapes exactly as you see them.

    Question

    06/25/22 4:08 PM EDT

    Right on. Let’s do this!

     Assessed insight: demonstrates limited awareness of illness and is unwilling to seek treatment

    Exam Action

    06/25/22 4:09 PM EDT

     Assessed judgment: demonstrates good judgment

    Exam Action

    06/25/22 4:09 PM EDT

    What would you do if you found a stamped envelope on the sidewalk?

    Question

    06/25/22 4:10 PM EDT

    Probably put it in a mailbox, if I saw there was one nearby.

    Based on your presentation today, I believe you are at risk of injury.

    Educate

    06/25/22 5:02 PM EDT

    Listen, I KNOW Im at risk for injury! Remember what I was telling you earlier, about the government agents following me because they know, in their weasely little weasel-minds, that Im an enlightened threat? So, yeah. Were on the same page.

    My goal is to keep you safe and injury free until you can be seen by the next provider. I will put you in a private room where you will be safe from danger and we will check on you frequently. I’ll do a quick physical exam later.

    Educate

    06/25/22 5:05 PM EDT

    Right, right, you gotta keep me safe like a little babe swaddled in the manger of life. Totally agree with you! Im all baby blanket and pacifier. Life is beautiful, glorious, radiant — gotta preserve it at all costs. Im a national treasure. Kiss my feet if you want.

    Are you ready to move forward with the care plan?

    Educate

    06/25/22 5:06 PM EDT

    Yeah, lets do this thing. Im game. Youre game. All were missing are the cheerleaders. Hey, Lucas! Hes our man! If he cant do it, no one can! Rah rah rah! Sis boom bah bah bah!

  • Capstone Project Topic Selection and Approval

    Capstone Project Topic Selection and Approval

    Rubric

    View Rubric

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

    Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

    Write a 500-750 word description of your proposed capstone project topic. Include the following:

    The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.

    The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed Capstone Project Topic Selection and Approval.

    A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.

    Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.

    Significance of the topic and its implications for nursing practice.

    A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

    You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    Capstone Project Topic Selection and Approval – Rubric

    LIST
    GRID

    PRINT TO PDF

    Rubric Criteria

    Total
    40 points

    Criterion

    1. Unsatisfactory

    2. Insufficient

    3. Approaching

    4. Acceptable

    5. Target

    Proposed Solution for Identified Project Topic and Implications for Nursing Practice

    Proposed Solution for Identified Project Topic and Implications for Nursing Practice

    0 points

    A proposed solution to the identified project topic with an explanation of how it will affect nursing practice is omitted.

    3 points

    Topic is presented but criteria are incomplete.

    3.16 points

    Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.

    3.56 points

    Topic and criteria are presented. Minor aspects are unclear or require support.

    4 points

    Topic and criteria are clearly and logically presented. Support and rationale are evident.

    Effect of Identified Problem or Issue

    Effect of Identified Problem or Issue

    0 points

    Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is omitted.

    4.5 points

    Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented but is largely incomplete.

    4.74 points

    Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is summarized. There are some omissions or inaccuracies. Some support is needed.

    5.34 points

    Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented. Minor aspects are unclear or require support.

    6 points

    Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is clearly and logically presented. Support and rationale are evident.

    Development, Structure, and Conclusion

    Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

    0 points

    No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

    2.1 points

    Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

    2.21 points

    Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

    2.49 points

    The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

    2.8 points

    The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

    Detailed Description of Project Topic

    Detailed Description of Project Topic

    0 points

    A description of the project topic is omitted.

    4.5 points

    A description of the project topic is presented but is largely incomplete.

    4.74 points

    A description of the project topic is presented. There are some omissions or inaccuracies. Some support is needed.

    5.34 points

    A description of the project topic is presented. Minor aspects are unclear or require support.

    6 points

    A detailed description of the project topic is clearly and logically presented. Support and rationale are evident.

    Project Topic for Focus of Change Proposal

    Project Topic for Focus of Change Proposal

    0 points

    The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.

    1.5 points

    The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete. Capstone Project Topic Selection and Approval

    1.58 points

    The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.

    1.78 points

    The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support.

    2 points

    The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.

    Evidence

    Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

    0 points

    Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

    1.8 points

    Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

    1.9 points

    Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

    2.14 points

    Relevant evidence that includes other perspectives is used.

    2.4 points

    Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

    Thesis, Position, or Purpose

    Communicates reason for writing and demonstrates awareness of audience.

    0 points

    The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

    2.1 points

    The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

    2.21 points

    The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

    2.49 points

    The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

    2.8 points

    The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

    Mechanics of Writing

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    1.8 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    1.9 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    2.14 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    2.4 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    Setting or Context Where Project Topic Is Observed

    Setting or Context Where Project Topic Is Observed

    0 points

    The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is omitted.

    3 points

    The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented but is largely incomplete.

    3.16 points

    The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is summarized. There are some omissions or inaccuracies. Some support is needed.

    3.56 points

    The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented. Minor aspects are unclear or require support.

    4 points

    The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is logically presented. Support and rationale are evident.

    Topic Significance and Implications for Nursing Practice

    Topic Significance and Implications for Nursing Practice

    0 points

    Significance of topic and its implications for nursing practice is omitted.

    3 points

    Topic is presented but criteria are incomplete.

    3.16 points

    Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.

    3.56 points

    Topic and criteria are presented. Minor aspects are unclear or require support.

    4 points

    Topic and criteria are clearly and logically presented. Support and rationale are evident.

    Peer-Reviewed Articles

    Peer-Reviewed Articles

    0 points

    Fewer than six peer-reviewed articles are presented.

    1.5 points

    Fewer than seven peer-reviewed articles are presented. Overall, only five articles meet the assignment criteria. Capstone Project Topic Selection and Approval

    1.58 points

    Eight peer-reviewed articles are presented. Overall, only six articles meet the assignment criteria.

    1.78 points

    Eight peer-reviewed articles are presented. Overall, only seven articles meet the assignment criteria.

    2 points

    Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria.

    Format/Documentation

    Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

    0 points

    Appropriate format is not used. No documentation of sources is provided.

    1.2 points

    Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

    1.26 points

    Appropriate format and documentation are used, although there are some obvious errors.

    1.42 points

    Appropriate format and documentation are used with only minor errors.

    1.6 points

    No errors in formatting or documentation are present.

  • episodic and comprehensive soap note write up samples

    episodic and comprehensive soap note write up samples

    Write Ups

    The written History and Physical (H&P) serves several purposes:

    It is an important reference document that provides concise information about a patient’s history and exam findings at the time of admission.

    It outlines a plan for addressing the issues which prompted the hospitalization. This information should be presented in a logical fashion that prominently features all of the data that’s immediately relevant to the patient’s condition.

    It is a means of communicating information to all providers who are involved in the care of a particular patient.

    It allows students and house staff an opportunity to demonstrate their ability to accumulate historical and examination-based information, make use of their medical fund of knowledge, and derive a logical plan of attack.

    The H&P is not:

    An instrument designed to torture Medical Students and Interns.

    Meant to cover unimportant/unrelated information.

    Should not require so much time to write that by the time it’s submitted, the information contained within is obsolete!

    Knowing what to include and what to leave out will be largely dependent on experience and your understanding of illness and pathophysiology. If, for example, you were unaware that chest pain is commonly associated with coronary artery disease, you would be unlikely to mention other coronary risk-factors when writing the history. As you gain experience, your write-ups will become increasingly focused. You can accelerate the process by actively seeking feedback about all the H&Ps that you create as well as by reading those written by more experienced physicians. Several sample write-ups are presented at the end of this section to serve as reference standards.

    ORDER YOUR CUSTOM PAPER NOW

    The core aspects of the H&P are described in detail below.

    Chief Concern (CC):

    One sentence that covers the dominant reason(s) for hospitalization. While this has traditionally been referred to as the Chief Complaint, Chief Concern may be a better description as it is less pejorative and confrontational sounding.

    “CC: Mr. Smith is a 70 year-old male admitted for the evaluation of increasing chest pain.”

    History of Present Illness (HPI):

     

    The HPI should provide enough information to clearly understand the symptoms and events that lead to the admission. This covers everything that contributed to the patient’s arrival in the ED (or the floor, if admission was arranged without an ED visit). Events which occurred after arrival can be covered in a summary paragraph that follows the pre-hospital history.

    A commonly used pneumonic to explore the core elements of the chief concerns is OLD CARTS, which includes: 
    O
    nset, 
    L
    ocation, 
    D
    uration, 
    C
    haracteristics, 
    A
    ggravating/
    A
    lleviating factors, 
    R
    elated symptoms, 
    T
    reatments, and 
    S
    ignificance.

    Some HPIs are rather straight forward. If, for example, you are describing the course of a truly otherwise healthy 40-year-old who presents with 3 days of cough, fever, and shortness of breath as might occur with pneumonia, you can focus on that time frame alone. Writing HPIs for patients with pre-existing illness(es) or a chronic, relapsing problems is a bit trickier. In such cases, it’s important to give enough relevant past history “up front,” as having an awareness of this data will provide the contextual information that allows the reader to fully understand the acute issue. If, for example, a patient with a long history of coronary artery disease presents with chest pain and shortness of breath, an inclusive format would be as follows:

    “HIP: Mr. S is a 70 yr old male presenting with chest pain who has the following coronary artery disease related history:

    -Status Post 3 vessel CABG in 2008.

    -Suffered recurrent chest pain in December 2015, which ultimately lead to catheterization and stent placement in a mid-LAD lesion.

    -He was re-cathed in January 2017 for recurrent chest pain at rest; at that time there was no significant change compared to catheterization of 12/15. The patient was therefore continued on medical therapy.

    -Known to have an Ejection Fraction of 40% with inferior and lateral akinesis by echo in January 2018

    -No prior episodes of heart failure.

    -Last Exercise Tolerance Test was performed in January of 2018 and showed no ischemia at 8 METS of activity.

    Mr. S was in his usual state of health until last week (~ Saturday, November 18), when he began to experience recurrent episodes of chest pain, exactly like his past angina, after walking only one block. This represented a significant change in his anginal pattern, which is normally characterized as mild discomfort which occurs after walking vigorously for 8 or 9 blocks. In addition, 1 day prior to admission, the pain occurred while he was reading a book and resolved after taking a nitroglycerin tablet. It lasted perhaps 1 minute. He has also noted swelling in his legs over this same time period and has awakened several times in the middle of the night, gasping for breath. In order to breathe comfortably at night, Mr. S now requires the use of 3 pillows to prop himself up, whereas in the past he was always able to lie flat on his back and sleep without difficulty. Mr. S is known to have poorly controlled diabetes and hypertension. He currently smokes 2 packs of cigarettes/day. He denies fevers, chills, cough, wheezing, nausea vomiting, recent travel, or sick contacts.”

    That’s a rather complicated history. However, it is obviously of great importance to include all of the past cardiac information “up front” so that the reader can accurately interpret the patient’s new symptom complex. The temporal aspects of the history are presented in an easy to follow fashion, starting with the most relevant distant event and then progressing step-wise to the present.

    From a purely mechanical standpoint, note that historical information can be presented as a list (in the case of Mr. S, this refers to his cardiac catheterizations and other related data). This format is easy to read and makes bytes of chronological information readily apparent to the reader. While this data is technically part of the patient’s “Past Medical History,” it would be inappropriate to not feature this prominently in the HPI. Without this knowledge, the reader would be significantly handicapped in their ability to understand the patient’s current condition.

    Knowing which past medical events are relevant to the chief concern takes experience. In order to gain insight into what to include in the HPI, continually ask yourself, “If I was reading this, what historical information would I like to know?” Note also that the patient’s baseline health status is described in some detail so that the level of impairment caused by their current problem is readily apparent.

    The remainder of the HPI is dedicated to the further description of the presenting concern. As the story teller, you are expected to put your own spin on the write-up. That is, the history is written with some bias. You will be directing the reader towards what you feel is/are the likely diagnoses by virtue of the way in which you tell the tale. If, for example, you believe that the patient’s chest pain is of cardiac origin, you will highlight features that support this notion (e.g. chest pressure with activity, relieved with nitroglycerin, preponderance of coronary risk factors etc.). These comments are referred to as “pertinent positives.” These details are factual and no important features have been omitted. The reader retains the ability to provide an alternative interpretation of the data if he/she wishes. A brief review of systems related to the current complaint is generally noted at the end of the HPI. This highlights “pertinent negatives” (i.e. symptoms which the patient does not have). If present, these symptoms might lead the reader to entertain alternative diagnoses. Their absence, then, lends support to the candidate diagnosis suggested in the HPI. More on the HPI can be found here: 
    HPI
    .

    Occasionally, patients will present with two (or more) major, truly unrelated problems. When dealing with this type of situation, first spend extra time and effort assuring yourself that the symptoms are truly unconnected and worthy of addressing in the HPI. If so, present them as separate HPIs, each with its own paragraph.

    Past Medical History (PMH):

    This includes any illness (past or present) that the patient is known to have, ideally supported by objective data. Items which were noted in the HPI (e.g. the cardiac catheterization history mentioned previously) do not have to be re-stated. You may simply write “See above” in reference to these details. All other historical information should be listed. Important childhood illnesses and hospitalizations are also noted.

    Detailed descriptions are generally not required. If, for example, the patient has hypertension, it is acceptable to simply write “HTN” without providing an in-depth report of this problem (e.g. duration, all meds, etc.). Unless this has been a dominant problem, requiring extensive evaluation, as might occur in the setting of secondary hypertension.

    Also, get in the habit of looking for the data that supports each diagnosis that the patient is purported to have. It is not uncommon for misinformation to be perpetuated when past write-ups or notes are used as the template for new H&Ps. When this occurs, a patient may be tagged with (and perhaps even treated for) an illness which they do not have! For example, many patients are noted to have Chronic Obstructive Pulmonary Disease (COPD). This is, in fact, a rather common diagnosis but one which can only be made on the basis of Pulmonary Function Tests (PFTs). While a Chest X-Ray and smoking history offer important supporting data, they are not diagnostic. Thus, “COPD” can repeatedly appear under a patient’s PMH on the basis of undifferentiated shortness of breath coupled with a suggestive CXR and known smoking history, despite the fact that they have never had PFTs. So, maintain a healthy dose of skepticism when reviewing notes and get in the habit of verifying critical primary data.

    Past Surgical History (PSH):

    All past surgeries should be listed, along with the rough date when they occurred. Include any major traumas as well.

    Medications (MEDS):

    Includes all currently prescribed medications as well as over the counter and non-traditional therapies. Dosage, frequency and adherence should be noted.

    Allergies/Reactions (All/RXNs):

    Identify the specific reaction that occurred with each medication.

    Social History (SH):

    This is a broad category which includes:

    Alcohol Intake: Specify the type, quantity, frequency and duration.

    Cigarette smoking: Determine the number of packs smoked per day and the number of years this has occurred. When multiplied this is referred to as “pack years.” If they’ve quit, make note of when this happened.

    Other Drug Use: Specify type, frequency and duration.

    Marital/Relationship Status; Intimate Partner Violence (IPV) screen.

    Sexual History, including: types of activity, history of STIs.

    Work History: type, duration, exposures.

    Other: travel, pets, hobbies.

    Health care maintenance: age and sex appropriate cancer screens, vaccinations.

    Military history, in particular if working at a VA hospital.

    Family History (FH):

    This should focus on illnesses within the patient’s immediate family. In particular, identifying cancer, vascular disease or other potentially heritable diseases among first degree relatives

    Obstetrical History (where appropriate):

    Included the number of pregnancies, live births, duration of pregnancies, complications. As appropriate, spontaneous and/or therapeutic abortions. Birth control (if appropriate).

    Review of Systems (ROS):
     As mentioned previously, many of the most important ROS questions (i.e. pertinent positives and negatives related to the chief concern) are generally noted at the end of the HPI. The responses to a more extensive review, covering all organ systems, are placed in the “ROS” area of the write-up. In actual practice, most physicians do not document an inclusive ROS. The ROS questions, however, are the same ones that are used to unravel the cause of a patient’s chief concern. Thus, early in training, it is a good idea to practice asking all of these questions so that you will be better able to use them for obtaining historical information when interviewing future patients. A comprehensive list can be found here: 
    ROS

    Physical Exam:

    Generally begins with a one sentence description of the patient’s appearance.

    Vital Signs:

    HEENT: Includes head, eyes, ears, nose, throat, oro-pharynx, thyroid.

    Lymph Nodes:

    Lungs:

    Cardiovascular:

    Abdomen:

    Rectal (as indicated):

    Genitalia/Pelvic:

    Extremities, Including Pulses:

    Neurologic:

    Mental Status

    Cranial Nerves

    Motor

    Sensory (light touch, pin prick, vibration and position)

    Reflexes, Babinski

    Coordination

    Observed Ambulation

    Lab Results, Radiologic Studies, EKG Interpretation, Etc.:

    Assessment and Plan:

    It’s worth noting that the above format is meant to provide structure and guidance. There is no gold standard, and there’s significant room for variation. When you’re exposed to other styles, think about whether the proposed structure (or aspects thereof) is logical and comprehensive. Incorporate those elements that make sense into future write-ups as you work over time to develop your own style

    SAMPLE WRITE UP #1

    ADMISSION NOTE

    CC:
     Mr. B is a 72 yo man with a history of heart failure and coronary artery disease, who presents with increasing shortness of breath, lower extremity edema and weight gain.

    HPI: 
    His history of heart failure is notable for the following:

    First MI was in 2014, when he presented w/a STEMI related to an LAD lesion. This was treated w/a stent. Echo at that time remarkable for an EF 40%.

    Despite optimal medical therapy, he had a subsequent MI in 2016. At that time, cardiac catheterization occlusions in LAD, OMB, and circumflex arteries. No lesions were amenable to stenting. An echo was remarkable for a dilated LV, EF of 20-25%, diffuse regional wall motion abnormalities, 2+MR and trace TR.

    Heart failure symptoms of DOE and lower extremity edema developed in 2017. These have been managed medically with lisinopril, correg, lasix and metolazone.

    Over the past 6 months he has required increasing doses of lasix to control his edema. He was seen 2 weeks ago by his Cardiologist, Dr. Johns, at which time he was noted to have worsening leg and scrotal edema. His lasix dose was increased to 120 bid without relief of his swelling.

    Over the past week he and his wife have noticed a further increase in his lower extremity edema which then became markedly worse in the past two days. The swelling was accompanied by a weight gain of 10lb in 2 days (175 to 185lb) as well as a decrease in his exercise tolerance. He now becomes dyspneic when rising to get out of bed and has to rest due to SOB when walking on flat ground. He has 2 pillow orthopnea, but denies PND.

    Denies CP/pressure, palpitations or diaphoresis. Occasional nausea, but no vomiting. He eats normal quantities of food but does not salt or fluid intake. He also admits to frequently eating canned soup, frozen meals, and drinking 6-8 glasses liquid/day. He has increased urinary frequency, but decreased total amount of urine produced. He denies urinary urgency, dysuria or hematuria. He has not noted cough, sputum, fever or chills. He states he has been taking all prescribed medications on most days – missing a few (? 2-3) doses a week.

    PMH:

    CHF- as above

    MI 2014, 2016

    HTM

    Chronic renal insufficiency from DM nephropathy: Cr 1.8 1/2018

    Diabetes: controlled with Metformin – a1c 6.8 2/2018

    PSH:

    Appendectomy 1992

    Cholecystectomy 2004

    MEDS:

    Lasix 120 mg BID

    Correg 25 bid

    Lisinopril 40 qd

    KCl 40 meq qd

    Dabigatran 200 mg qd

    Metformin 1g bid

    ASA 81mg qd

    Atorvastatin 40 mg/d

    Allergies:

    No Known Drug Allergies

    Social History:

    Married for 45 years, sexual active with wife. Three children, 2 grandchildren, all healthy and well; all live within 50 miles. Retired school teacher. Enjoys model car building. Walks around home, shopping but otherwise not physically active. episodic and comprehensive soap note write up samples

    Smoking:

    None

    Alcohol:

    None

    Other substance use:

    None

    Military service:

    Marine Corp x 4 years, non-combat. Worked logistics.

    Family History:

    + sister and mother with DM, father with CAD, age onset 50. Brother with leukemia.

    ROS

    General: Denies fatigue, fever, chills, weight loss; + weight gain as above

    HENT: Denies oral sores, neck masses, nasal d/c, hearing problems

    Vison: Denies change in vision, eye pain, redness, discharge

    Cardiac: As above

    Pulmonary: As above

    GI: Denies heart burn, swallowing difficulty, abdominal pain, diarrhea, constipation

    GU: As per HPI

    Neuro: Denies seizure, weakness, numbness

    Endo: Denies heat/cold intolerance, weight changes, polyuria, polydipsia

    Heme/Onc: Denies unusual bleeding, bruising, clotting

    MSK: Denies join pain, swelling, muscle aches

    Mental Health: Denies anxiety, depression, mood changes,

    Skin/Hair: Denies rashes, non-healing wounds, ulcers, hair loss

    PE:

    VS: T 97.1, P65, BP 116/66, O2Sat 98% on 2L NC Weight 187lbs

    GEN: elderly man lying in bed with head up, NAD

    HEENT: NCAT, multiple telangiectasias on face and nose; EOMI, PERRLA, Oropharynx w/o lesions, mucous membranes moist; thyroid not palpable, no adenopathy

    Pulmonary: +dullness to percussion at right base, + crackles 1/2 way up chest bilateral posteriorly

    Cardio: RRR, +2/6 holosystolic murmur at apex radiating to axilla, +S3, no S4; PMI displaced laterally toward axilla; carotid pulses 2+ B, no bruits; JVP 12cm

    Abdomen: +BS, non-distended, nontender, no hepatomegaly.

    Extremities: 3+ edema to sacrum, abdominal wall and scrotum; no clubbing, cyanosis, no skin breaks distally episodic and comprehensive soap note write up samples

    Pulses: 2+femoral B, 1+ PT/DP B

    Neuro:

    Mental status: alert and appropriate

    Motor: 5/5 all extremities

    Sensory: distal sensation in legs intact to light touch, pin prick; proprioception toes normal bilaterally; vibration intact at IP joint bilateral great toes

    Reflexes: 2+ and symmetric bilaterally: biceps, triceps, brachioradialis, patellar, achilles

    Gait: not observed

    Labs and Data:

    Na 128, C1 96, Bun 59, Glucose 92, K 4.4, CO2 40.8, CR 1.4, WBC 7.9, PLT 349, HCT 43.9, Alk phos 72, Total Protein 5.6, Alb 3.5, T Bili 0.5, Alt 17, Ast 52, Troponin < .01, BNP 1610. EKG: Sr at 74, q-waves v1-v5, no st-t wave changes. No change compared with study of 6m ago. CXR: Prominent pulmonary vessels with moderate interstitial edema and right pleural effusion. Cardiomegaly. No parenchymal infiltrates. Assessment and Plan: 72-year-old man with history of HFrEF following multiple Mis, admitted with sub-acute worsening edema and DOE. His symptoms are most consistent with increasing heart failure, which would account for both his pulmonary congestion as well as his peripheral edema. His renal disease is a less likely explanation for his extensive edema as his BUN/Cr have remained stable throughout. Elevated BNP is also consistent w/heart failure. The question is why his heart failure has become refractory to treatment? Possibilities include: 1) worsening LV function, 2) another MI, 3) worsening valvular disease, 4) poor compliance with medications and/or 5) excess salt and water intake. There is no evidence by history, EKG, or enzymes for current ischemia/infarct. And his valvular disease does not appear severe enough to be causing symptoms. Given this, the most likely precipitant of his failure is a combination of dietary indiscretion and poor adherence with medications in a patient with a severely depressed EF. Cardiac: As above his picture is consistent with CHF with the likely precipitant related to dietary and medication non-adherence. Strict I/O’s. Daily weights Fluid restriction to 2L/day Low salt diet Lasix 80mg IV with IV metolazone now and Q8.. With goal diuresis of 2-3 L/day Continue lisinopril 40 qd, correg 25 bid Check electrolytes, renal function bid Education about appropriate diet via nutrition consult Repeat Echo, comparing it with prior study for evidence of drop in LV function Given degree of symptoms and severity of LV impairment, will obtain Cardiology consult. To assist w/management, inquire re use of Entresto and other interventions to improve symptoms. Pulmonary: his crackles and oxygen requirement are all likely due to pulmonary congestion from LV dysfunction. He has no signs, symptoms of another primary pulmonary process (e.g. infection, COPD exacerbation, PE) 02 to maintain sat greater than 95% treat cardiac disease as above, focusing on diuresis Renal: CKD stage 3 from DM (on basis prior elevated protein/creat ratio) and hypertension. Qd chem 7 w/diuresis DM: His sugars have been well-controlled on current regimen Hold metformin in house Low intensity sliding scale insulin coverage ADA 2100 calorie diet FS BS qac and qhs Disposition: Anticipate discharge home in 3 days, with close follow up from heart failure service to assist with maintaining clinical stability, preventing re-admissions. SAMPLE WRITE-UP #2 ADMISSION NOTE CC: Mr. S is a 65-year-old man who presents with 2 concerns: 1. Acute, painless decline in vision 2. Three day history of a cough. HPI: 1. Visual changes: Yesterday morning, while eating lunch, the patient had the sudden onset of painless decrease in vision in both eyes, more prominent on the right. Onset was abrupt and he first noted this when he “couldn’t see the clock” while at a restaurant. He also had difficulty determining the numbers on his cell phone. He denied pain or diplopia. Did not feel like a “curtain dropping” in front of his eyes. He had nausea and vomiting x2 yesterday, which has resolved. He did not seek care, hoping that the problem would resolve on its own. When he awoke this morning, the same issues persisted (no better or worse) and he contacted his niece, who took him to the hospital. At baseline, he uses prescription glasses without problem and has no chronic eye issues. episodic and comprehensive soap note write up samples Last vision testing was during visit to his optometrist 2 year ago. Notes that his ability to see things is improved when he moves his head to bring things into better view. Denies dizziness, weakness, headache, difficulty with speech, chest pain, palpitations, weakness or numbness. No history of atrial fibrillation, carotid disease, or heart disease that he knows of. 2. Cough: Patient has history of COPD with 60+ pack year smoking history and most recent PFT’s (2016) consistent with moderate disease. Over the past few days he has noted increased dyspnea, wheezing, and sputum production. Sputum greenish colored. He uses 2 inhalers, Formoterol and Tiotropium every day and doesn’t miss any dosages. He was treated with antibiotics and prednisone a few years ago when he experienced shortness of breath. He has not had any other breathing issues and no hospitalizations or ED visits. Denies hemoptysis, fevers, orthopnea, PND, chest pain or edema. ED course: given concern over acute visual loss and known vascular disease, a stroke code was called when patient arrived in ER. Neurology service evaluated patient and CT head obtained. Data was consistent with occipital stroke, which occurred > 24 hours ago. Additional details re management described below.

    PMH:

    COPD (moderate) – PFTs 2014 fev1/fvc .6, fev1 70% predicted

    Hypertension dx 2012

    GERD

    Hyperlipidemia – ASCVD 12%

    Obstructive sleep apnea dx 2014, uses CPAP

    PSH:

    Right orchiectomy at age 5 for traumatic injury

    Right cataract removal and lens implant placement on 2014

    MEDS:

    Asa 81 qd

    Lisinopril 40 mg qd

    Atenolol 50 mg qd

    Pantoprazole 20 mg po qd

    Tiotropium 2 puffs qd

    Formoterol 2 puffs qd

    Atorvastatin 40mg qd

    Allergies:

    None

    Smoking:

    60 pack yr history, now 1ppd

    Alcohol:

    Heavy in past, quit 5 y ago. None currently. No know alcohol related target organ damage

    Other substance use:

    None

    Social:

    Lives with roommate in Encinitas. Heterosexual, not currently active. Never married, no children. Worked in past as architect, though currently on disability. Enjoys walking and reading.

    Family:

    Brother and father with CAD. Brother with CABG at age 55. Father with multiple strokes. Mother with DM.

    Military service:

    None

    ROS:

    General: denies fatigue, fever, chills, weight loss, weight gain

    HENT: denies oral sores, neck masses, nasal d/c, hearing problems

    Vison: as per HPI

    Cardiac: as per HPI

    Pulmonary: as per HIP

    GI: Denies heart burn, swallowing difficulty, abdominal pain, diarrhea, constipation

    GU: Denies hematuria, dysuria, nocturia, urgency, frequency

    Neuro: Denies seizure, weakness, numbness

    episodic and comprehensive soap note write up samples

    Endo: Denies heat/cold intolerance, weight changes, polyuria, polydipsia

    Hematology/Oncology: Denies unusual bleeding, bruising, clotting

    MSK: Denies join pain, swelling, muscle aches

    Mental Health: Denies anxiety, depression, mood changes,

    Skin/Hair: denies rashes, non-healing wounds, ulcers, hair loss

    PE:

    VS: T 99 P89, irregularly irregular BP 139/63, RR 20 O2 Sat 98% RA

    GEN: Obese, pale man turning his head side to right side in order to see us. No acute distress

    HEENT: NCAT, PERRL. Discs sharp. EOMI. Visual acuity/fields as per neuro below

    Temporal arteries nontender. Conjunctiva clear.

    Neck: No adenopathy. No JVD. Carotid pulses 2+ bilaterally.

    Pulmonary: Moves air equally bilaterally, though wheezes on auscultation throughout.

    CV: irregularly irregular, II/VI systolic crescendo-decrescendo murmur at LUSB, radiating to carotids. No S3, S4. PMI not-displaced.

    Abd: Obese + normal BS. Soft. Nontender. Liver nonpalpable. Liver 8 cm at mid-clavicular line by percussion.

    Rectal: brown stool, OB neg in ER

    Pulses: Fem R 2+ L +1. DP 2+ B. PT 1+ B

    Extremities: no cyanosis, clubbing or edema. Warm, well-perfused.

    Neuro:

    AOX3; answers questions appropriately

    CNs:

    I: Able to detect coffee B nares at 10cm

    II: Loss of nasal field R eye, temporal field L eye by confrontation – can detect hand movement in those areas, but can’t read vision card at any line; Vision 20/40 B in fields where vision preserved (i.e. if vision card held in front of patients face towards their right)

    III, IV, VI: extra-ocular movements preserved in all directions.

    V: intact light touch all regions of face; masseter and temporalis muscles 5/5 B

    VII: muscles of facial expression intact

    VIII: hearing equal bilateral

    IX, X: palate symmetric

    XI: SCM, Trap 5/5

    XII: Tongue midline

    Motor: Strength 5/5: biceps, triceps, grip, quad, hamstring, plantarflex, dorsiflex. F-N slight int. tremor on left.

    Rapid alternating movements: symmetric and equal

    Gait: normal

    Sensory: intact light touch, pin prick, vibration, proprioception at feet bilateral.

    Romberg negative; gait somewhat unsteady due to visual issues

    Reflexes: Biceps, triceps, brachioradialis: 2+ B. Patellar, achilles 2+ B; Toes down going.

    Labs, Imaging and other Data:

    Na 138, C1 106, Bun 13, Glu 99, K 4.5, CO2 25, CR 1.9, WBC 11, PLT 597, HgB 13.5, MCV 72.5, pulses P73 L16 E3 B0; Alk phos 72, T Protein 7.2, Alb 3.1, ALT 9, AST 14, LDH 123, TB 0.5, INR 1.3, TSH 2

    Head CT: several, new well-demarcated infarcts in R occipitoparietal region. No evidence hemorrhage. No midline shift.

    CXR: no infiltrate; flattened diaphragms bilaterally consistent with COPD.

    EKG: A fib at 72. No acute st-t wave changes or other findings different from study 6m prior.

    Assessment and Plan:

    65-year old man who presents with acute visual field deficits consistent with embolic stroke. Story of the sudden onset of neurologic deficits while awake, in the setting of newly identified atrial fibrillation, is most consistent with a cardio-embolic event. Artery-artery embolization is also a possibility (e.g. vertebral-basilar). Thrombosis in situ less likely, as multiple occipital infarcts are noted. Carotid stenosis not likely as retinal exam without evidence of local infarct, visual deficits indicate lesion that is after the optic chiasm, and CT w/posterior distribution infarcts. Similarly, temporal arteritis would be consideration given age and visual deficits, though lack of referable symptoms (i.e. no jaw claudication, headache, TA tenderness) and distribution of stroke makes this unlikely.

    Of note, as last known normal was > 24 hours ago, he is outside the window to receive TPA or device driven therapy. No evidence of ongoing events or evolution. Focus at this time thus will be on completing diagnostic evaluation, vigilance for progression/complications, and treatment to prevent additional events.

    Neuro: story and imaging consistent with embolic stroke affecting visual cortex. Currently no signs of cerebral edema increased ICP.

    Admit to step monitored unit level care

    Neurology service involved and following

    Head of bed elevated 30 degrees; Monitor for change in level of consciousness that would be suggestive increased ICP

    Given that atrial fibrillation is the driving etiology, will start unfractionated heparin now to prevent additional events, targeting PTT 80-100. Very close clinical observation to assure no hemorrhagic conversion leading to increased ICP. Neuro service in agreement with this approach.

    MRI/MRA asap to fully characterize extent infarct and arterial anatomy

    Continue aspirin 81mgd

    Occupational therapy for assistance with managing deficits

    Physical therapy evaluation for gait safety

    Ophthalmology evaluation for formal assessment fields, vision correction options

    Pulmonary: Currently afebrile and with increased SOB, cough and sputum production in patient with documented moderate COPD by PFTs. Symptoms are suggestive of acute COPD exacerbation, which is presumed to be of bacterial origin. No evidence pneumonia on CXR.

    Continue inhalers

    Doxycyline 100 bid x 7d

    Prednisone 40 mg qd x 5d

    Follow for clinical change

    Review smoking cessation options while in hospital

    Cardiovascular: Newly identified a fib. Has no symptoms related to tachycardia, impaired ventricular function. Duration unknown. Likely etiology is chronic hypertension and OSA. No evidence of other toxic/metabolic process (e.g. alcohol withdrawal, anemia, heart failure, thyroid disease). Possible that COPD exacerbation could be contributing.

    Continue Norvasc, atenolol for hypertension

    A Fib well rate controlled at present, continue atenolol, continue telemetry

    Anti-coagulation as discussed above w/unfractionated heparin – and ultimately transition to DOAC

    Echo to assess LV function, LA size, etiologies for a fib

    ID: Currently febrile. COPD flare presumed associated with acute bronchitis.

    Treatment as under pulmonary

    Disposition: Anticipate discharge 3-4 days. May need rehab stay depending on functional status, safety as relates to ability to care for self while recovering from stroke.

    episodic and comprehensive soap note write up samples

  • NRS-493 Lopes Activity Tracker

    Lopes Activity Tracker

    Assessment Description

    Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you have opened the app, click on the link for your class to record your hours. Clinical practice hours should be documented and submitted within 48 hours of the clinical experience. After the hours have been submitted, the preceptor will verify the hours, which are then reviewed by the faculty. Students need to meet the required clinical hours in both leadership and community categories. As such, each category will have a hours maximum of 50 hours. Students will not be able to document in excess of 50 hours per category. The clinical requirements remain unchanged.

    Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file and submit it though the assignment drop box for faculty approval.

    This report is to be submitted in every topic.

  • Episodic, Comprehensive and Alternative SOAP Note Example

    Episodic, Comprehensive and Alternative SOAP Note Example

    Episodic Write-up:
    Episodic visits are mostly encounters which require about one time visit (sometimes with a short follow-up depending on the diagnosis/existing comorbidities), or occurs occasionally.  Episodic visit ROS and physical examination (PE) are targeted and focused on the body system(s) affected.  Examples are URI, bronchitis, seasonal allergic rhinitis, acute pharyngitis, acute gastroenteritis, pneumonia, contact dermatitis, etc.

     

    This write-up should be
    2-4 pages single spaced
    and concentrate on the most pertinent information. Not all the systems or sections from a comprehensive write up will be represented. Only the sections and information that are important to this case need be included. This helps clarify your understanding of using only the best/most important tools and information to justify your critical thinking.

    ORDER YOUR PAPER HERE

    Comprehensive Write-up:
    Comprehensive visits often requires head to toe or extensive ROS and physical examination (PE). Visits which may necessitate a comprehensive ROS, physical exam, and write-up include annual physical, well woman exam(may not always include head to toe, but could be the only preventive care most women receive), well child exam, new or established patients with complex or chronic diseases or comorbidities, non-specific complaints, such as fatigue, generalized weakness or body ache, dizziness, etc.  This episodic, comprehensive and alternative soap note example  should be
    5-8 pages single spaced.

    You must know how to delineate which visits are episodic versus comprehensive.  Conducting a comprehensive exam on a patient whose chief complaint and ROS support an episodic visit or write-up may paint a picture of a clueless provider; and can constitute a waste of time for you and the patient. Your patient may not trust your clinical reasoning/judgment (diagnosis/plan of care) if they perceive you are all over the place!  Insurance is not going to pay you more because you decided to complete a comprehensive note on an episodic visit or diagnosis!

    Alternative Write-up:
    Some courses may have specialized write-ups based on a patient with certain demographics or with certain disease process episodic, comprehensive and alternative soap note example. These write ups will follow the same guidelines as comprehensive-write ups.

    Case Write-up Outline

     

    Following the format of:
    https://meded.ucsd.edu/clinicalmed/write.htm
    .

     

    Subjective:

    CC: This should be in quotes: “I’ve had a cough and sore throat for 2 days”

    HPI: One of the most important parts of the assessment. Check the list of important questions to ask (OLD CARTS or PQRST). As you become more proficient in physical exam and lab testing, the HPI does not decrease in importance – your ability to use it in diagnostic reasoning just increases.

    Past Medical History: Past or present illness. Be careful with “blindly” copying history from a prior clinical note.

    Past Surgical History: Past surgeries and rough dates when possible. Should also include traumas and hospitalizations

    Medications: List name, dose, frequency and indication (why are they taking it?) Do NOT omit the indication (reason) for a specific drug being taken. Do NOT omit PRN medications and how often the medications are taken. This is one way to check whether you’ve put all important information in your patient history.  If a patient is taking Metformin and there’s no related information on the history and/or diagnoses list, something is missing.

    Allergies: Medications. Food allergies when applicable.

    Social History: This includes several factors: alcohol use, cigarette use, sexual history, work history are a few examples. Include health promotion information such as exercise and immunizations. Immunization is important – we want to know the date of an adult patient’s last tetanus immunization. Be specific, don’t just say UTD. For children, list dates for all immunizations.

    Family History: It is generally appropriate to go back at least two generations.

    Obstetrical History: When appropriate, document number of pregnancies and other relevant information.

    Review of Symptoms (ROS): For comprehensive visits: should be extensive and include every system. For episodic visits: Think about your likely differential diagnosis list and tailor your ROS to it. Always address growth and development in pediatric patients. In childbearing women, make sure to document date of last menstrual period (LMP) and methods of contraceptive use on
    every
    visit on any woman capable of becoming pregnant (having menses and has not had a tubal ligation/hysterectomy).
    Every visit
    – If you order such a medication without documenting the above information,
    we have to assume that the patient could be pregnant
    (as would any lawyer in a lawsuit).  For a young teen you can put “not sexually active” (but make sure you have asked).  episodic, comprehensive and alternative soap note example This is sometimes tricky with teens being seen for general health problems but so very important.  If in any doubt, ask the parent to step out for a moment so that you can talk to the teen alone.

    Objective

    Vital signs (BMI should be included on every visit)

    Physical examination

    Laboratory data, diagnostic tests, imaging: These should be what is available at the time the visit. Do not include testing that was ordered during the visit but not results were not available.

    TIP:

    Make sure to proper distinguish between subjective and objective data. Subjective data, as the name suggests, is the information you gather by interviewing the patient, family, or significant other. This will include data from chief complaint, Social/family history, and Review of system (ROS). Objective data will include those information or data you elicited through physical examination, vital signs and/or diagnostic test results. Note that statement such as “Denies chest pain, sob, dysuria, vaginal bleeding, diarrhea, etc.” should be in the subjective section (ROS) of your note, and not in PE section.  Do not write “Alert and oriented; no tenderness; no erythema; breath sounds clear; no spine curvature” under ROS or subjective section. These are objective findings. You elicited these data through your physical examination of the patient.

    Assessment

    List both your differential diagnoses and your presumptive diagnosis. Remember that these should be supported by findings in your history and physical exam episodic, comprehensive and alternative soap note example. For a comprehensive exam, you should document at least three ICD code diagnoses.

    Plan

    Include medications ordered, labs tests, teaching, referrals, and when the patient needs to follow-up. All write-up plans should include documentation of patient education, especially if medication is prescribed and anticipatory guidance. Health maintenance such as screening for breast or colon cancer, should be addressed.

    Coding Resource:

    All write ups should include the billing codes.  We do not expect you to memorize these codes. You can get them from the billing form that the physician or NPs uses in the office. You can put the billing codes at the end of the write-up.  You should include both the E&M code (level of service) and the ICD-9 diagnosis codes. Your E&M code should be consistent with your patient visit.

    MSN Case Write Up Assignment

    The purpose of the Case Write- Up Assignment is for your instructor to “see” what you are doing in clinical and “see” how you are making clinical decisions. For these write-ups, you will select a patient seen in your current clinical rotation. You will “write-up” the visit, omitting any identifying patient factors. Ensure your write-ups demonstrate comprehensive advanced practice thinking and not just the new skills of ordering and prescribing.

    Make sure to start “fresh”. Do not copy and paste from any examples, templates, other students work or even your own work. Put all your old case write-ups away and give your brain a chance to formulate the note so that it really becomes a part of what you know. THAT will make you a competent NP.

    Be honest in your write up. If you realize that you have forgotten to assess something or forgot a certain part of the teaching, just put a note at the bottom of the write-up saying what should have been done. Your clinical faculty do not expect perfect write-ups, but do expect that you use every patient encounter and subsequent write-up as a time to learn and to evaluate and improve your own practice.

     

    If your preceptor orders something that is not appropriate or fails to order something that you believe should have been part of the plan, write a note at the end of the write-up to let your instructor know that you are aware and what you would have done. You are not responsible for what your preceptor orders, but you are responsible for knowing the appropriate plan of care and you are responsible for knowing if a plan of care is inappropriate. You and your faculty are the only ones that see the write-up, so no feelings will be hurt. We all get set in our ways and tend to order the same thing over and over. If your readings and research indicate that another plan is more appropriate, write it as an addendum or in parentheses in the plan.

    ORDER YOUR PAPER NOW

    You are learning to practice evidence-based practice. Support at least one item in the assessment AND plan with research. This can be your textbook and/or other class readings. The best way to support your research is using a research article.
    Make sure that the article is current (5 years or less old).
    The article can be used to support the use of the medication (or other therapy) for the presumptive diagnosis. When using an article, please attach the article along with the write-up into the appropriate assignment category. Failure to cite your plan will result in a point penalty reduction (see rubric for additional information)

    Note that you
    CANNOT redo write-ups
    . A grade cannot be improved by redoing a write up. Faculty will not read and comment on rough draft of write-ups

    All case write ups are to be submitted to SafeAssign and the appropriate assignment category by the due date. Failure to submit to SafeAssign will incur a penalty of 5 points per day including weekends (maximum deduction of 25 pt.). Late submissions to the appropriate assignment category will incur a 5pt/day penalty (no maximum) including weekends unless an extension has been requested and approved before the due date episodic, comprehensive and alternative soap note example.

    MSN Case Write-Up Rubric

     

    Criteria

    Exceeds Expectations

    Meets Expectations

    Below Expectations

    No Effort

    Chief Complaint

    (CC)

    3 Points

    Includes CC that includes the reason for visit, is appropriate for the type of write-up AND is in the patient/

    family’s own words.

    2 Points

    Includes CC that includes the reason for visit, is appropriate for the type of write-up but is not in the patient/family’s own words

     

    1 Point

    CC is not appropriate for the type of write-up AND is not in the patient/family’s own words

     

    0 Points

     Not included

    History of Present Illness

    (HPI)

    10 points

    Provides a comprehensive HPI that includes all the pertinent information and excludes irrelevant information.

    HPI is focused and detailed.

    Does not include any objective data

    7 points

    Provides a HPI that includes pertinent information but misses 1 -2 key components and/or includes information that is irrelevant to the patient visit. HPI is somewhat focused. Does not include objective data.

    4 points

    Provides a superficial HPI that misses 3 or more key components and/or does not include all pertinent information, includes irrelevant information OR includes objective data

    0 Points

    Not included

    Medications

    3 Points

    Documents a comprehensive

    Medication list that includes drug name (brand and generic), dosage, route, frequency and indication. Allergies are documented and includes reaction. Includes NDKA, if applicable.

    2 Points

    Documentation includes medication list but omits 1-2 details. Allergies are documented but does not include reaction.

    1 Point

    Documentation includes medications but omits 3 or more details. Allergies are not documented

    0 Points

    Not included

    Pertinent History

    10 Points

    Provides comprehensive past medical history, surgical, family, social, and obstetrical history (when applicable). History is consistent with other documentation. Includes immunization information

     

    7 Points

    Provides a history but history is superficial AND/OR omits 1 -2 necessary details

     

    4 Points

    Provides a history but history of superficial and omits 3 or more details

     

    0 Points

    Not included

    Review of Systems

    10 Points

    Complete ROS that addresses each physical system for a comprehensive visit and includes only necessary (but at least 4 systems) for an episodic visit.

    ROS is completed with a clear narrative.

    Do not write within normal limit or other variations. If documented abnormalities, states what is considered ‘normal’

    7 Points

    Incomplete ROS that misses 3 or less components for a comprehensive visit OR includes inappropriate systems for an episodic visit

     

    4 Points

    Incomplete ROS that misses 4 or more components for a comprehensive visit AND/OR includes objective data

    episodic, comprehensive and alternative soap note example

     

    0 Points

     No ROS attempted

    Objective Data

    20 Points

    Documents vital signs with documented BMI

    Documents physical examination:

    Each system addressed completely for comprehensive exam. Includes only necessary (but at least 4 systems) for an episodic visit. Include pertinent positive and pertinent negative findings.

    Documents labs, diagnostic tests that are available for that visit.

    14 Points

     Documents vital signs but is missing BMI

    Documents an
    incomplete physical examination:

    missing 3 or less components for a comprehensive visit and/or missing up to 3 pertinent positives/negatives OR

    includes unnecessary systems for an episodic visit and/or assesses less than 3 systems

    Documents labs, diagnostic tests that should be a part of the plan

     

    8 Points

    Does not document vital signs

    Documents an incomplete physical examination:

    missing 4 or more of the components for a comprehensive visit and/ or missing 4 or more pertinent positives/negatives

    OR

    Includes unnecessary systems for an episodic visit and/or assesses less than 2 systems

    Fails to document labs, diagnostic tests

     

     

    0 Points

    Not included

    Assessment

    14 Points

    Provides 3 or more differential diagnoses and a presumptive diagnosis for an episodic visit.

    Provides at least 3 diagnoses for a comprehensive visit

    ICD-9 codes included with each diagnosis

    9 Points

    Provides a presumptive diagnosis but only includes 1-2 differential diagnoses

     

    Does not include ICD-9 codes

     

    4 Points

    No differential diagnoses OR no presumptive diagnosis

     

    0 Points

    No differential diagnosis AND no presumptive diagnosis

    Plan

    20 Points

    Provides a plan that includes appropriate labs/tests ordered that are pending

    Includes medications ordered and/or refilled and details about dosing and instructions, and patient teaching are included.

    Plan includes both pharmacological and non-pharmacological interventions

    Plan includes referrals and follow up details

    Orders are appropriate for patient visit. Rationales and citations for sources of interventions

    Coding and Billing included

     

    14 Points

    Missing 3 or more components and/or does not include dosing and instructions for medications and/or does not include Coding and Billing

     

    8 Points

    Missing 4 or more of the required components OR Plan is not supported by evidence and citations for sources of intervention are missing AND

    Does not include Coding and Billing

     

    0 Points

    Not included or inappropriate to patient visit

    Formatting/APA

    10 Points

    No errors in  grammar and spelling .

    No errors in APA format

    Write-up is in proper format and adheres to the appropriate page limits.

    7 Points

    Up to 3 spelling or grammar errors OR 3 APA errors

    Write-up is in proper format and adheres to the appropriate page limits

     

    4 Points

    Up to 3 errors in spelling and/ or grammar AND/OR APA errors AND

    Write-up is not in proper format OR does not adhere to the appropriate page limits

    episodic, comprehensive and alternative soap note example

    0 Points

    4 or more errors in spelling and/or grammar

    AND/OR 4 or more APA errors

  • How to Write a Nursing Career Goals Essay: Topics, and Examples

    Nursing is a career that has recently gained popularity among college and university students. Most students are driven by different career goals that push them to pursue a career in nursing. Writing a nursing career goals essay is the first step to showcasing your dedication to pursuing this noble career.

    Drafting a nursing goals essay is a task that requires diverse skills and commitment to subscribe to the program. If you are stuck on how to start a nursing goals essay, we have taken the step to help you get out of the mud in this article. You can use the guide below to reduce your migraine in writing your nursing career goals essay. 

    Definition of
    nursing career goals essay

    Nursing career goals are vital in the expert existence of a nursing practitioner. As a nursing practitioner, you may be expected to give sharp nursing career goals essay examples on how to deal with different situations. A nursing career goals essay can be defined as a well-detailed document that explains other motives that drive an individual to choose nursing as their career.

    Career goals can be defined as objectives that individuals could use to succeed in their careers. Without uncertainty, a decent handle on nursing career goals will be helpful while composing a nursing career goals essay. Any genuine understudy or specialist should have intricate professional goals in a
    nursing essay
    .

    The writing process must be meticulous, where it ought to mirror the target of the career goals essay. Before you begin drafting your paper, it is important to understand the various career fields for nursing practitioners. These careers can be ordered under three significant gatherings that include:

    1.     
    Direct Patient Registered Nurse

    This career way involves working at the patient’s bedside as a feature of an interdisciplinary group. The essential job of the medical caretaker involves working “actively” with patients.

    2.     
    Indirect Patient Care Registered Nurse

    This career way includes working with an interdisciplinary group of various medical services professionals, including the bedside attendant, to help with patient consideration. It emphasizes more working in managerial and the executives’ limits. Work settings for this nurse might include:

    Outpatient settings

    Insurance companies

    Hospitals

    Correctional healthcare facilities

    Government

    Skilled nursing facilities

    Clinics

    Community health

    Physician offices

    Universities

    3.     
    Advanced Practice Registered Nursing

    This is viewed as the embodiment of a nursing career. The career way goes about as a scaffold among nursing practitioners and doctors. Such medical attendants perform undeniable level obligations and manage the nursing staff. APRN areas of practice include:

    Nurse anesthetist

    Nurse practitioner

    Clinical nurse specialist

    Nurse midwife

    How to develop educational goals essay for nursing

    Creating reasonable goals is one of the significant areas of concern when composing an essay on nursing career goals. Likewise, there is a heap factor you ought to consider to guarantee that your goals are lined up with your scholarly and professional pursuits. It is, in this way, vital to ensure a first-class essay.

    Writing future career goals in
    nursing essays
    demands a good understanding of the goal development process. Generally, when developing such goals, you should deliberate on several factors, including:

    1.     
    Factors what drive you to pursue nursing
     

    A nurse is considered the first line of contact in healthcare provision and saving of life. As a nurse, you are obliged as the first person to identify any patient who may require emergency attention. Practicing nursing services is demanding in its nature of work, requires high concentration levels, and can be mentally draining practice.

    This is more serious in some fields of nursing practice than others. In light of this, drafting a career goals essay for nursing graduate school requires a legitimate individual assessment to decide the explanation that draws you to practicing nursing activities. Recognizing this reason will assist you in making suitable choices to help you follow your dream. 

    2.     
    A working environment that suits you
     

    This is another factor to consider when writing a nursing educational and career goals essay. It is essential to appreciate that respective nursing careers are practiced in different environments.

    Other nursing careers might expect you to work from home, travel frequently and broadly, practice in well-known emergency clinics, stroll around in communities delivering healthcare, hold meetings and educative programs, or even work in educating foundations. Consequently, it is fundamental to consider the different work settings while composing your nursing targets and goals. This is key in deciding if you have the essential individual qualities and traits for working in particular conditions and nursing careers. 

    3.     
    The community you aim at delivering healthcare services to

    Close to your environment, the type of society you wish to consistently collaborates with is another significant component to consider while composing a frontier nursing goals essay. This glances at the patients, associates, and individuals you report to. Nursing careers allow you to connect easily with the patients, local area individuals, scholars, and intellectuals.

    In some nursing careers, interacting with individuals, either patients or the general population, is restricted. The prerequisites to answer to your superiors vary depending on your nursing career. It would be best to comprehend where your character suits most while fostering your nursing professional goals statement.      

    4.     
    The requisite academic qualifications
     

    Your academic qualifications are essential in every path you take when writing an essay on nursing career goals. All these career paths are more demanding academically than other careers. Other career paths will only require an undergraduate degree, while others require a master’s or a doctorate degree.

    This places you in a position to consider factors like your age, financial capacity or plans, and other life issues like craving for additional time with family. The more specific the nursing career is, the higher the academic requests. 

    How to set your nursing career goals

    To develop proper examples of nursing career goals, you will be expected to have the essential objective setting information and abilities. Note that the method involved laying out attainable nursing career goal requests that you take on the SMART goals approach. The SMART goals are explained in detail below.

    It is important to note that SMART is an acronym for:

    S
    : Specific

    M
    : Measurable

    A
    : Attainable

    R
    : Realistic

    T
    : Time-bound   

    v 
    Specific

    It is essential to guarantee that the goals you include in your nursing professional goals articulation are not very expansive. All nursing career goals essay examples should be presented in a way that they can be easily translated. It would be best if you comprehended that long-term goals as a nurse practitioner specifically are exposed to pessimistic impacts of progress by the change in environment and individual perspectives.

    It would be best to be specific with your nursing career goals enough to avoid situations of outrageous differences. The goals ought to be just about as engaged and point by point as expected. 

    v 
    Measurable

    All nursing career goals should be quantifiable. Measurability is critical concerning how to accomplish nursing goals. This is significant in deciding on advancement in your nursing career.

    This progress could be explored using different examples of nursing goals for yearly evaluation. Measurability is also essential in helping demarcate achievements that act as a source of motivation. Your nursing career goals should incorporate clear milestones that have a defined ending.  

    v 
    Attainable

    This pertains to how to achieve nursing goals. There is a significant attainability challenge, mainly when writing a long-term goals nursing essay. This is because such nursing career goals could demand tools and resources beyond the reach of the nurse.

    Ensuring that your nursing goals are incognizant of required resources, including time frames, skills, and funds, is essential. This requires you to break down your goals into smaller ones, especially in incidences where the main goal is quite complex. You can begin by exploring the most appropriate examples of nursing goals for yearly evaluation.   

    v 
    Realistic

    About being realistic, you need to guarantee that every one of the examples of nursing career goals you decide to embrace is sensible concerning the setting of nursing practice. You ought to consider various elements to conclude whether your nursing career goals are reasonable. Such factors might include their degree, required abilities, existing frameworks, and individual limits.

    Specifically, long-term goals for a nursing specialist can represent genuine difficulties in being practical. As a nurse, you should try to make career goals that are grounded and adjusted to the setting of nursing practice. 

    v 
    Time-bound

    Time-frame is another significant facet regarding how to accomplish nursing career goals essay. It involves joining a particular course of events to achieve your nursing career goals. Every goal should include a study of events inside which the goals are supposed to have been accomplished.

    This needs you to develop various examples of nursing goals for the yearly assessment. The timetables should function as signs of progress and a wellspring of inspiration on the direction you should take as a nurse. 

    Steps to take when writing career goals essay for nursing graduate school

    Step 1: Planning your essay 

    Before composing, begin by brainstorming your goals and what you need to achieve as a medical caretaker. This stage is tied in with gathering different ideas.

    a.       Brainstorm different nursing career paths

    Every registered nurse can work in a specialist’s office, clinics, schools, long-term care offices, facilities, prisons, and traveling nursing all around the United States and other foreign nations.

    b.       Plan your nursing career content

    After you have narrowed your ideas about your career as a nurse, it is time to plan how to get your message across. Here is a list of factors you should consider before writing your nursing education and career goals essay:
     

    Who is your audience? 

    A list of items that interest you as a nursing student and why you find them interesting

    Why did you select the nursing program that you did?

    Prior preparation for becoming a good nurse

    What makes you stand out?

    Any medical training or patient care

    What traits do you have that will make you a good nurse?

    Why the nursing school should accept you as a student

    What work environment do you prefer? Hectic and fast-paced? Slow and steady and quiet?

    Step 2: Outlining your essay

    Usually, you will start with the introduction, write the main content in your essay’s body paragraphs, and finish with a conclusion. To write an outstanding essay about nursing career goals, you can consider the following steps as your
    cheat sheet
    :

    Develop eye-catching essay topics on career goals in nursing.

    Draft a powerful personal statement or an introduction to hook your audience. You can make it enjoyable by writing a personal story.

    Begin to draft your essay’s body by highlighting your long-term and short-term goals. You can take it further by writing about what drives you to pursue a nursing career.

    Every essay has a beginning and ending, so does a nursing career goals essay. You should emphasize your discussion topic and leave an impression on your audience.

    Step 3: Writing your nursing career essay 

    It’s time to put your pen to work. Even if you develop a rough draft, you have to begin writing your essay. 

    Ø  Title

    The title of an essay is one of the essential pieces of a paper. While making your title, think about your crowd. If you decide to draft an admission essay, it is always important to understand that your crowd will be an admissions committee.

    Ø  Essay introduction 

    Your introduction is an essential facet of your work. To showcase your expertise, you should develop a solid personal statement. The personal statement should be a novel or recount an individual diminutive story. The presentation is where you arouse your audience’s curiosity and catch their consideration, so they need to continue to peruse.

    One answer that should shine through is
    why
    you want to be a nurse
    . This question’s answer serves as a great transition between your career goals essay’s introduction and body.

    Ø  Body of your nursing career goals essay

    A nursing school essay’s body tells the nursing school administrators why they want to be a nurse and why they should select you to be a student in their program. You can incorporate a real-life story if you have one.

    Long-term goals and short-term goals 

    This will be the primary piece of your essay. You ought to devote most of your paper to your nursing career goals. You will have goals that you can accomplish quicker than different goals. One method for seeing it is to have momentary goals and long-term goals. Momentary goals will be goals you can accomplish in under one year, though long-term goals require a touch more determination and vision.

    Presenting your short-term and nursing career goals in 5 years shows that you are aggressive and have a dream for your career. These goals should underline the effect you wish to make once you enter the nursing force. Here is a cheat sheet to introduce your goals:

    State your goal clearly

    Describe how this goal connects to your personal life

    What motivates you to achieve this goal?

    Explain your plan on how you will accomplish this goal

    Write about the challenges that you may face and how you will overcome them

    Examples of short-term goals 

    Passing Nursing school and board certification

    Taking classes to gain more certifications such as the Advanced Certified Life Support(ACLS) or Critical Care Registered Nurse(CCRN)

    Taking classes to increase to improve your current knowledge. For example, EKG classes as a cardiac nurse or mother-baby classes as a labor and delivery nurse.

    Improving communication skills with patients and colleagues

     Examples of long-term goals 

    A relatively common career goal is advancement. If you are looking for a more challenging nursing position or getting burned out, look into becoming an educator or a family nurse practitioner.

    Another good move up the nursing ladder is to obtain an administrative position. This is an excellent option if you seek to move away from the bedside. The ideal people for the jobs are nurses because they already have vast knowledge in the nursing field. 

    Step 4: Conclude your essay

    This part will stay with your crowd the most because it’s the last part they read. Your conclusion should comprise your strengths and accomplishments.

    A phenomenal method for being unique is to give your crowd a something worth mulling over and end your essay with the accompanying:

    Connect your personal experience/story with your goal of becoming a nurse

    Return to the introduction for your paper to come full circle

    End your essay with an intriguing question

    End your essay with an impactful statement

    How to answer the question “Why do you want to be a nurse?” in your essay

    Frequently, a potential nursing understudy has a particular explanation far over the affection for dealing with individuals. It is typically a heartbreaking story, yet one that gives a powerful urge and drives you as a student.

    Likewise, you ought to consider what you will be “dealing” with as a nurse, like blood, organic liquids, death of infants, children, teenagers, youths, grown-ups, and the elderly. Engine vehicle mishap casualties are gripping to life, sick individuals who are so debilitated they will most likely be unable to talk or continue alone, misfortune and the circle of life gone haywire.

    There are also happy endings in hospitals such as: babies’ birth and parents being discharged in good conditions, patients who have gone through long periods in the emergency clinic being discharged, and careful patients who are presently not in torment leaving return home.

    Other situations that can define your goals

    If you have worked or volunteered in a doctor’s office or hospital, you can draw from what you observed and add any positive experiences.

    If you were a patient in a hospital for at least a few days, you could again draw from that experience about how you felt as you watched the doctors and nurses take care of you and even other patients. Of course, your experience would need to be a positive one.

    You can use a situation where you volunteered in a pediatric unit to read to the children. You could make sense of how that affected you and how the nursing practitioners communicated with the child.

    Final remarks

    Setting your goals as a nurse is the first staircase to a successful nursing career. To show case your credibility and competency, you must complete an outstanding nursing career goals essay. The above guide will help you get the flowers you deserve by writing a top-quality nursing goals essay.

    If you are stuck choosing the best essay topics on career goals in nursing, you can always consult our experts. When you place your first order with us, you are guaranteed access to a free sample essay on nursing career goals. Allow our experts to mold you into the nurse you always dreamt of becoming.