Category: Nursing

  • HCBN7106 Transition to Registered Nurse Practice

    CRITERIA A+ A AExemplary (80-100%) B+ B B- Proficient (65-79%) C+ C C- Developing (50-64%) D E Unsatisfactory (0-49%)

    Client Profile (5%) Comprehensive

    discussion of client

    profile. All areas

    addressed.

    Full discussion of client profile,

    areas addressed with a few

    gaps.

    Broad discussion of the client,

    some areas vague and/or with

    gaps.

    Client profile lacks clarity. Significant

    gaps in information about the client

    Definition, epidemiology, &

    pathophysiology of diagnosed

    condition/s (10%)

    Comprehensive

    discussion with

    comprehensive critique

    Well discussed. Includes

    appropriate epidemiological

    data.

    Broad discussion. Includes

    appropriate epidemiological

    data.

    Lacks clarity. Some elements missing.

    Investigative procedures and

    medication (5%)

    Comprehensive and

    critical use of relevant

    information sources.

    Well developed, logical and

    coherent.

    All the required elements

    present. Broad discussion.

    Lacks all the required elements. Not

    related to the actual client.

    Comprehensive nursing

    assessment and identification

    of salient issues (40%)

    Comprehensive

    assessment with

    identification of issues.

    Full assessment. Welldeveloped with identification of

    issues.

    Assessment brief with some

    areas not addressed. Some

    issues not identified.

    Lacks clarity.

    Some required elements missing.

    Nursing

    Management (including care

    planning [NCP]) (25%)

    Comprehensive

    discussion and analysis

    of nursing issues; NCP

    comprehensive and

    includes all elements.

    Well-developed discussion of

    nursing issues; NCP well

    developed and includes all

    elements.

    Minimal discussion of key

    issues; NCP has minimal

    evidence of planning,

    intervention, rationale &

    evaluation.

    Significant gaps in the required

    elements. NCP shows minimal/no

    evidence of planning, intervention,

    rationale & evaluation. Not related to

    assessment and/or significant gaps.

    Ability to integrate literature

    ORDER NOW

    and reference appropriately

    (10%)

    Extensive range of

    literature (including

    research) used and

    skilfully applied and

    integrated throughout

    the assignment.

    Excellent referencing as

    per APA (7th), in-text

    and/or reference list.

    Evidence of good literature

    searching skills and an ability

    to integrate a range of literature

    (including research) throughout

    the assignment. Very few

    errors in referencing as per

    APA (7th), in-text and/or

    reference list.

    Limited range of literature

    (including research) used and

    integrated throughout the

    assignment. Some errors in

    referencing as per APA (7th),

    in-text and/or reference list.

    Integration of literature poor. Many

    sources not cited and/or errors in

    referencing (in-text and/or reference

    list).

    Presentation and clarity of

    expression. (5%)

    Excellent assignment

    that draws together all

    components in a logical

    and reasoned way. No

    grammar, syntax or

    spelling errors.

    Points and ideas are clear and

    fluently expressed and lead to

    a reasoned and supported

    conclusion. No or minor

    grammar, syntax and/or

    spelling errors. Formatting at

    expected standard.

    Points are generally clear and

    fluently expressed. Limited

    analysis. Few or minor

    grammar, syntax and/or

    spelling errors. Some

    formatting errors.

    Structure lacks clear direction or

    argument. No analysis. Many grammar

    and/or spelling errors. Poor sentence

    structure and/or use of paragraphs.

    Poor formatting, e.g. no page numbers,

    no wide margin (left or right side), over

    or undersized font, spacing issues.

    Comments:

    Marker: Grade: Date:

    Student ID: ______________________

    Name: _________________________

    Bachelor of Nursing

    HCBN7106 Transition to Registered Nurse Practice

    Case Study
    Assignment
    – written component 50% of grade

    Weighting: 100%

  • Top Trending Personal Narrative Essay Topics To Write About

    Writing a narrative essay is a task you can’t avoid in a linguistic class or course. You will be required to research and write on narrative essay topics at all academic levels, influencing your ticket to the graduation list. It is a task that asks for real-life skills like writing, researching, and time management.

    Choosing informative narrative essay topic ideas is the starting point for writing a first-class narrative essay. Finding interesting narrative essay topics is challenging. Thanks to our experts, we have compiled a list and examples of narrative essay topics. Before we introduce our list of narrative essay topics, let’s first discuss the narrative essay definition.

    Definition of a Narrative Essay

    A narrative essay is a document written to describe a story following a specific narrative essay topic. Typically, this is a tale of personal narrative essay situations you had encountered. Contrary to most academic writing, this type of essay and the descriptive essay provides you with a chance to express yourself creatively and personally.

    Writing a compelling and artistic narrative that adheres to predetermined narrative writing rules and formats is tested in narrative essays. They are frequently assigned to high school or university students pursuing composition classes. These strategies can be applied when composing a personal statement for an application.

    How to Choose Narrative Essay Topics?

    The selection of college narrative essay topics involves many subtleties. It depends on whether you are a tutor assigning students a narrative essay task or a student searching for a topic to research. Continue reading through our article to understand how to select topics for your narrative essays.

    •         Simple and relatable topics

    You are responsible as a lecturer for selecting engaging narrative essay topics for your scholars. Try to choose college narrative essay topics that your students can relate to.  You want the students to be able to comprehend the topic in discussion, relate it to their personal narrative speech ideas, and easily document them.

    It is also essential to consider your audience; high-school students may have fewer options than college students when choosing interesting narrative essay topics. After all, their experiences differ significantly from one another.

    •         Feel at ease with your ideas and style

    Your ability to write a narrative essay as a student is frequently influenced by your chosen topic. Your grades will consequently be determined by this also. Working on an excellent narrative essay topic for yourself is crucial. Consider the genre of writing in which you feel most at ease.

    A personal narrative essay may be your best choice to write if you are good at
    self-reflection
    and introspection. On the other hand, a childhood event or a vacation expedition might make the best narrative essay topics for you if you enjoy writing informative and lengthy stories.

    •         Increase the complexity of your story

    Just remember that narrative essay ideas and topics aren’t intriguing. As a writer, you are responsible for developing engaging narrative essay topics. You must craft a narrative and provide the reader with some insight into their experience.

    Tips for Writing a First-Class Narrative Essays

    Honestly speaking, writing is an art that requires immense knowledge as it can be challenging and stressful to complete. Before you choose your research topic, it is essential to consider the following tips below. A critical distinction between narratives and rhetorical essays is providing your reader with vivid descriptions that will enable them to draw a particular conclusion.

    Your essay needs to be properly formatted and includes all necessary elements for you to complete this task. Here are some recommendations to help you along the way:

    1.     
    Keep in mind that the objective is to narrate a story vividly

    It is a story that is ultimately intended to instruct or amuse. You are not attempting to persuade or convince anyone of an argument. You’re not just talking about the various viewpoints on a particular idea.

    It would be best to concentrate on writing a story that is entertaining and engaging to read. That necessitates being aware of the narrative’s setting and main characters.

    2.     
    Properly format your essay

    Following the format of introduction, discussion, and conclusion essay structure will still assist you in organizing your story, even though it is not strictly required in a narrative essay.

    An introduction to the story usually comes first in a narrative essay. It will then introduce the problem or narrative essay topic in discussion. You will then complete your essay with a solution at the conclusion.

    Any moral or relevance you want your narrative essay to convey could be communicated through this discussion problem and how it is addressed.

    3.     
    Develop an outline and draft before beginning to write your essay

    An essay outline is merely the paper’s exact organizational framework. It simply provides you with a preview of your writing before you begin.

    You could choose the sequence of activities in every section using a structure. You’ll have the opportunity to put some words on the page when you draft the entire essay. You’ll have a general idea of how the story will be structured. You are always welcome to request help with narrative essay ideas and purchase a narrative essay from a reputable essay writing service.

    4.     
    Make an effort to capitalize on your personal experiences

    It is an essay to write a story involving fictional characters from an entirely different point of view. Drafting a unique narrative essay is the challenging part of this process that you will encounter. 

    On the other hand, it will raise your essay’s grade if you can write it from your personal experiences and express them in writing.

    5.     
    Use the first-person perspective when writing

    Writing a narrative can be completed in either the third or the first person. The first-person point of view might be a better option for you, even though the narrow third-person perspective is beneficial when writing narratives. Writing in the first person will help you express yourself more effectively using life experiences.

    6.      Always pre-write your essay

    Consider real-life situations related to your class discussion topic before beginning your assignment. Pre-writing phase is the name given to this stage of writing a document. At this point, you choose your discussion topic. Remember that a narrative essay topic idea can affect how a story turns out. To write the best story possible, choose a topic that is relatable to you.

    After selecting a topic for your personal narrative, list all the incidents and information you want to include in your essay. Make a plan for how things should go. This inspires you to write narrative essays with the proper vocabulary.

    7.      Be clear

    Confusion can result from using words and phrases in complex and long sentences. Instead, use precise, succinct language to convey the meaning you want to convey. Also, try not to condense your story’s ideas into a single paragraph.

    Alternately, spread out your story’s ideas over several paragraphs. When you are designing, try to avoid being too analytical. Use the same style when writing to your friends. Every sentence and summary must be vibrant. After all, there is no other way to guarantee that readers are utterly absorbed in your story.

    8.      Edit and proofread your narrative essay

    Make sure to edit your narrative essay after you’ve finished writing it to correct every grammatical error and formatting. You have the opportunity to make changes during a revision, which might improve the overall story more engaging. You can change any events or concepts that don’t fit your narrative during this writing process. Go through the entire story again. Consider the following factors when proofreading your story:

    Is the transformation between events flawless?

    Will readers be drawn to the story?

    Will the story compels your audience to keep reading?

    Is every detail of every situation and person vividly described?

    Will readers comprehend the main point of the stories?

    Use the above tips as a cheat sheet to write quality narrative essays on any topic. Here are some categorized narrative essay topics.

    Narrative Essay Topic Ideas

    There are advantages and disadvantages to having absolute freedom to write about whatever you want from your instructor. All students are allowed to write narrative paper topics about personality they are passionate about, but many find it difficult to narrow their choices down to just one.

    If you’re stranded in this situation, worry no more; you’ll find everything you need from our list below. For your upcoming writing assignment, pick one of more than 100 suitable narrative essay topic ideas to produce your most motivational work to date.

    Narrative Paper Topics about Personality

    Personal narrative essay ideas are among the scholars’ top choices. Some form frequently informs these personality narrative essay topics of personal traits. If you incorporate specific points of view or experiences you drew from, your paper can still be considered personal.

    Writing personal essays is a simple way to earn top grades as they are easily relatable to your life experiences. When writing a personal narrative essay, consider these personal narrative speech ideas:

    My very first concert 

    Actual life situation that put me at risk

    My first time taking an international trip

    How I lost bonds with my best friends

    What did I learn about people when I was lost as a child?

    My greatest accomplishment

    My day spent exploring the city’s sights

    A time when I volunteered to help someone in need

    An embarrassing tale that made me stronger

    Moving around a lot as a child

    One of the most challenging choices I’ve ever had

    Why learning a significant family secret completely changed me

    My favorite childhood tale

    The relative with whom I identified most strongly.

    The most motivational class I’ve ever taken

    Narrative Essay Topics for High School Students

    Most story ideas for high school students are closely related to those for personal narrative essays. This is due to the fact that most university and college scholars find it difficult to express their issues, feelings, and experiences during their high school years because they frequently feel isolated and misunderstood by those around them.

    Even though one essay won’t make these problems disappear, talking about them with someone can be beneficial. One of the most effective techniques to encourage high school students to talk more about their personal lives and make their tutors feel connected using narrative essays.

    Below is a list of great examples of narrative essay topics for high school students to choose from:

    How do students typically feel after being exposed as test cheaters?

    My emotions after receiving poor grades

    A negative interaction with an ex-partner or ex-girlfriend

    My first time drinking, smoking, or using drugs and how I felt afterward

    The digital experience that stands out the most to me

    A typical after-school hour and an unusual companion

    What makes me anxious about prom night?

    The most bizarre party incident.

    Which occasions have math saved your life?

    My idea of the ideal day if classes were canceled

    The incident when I got into serious trouble

    The most shocking incident that has ever occurred at school

    My feelings after a sporting event

    Struggles juggling schoolwork and social life

    How the inclement weather affects my desire to attend class

    Narrative Argument Essay Topics

    The advantage of narrative essays is that they can use almost any situation or story. As a result, narrative storytelling and argumentative writing can also be combined. As a result, you can express your viewpoint on a particular topic while also telling a story. Combining your ideas and carrying out such a difficult task isn’t easy, but it is undoubtedly rewarding.

    Narrative argument essay topics are the ideal option for those who want to share their perspective or side of the story while writing their narrative essay. Here are our top ten topic suggestions:

    The most significant conflict in which I took part and found value

    My encounter with bullying

    The incident involving the car;

    The occasion when I felt utterly humiliated

    My most instructive life lessons to date

    Is listening acceptable?

    The decision I later regretted

    Acquiring knowledge of right and wrong

    Following moral principles even when it’s against the law

    How serious is accepting and assigning blame?

    Interesting Narrative Essay Topics

    If you’ve made it this far and still haven’t found an informative topic that interests you, it’s probably because you haven’t yet run across our list of engaging narrative essay topics. Check out the following 15
    narrative essay topic
    ideas if you’re looking to write an intriguing narrative essay that will keep your audience engaged:

    My life’s most influential person

    A day I wish I could relive

    My first run-in with the law

    Making the hardest decision I’ve ever had to make

    Coming home after spending a lot of time away from home

    My very first prize was won.

    My first visit to the emergency room

    How I helped save someone’s life

    My first solo trip

    My first job experiences

    The difficulties of the first day at a new school

    My favorite activities when I’m home alone are

    Making my first meal by myself

    Experiencing my first flat tire.

    The most memorable vacation experience

    Cultural Narrative Essay Topics

    People of all ages have questions about culture because many locations on earth are considered culturally diverse. While other individuals take great pride in upholding their cultural traditions, others tend to forget about them.

    Whatever the situation may be for you, many students prefer cultural narrative essay topics. Here are our top 10 suggestions for cultural narrative essays, whether students want to use this chance to reflect on their most memorable cultural encounters or address some of the cultural issues that have been troubling them:

    The distinctive customs in my family

    Why it’s crucial to preserve one’s cultural identity

    A custom that never ceases to surprise me

    How does culture define an individual?

    My most memorable occasion

    Working on a holiday

    Being alone during a holiday

    Going to a foreign cultural event

    Spending holidays with friends rather than family

    The evolution of cultures and traditions

    Narrative Essay Topics Gender and Sexuality

    Any topic involving gender is delicate. Be careful not to step on any incompetent online writers. The tone and objectivity of a paper on sex and gender should be impartial. Here are some topics for discussion that you might find interesting:

    Do any boys in your organization view women as “prey”?

    Do women experience too much pressure to maintain ideal bodies?

    The distinction between male and female roles according to your parents and family

    The most effective methods for teaching students about sex in the classroom

    The fundamental tenets and goals of the feminist movement

    Is it acceptable to teach students about gender and sexuality in the classroom?

    Why do so many parents have different expectations for their sons than for their daughters?

    How is sexuality depicted in the “Game of Thrones” book series?

    Have you ever encountered gender bias in the workplace?

    Narrative Essay Topics Moral and Ethical Dilemmas

    The world is kept in order by laws. Students from all over the world discuss numerous complex moral dilemmas. When the time comes, a person must decide whether to follow the law or their moral principles. These reasons make morality an endless source of writing inspiration.

    Describe a time when you broke the law but still believed it was the right thing to do.

    Tell us about a cowardly act you saw. Share your thoughts on why you believe it was cowardly and what you would have done in its place.

    Examine the morals that educators, parents, law enforcement, and the government preach and consider whether or not they occasionally err. Give specifics regarding your rebellion against “the man in charge.”

    Describe a time when you were forced to act in a way that violated your morals.

    How do you believe your government should treat homeless people morally?

    40 Best Narrative Essay Topics

    Finally, among these 40 excellent narrative essay topic suggestions, you will undoubtedly find an engaging topic from the list below. The ideas presented in this section of the post cover many topics, making them ideal for students who don’t have a set topic to write about and are free to choose whatever they want.

    Even if none of the topics listed here appeal to you, browsing and reading through these titles will inspire you and assist you in coming up with the perfect title for your upcoming writing project. Browse through them to get an idea of how to write your narrative essay:

    How enduring unjust treatment helped me become resilient

    Facing my fears after letting them rule me for years

    The first time I saw snow

    The occasion when I was summoned to the dean’s office

    My favorite beach day.

    My best friend’s introduction

    At the time I offered assistance to a stranger.

    The tragic incident that forever altered my life

    A lesson I’ll never forget in life

    The encounter with racial prejudice I had

    Going through a natural disaster and its effects

    My very first bicycle ride

    I had never sat behind the wheel before.

    The story of how I got my pet

    My favorite vacation

    The worst punishment I ever received

    The trip I’ll always cherish and remember

    My most improbable method of making friends

    The best birthday celebration I’ve ever attended

    The best day I’ve ever experienced

    The moment I misjudged someone

    Getting the assistance, I didn’t know I needed

    My experience giving to those in need

    My first flight

    Starting a new relationship

    Breaking up with a partner

    Suffering my worst injury

    The gift I’ll keep forever

    My favorite family vacation

    The first time I attended a summer camp, and my experience there

    The most severe disagreement I’ve ever had with my best friend

    The moment I felt depressed overtaken me

    My coping strategy for anxiety

    Lessons I learned about life after an accident

    Final remarks

    Do some brainstorming with a third eye after choosing a narrative essay topic that suits you. Begin by creating a unique narrative essay outline by writing down all the possible results on a piece of paper. It is always crucial that you follow your professor’s instructions. To help you adhere to all the instructions,  our online essay writing service has put together a list of writing tips and examples of narrative essay topics that you can use for your paper.

    At
    onlinenursingpapers.com
    , we have the proper expertise to help you deal with all your writing flaws by helping you write a superb essay. We are here to ensure you become the hero you have always aimed at becoming.

  • Qualitative and quantitative research in nursing essay example

    Qualitative and quantitative research in nursing essay example

    Compare and contrast the differences in purpose and data analysis methods between quantitative and qualitative nursing research.  Provide two examples of a research question, one question for each type of research, that you might wish to investigate in your future advanced nursing role.

    Research is an important element in the nursing field because findings from the research are applied as evidence-based practice in clinical practice to improve the quality of healthcare services thus leading to improved patient outcomes (Oermann, Christenbery, & Turner., 2018). The research nursing activities involve both qualitative and quantitative approaches that aid in ensuring successful research studies and in this discussion, I will create a table to compare and contrast elements of quantitative and qualitative methods of nursing research Qualitative and quantitative research in nursing essay example. The discussion will also include an example of research questions for each type of research method.

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    Quantitative research method

    Qualitative research method

    -Quantitative research method in nursing uses standardized questionnaires and experiments to collect numerical data that will allow quantitative analysis to be conducted and for findings to be determined (Rutberg, & Bouikidis, 2018).

    -A structured setting for data collection is used in conducting quantitative nursing research because this allows the researcher to control study variables, scope, research questions, and other aspects (Rutberg, & Bouikidis, 2018).

    -This research method examines the selected variables using a cause-effect relationship.

    -Quantitative research method uses statistical methods to answer research questions and test hypotheses.

    -Also, this research method uses a large population to conduct nursing research in a controlled setting to arrive at reliable and applicable findings that are measurable (LoBiondo-Wood, and Haber, 2018).

    -The qualitative research approach applies a systematic method and a subjective approach in conducting research activities (Rutberg, & Bouikidis, 2018).

    -Descriptive words in a text form is used to conduct research when using a qualitative research method.

    -While a structured setting is used in quantitative research, a natural setting is used in qualitative research studies (Rutberg, & Bouikidis, 2018) Qualitative and quantitative research in nursing essay example.

    -The semi-structured or unstructured setting is used when conducting qualitative research studies.

    -A small scope that contains a small number of subjects or participants is used in a qualitative research study to collect data and answer research questions because this allows the researcher to have an in-depth study on a phenomenon (LoBiondo-Wood, and Haber, 2018).

    An example of a quantitative research question may ask about the effects of hourly rounding on patient falls in psychiatric health facilities while an example of a qualitative research question can be asking parents whether or not to have immunizations like HPV for their teenage children. LoBiondo-Wood, and Haber, (2018) emphasize that it is important to understand that the best research method answers the asked question effectively and efficiently.

     

    References

    LoBiondo-Wood, G., and Haber, J. (2018). Nursing research: methods and critical appraisal for evidence-based practice (9th ed)

    Oermann, M.H., Christenbery, T., & Turner, K.M. (2018). Writing publishable review, research, quality improvement, and evidence-based practice manuscripts. Nursing Economics$, 36(6), 268-275.

    Rutberg, S., & Bouikidis, C. D. (2018). Focusing on the fundamentals: A simplistic differentiation between qualitative and quantitative research. Nephrology Nursing Journal, 45(2), 209-213.

    Welcome to Week 5

    Week five will focus on how to critically appraise quantitative and qualitative evidence for clinical decision-making. One discussion forum will explore the difference between quantitative and qualitative nursing research.

    Two written assignments are required. The first, Assignment #1, will involve the “Introduction and Problem Statement” to state the title of your project, a purpose statement, the background and significance of your project; PICOT formatted project questions, and references. Assignment #2 will enable you to critically appraise a nursing research study using Jean Watson’s Human Caring theory.

    Week 5: Reading
    Web Page
    Task: View this topic
    Caring Science Theory
    Oermann, M.H., Christenbery, T., & Turner, K.M. (2018). Writing publishable review, research, quality improvement, and evidence-based practice manuscripts. Nursing Economics$, 36(6), 268-275. (At USU Library)
    Week 5: Resources – Searching the Literature (USU Library) Qualitative and quantitative research in nursing essay example
    Web Page
    Task: View this topic
    Conner, B.T. (2014). Demystifying literature reviews. American Nurse Today, 9(1), 13-14.
    Cowell, J.M., & Jaffe, R. (2014). Approaches for improving literature review methods. The Journal of School Nursing, 30(4), 236-239.

    Week 5: Discussion Question – Quantitative and Qualitative Nursing Research
    Discussion Topic
    Task: Reply to this topic
    Points: 30 | Due Date: Week 5, Day 3 & 7 | CLO: 5 | Grade Category: Discussions

    Discussion Prompt

    Compare and contrast the
    differences
    in purpose and data analysis methods between quantitative and qualitative nursing research. Provide two examples of a research question, one question for each type of research, that you might wish to investigate in your future advanced nursing role.

    Expectations

    Initial Post:

    Due: Thursday, 11:59 pm PT
    Length: A minimum of 250 words, not including references
    Citations: Qualitative and quantitative research in nursing essay example At least one high-level scholarly reference in APA format from

  • Enhancing the Sustainability of EBP Initiatives Essay

    Discuss an EBP initiative that was implemented in a health care setting (use fictitious names for people and places) and whether it was successful or not sustainable, with rationale. Choose one of four models of organizational change (Melnyk [2019], Chap. 15, pp. 432-437) that you would use in an advanced nursing role to enhance the sustainability of EBP initiatives.

    Diverse evidence-based practice initiatives were implemented in the healthcare facility where I work and these initiatives were sustainable and successful. One of the most outstanding EBP initiative that was implemented was the adherence to infection control policies that greatly improved especially during the covid-19 pandemic outbreak. The infection-control policies included observation of proper hand hygiene by using the appropriate hand washing protocols, ensuring the availability of soap in handwashing stations, and the installation of additional sinks and handwashing stations. Other measures included the wearing of personal protective equipment like double gloves, high filtration masks like N95, goggles, and ensuring other healthcare facility users like patients cover their noses and mouths, especially when coughing or sneezing (Kilbourne et al., 2019). adherence to infection-control policies was strictly followed especially in the medical/surgical unit where I was working and it was very beneficial because it greatly controlled the spread of the covid-19 virus as well as other hospital-acquired infections. This EBP initiative incorporated patient education during discharge to ensure that patients adhere to infection-control strategies at home to reduce the spread of infections.

    To enhance the sustainability of EBP initiatives in my advanced nursing roles, I would use the Iowa model of organizational change because it encouraged nurses to use research findings to help in improving patient care and general healthcare quality. Additionally, the Iowa model is a problem-focused trigger and knowledge-focused trigger and the main focus of EBP initiative implementations in healthcare facilities is to solve an existing problem or disseminate knowledge to other healthcare workers thus leading to the delivery of high-quality services (Cullen et al., 2020). The Iowa model would be an appropriate model to use because of the steps that are followed while using the model thus involving other healthcare providers in the implementation of change. The emergence and rapid spread of the covid-19 virus was the problem identified using the Iowa model and therefore, Mackey, & Bassendowski, (2017) highlight that it was necessary to establish a buy-in by the healthcare facility to prioritize the problem where healthcare providers and other stakeholders can work collaboratively to develop, evaluate, and implement the proposed EBP changes. At this stage, a PICOT question is formed to critique the relevant research and evaluations are done continuously thus finally leading to the dissemination of sustainable results.
     

     

    References

    Cullen, L., Hanrahan, K., Farrington, M., Anderson, R., Dimmer, E., Miner, R., … & Rod, E. (2020). Evidence-based practice change champion program improves quality care. JONA: The Journal of Nursing Administration, 50(3), 128-134. doi: 10.1097/NNA.0000000000000856

    Kilbourne, A. M., Goodrich, D. E., Miake-Lye, I., Braganza, M. Z., & Bowersox, N. W. (2019). Quality Enhancement Research Initiative Implementation Roadmap: Toward Sustainability of Evidence-based Practices in a Learning Health System. Medical care, 57 Suppl 10 Suppl 3(10 Suppl 3), S286–S293. https://doi.org/10.1097/MLR.0000000000001144

    Mackey, A., & Bassendowski, S. (2017). The history of evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33(1), 51-55.
    https://doi.org/10.1016/j.profnurs.2016.05.009

     

    Week 7: Discussion Question -Enhancing the Sustainability of EBP Initiatives
    Discussion Topic
    Task: Reply to this topic
    Points: 30 | Due Date: Week 7, Day 3 & 7 | CLO: 4 | Grade Category: Discussions

    Discussion Prompt

    Discuss an
    EBP initiative
    that was implemented in a health care setting (use fictitious names for people and places) and whether it was successful or not sustainable, with rationale. Choose one of four models of organizational change (Melnyk [2019], Chap. 15, pp. 432-437) that you would use in an advanced nursing role to enhance sustainability of EBP initiatives.

    Expectations

    Initial Post:

    Due: Thursday, 11:59 pm PT
    Length: A minimum of 250 words, not including references
    Citations: At least one high-level scholarly reference in APA format from within the last 5 years
    Peer Responses:

    Due: Monday, 11:59 pm PT
    Number: A Minimum of 2 to Peer Posts, at least one on a different day than the main post
    Length: A minimum of 150 words per post, not including references
    Citations: At least one high-level scholarly reference in APA per post from within the last 5 years

  • Nursing evidence-based practice vs research

    Nursing evidence-based practice vs research

    Nursing research is often conducted with the aim s of either generating new knowledge or validating currently existing knowledge based on theory. The process of conducting research therefore involves an organized scientific inquiry to answer hypotheses or specific research questions using either qualitative or quantitative scientific methods or both. The research   concludes by mentioning how the findings add to the existing body of knowledge, and provides recommendations for future research (Chien, 2019). In comparison, evidence based practice   entails the translation of   currently existing evidence into practice. Its aim is in utilizing the best and most current scientific evidence to make patient-centered decisions in the clinical setting. Therefore, most of the evidence utilized by providers in this case originates from research Nursing evidence-based practice vs research. However, its use goes beyond research to incorporate patient values and preferences and clinical expertise. Besides, even in instances where there exists no research evidence, evidence-based practice admits opinions and knowledge from experts and leaders which is transformed into practice.

    A masters-prepared nurse can differentiate a research project that is part of an evidence-based intervention project from a nursing research that purposes to create knowledge by analyzing their specific components. For instance, the latter will be peer-reviewed, and have a hypothesis that a researcher purposes to test using scientific methods. Nursing evidence-based practice vs research The methods must describe the processes, participants, and instruments used, it must include the findings, conclusion, recommendations for further research, and implications for practice (Chien, 2019).  In contrast, an evidence based project will primarily rely on extensive reviews and evaluation of currently existing evidence that perfectly address all elements of EBP identified in a PICOT (population, intervention, comparison, outcome, time) question meaningfully (Buccheri & Sharifi, 2017). The article will include a description of processes and strategies on how synthesized literature was used to translate research into practice and the outcomes thereafter.

    References

    Chien L. Y. (2019). Evidence-Based Practice and Nursing Research. 
    The journal of nursing research: JNR
    , 
    27
    (4), e29.
    https://doi.org/10.1097/jnr.0000000000000346

    Buccheri, R. K., & Sharifi, C. (2017). Critical appraisal tools and reporting guidelines for evidence‐based practice. 
    Worldviews on Evidence‐Based Nursing
    , 
    14
    (6), 463-472 Nursing evidence-based practice vs research.

    Week eight explores strategies for leaders to sustain EBP in academic, health care and other clinical settings. One discussion forum will focus on the differences between nursing research and evidence-based practice. The Signature Assignment, a formal evidence-based project proposal paper, is due the end of week eight.
    Week 8: Discussion Question – Research and Evidence-Based Practice
    Discussion Topic
    Task: Reply to this topic
    Points: 30 | Due Date: Week 8, Day 3 & 7 | CLO: 1 | Grade Category: Discussions

    Discussion Prompt

    Using supporting documentation from at least one nursing publication, describe how evidence-based practice is different from research. How would you identify a research project as being an evidence-based intervention project versus the creation of knowledge in a nursing research project?

    Expectations

    Initial
    Post
    :

    Due: Thursday, 11:59 pm PT
    Length: A minimum of 250 words, not including references
    Citations: Nursing evidence-based practice vs research At least one high-level scholarly reference in APA format from within the last 5 years
    Peer Responses:

    Due: Monday, 11:59 pm PT
    Number: A Minimum of 2 to Peer Posts, at least one on a different day than the main post
    Length: A minimum of 150 words per post, not including references
    Citations: Nursing evidence-based practice vs research At least one high-level scholarly reference in APA per post from within the last 5 years

  • NRNP 6540 WEEK ONE: Mr. Perkins, age 81 Week 1: Assessment of Older Adults

    NRNP 6540 WEEK ONE: Mr. Perkins, age 81 Week 1: Assessment of Older Adults

    NRNP 6540 WEEK ONE: Week 1: Assessment of Older Adults

    Student’s Name

    Institution

    Course Code, Course Name

    Instructor’s Name

    Date

     

    Case Overview

    The case involves an 81 year old, Mr. Perkin, who presented for an annual physical examination. He is progressing well and has osteoarthritis. During this visit, he requests for a flu shot. Mr. Perkin’s takes no other drugs apart from Tylenol for arthritis pain. As Mr. Perkin’s walks into the examination room, you notice that he is using a straight cane in his right hand. NRNP 6540 WEEK ONE: Mr. Perkins, age 81 Week 1: Assessment of Older Adults When you ask about the cane, he says he began using the cane because the pain in his right hip had increased significantly over the past 6 months.

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    Osteoarthritis (OA) is a degenerative joint disease that often affects the knee joint and is characterized by progressive tear and wear and loss of articular cartilage. It is a common diagnosis in the elderly population and in severe cases, can result in permanent disability. The prevalence of OA is higher in males compared to females. Among people aged 70 years and older, OA has a prevalence that is as high as 40% and in those aged 60 years and older with symptomatic disease, the prevalence in males and females is 10% and 13% respectively (Chen et al., 2017). A critical evaluation of Mr. Perkins demonstrates that apart from the OA-associated pain, the disease is negatively impacting his mobility. Chen et al., (2017) demonstrates that among elderly patients diagnosed with OA, decreased mobility and pain increase the risk of falls and fall-related injuries, ability to independently perform and instrumental activities of daily living (IADLs) as well as activities of daily living (ADLs). Ultimately, patients will experience a poor quality of life (QOL) NRNP 6540 WEEK ONE: Mr. Perkins, age 81 Week 1: Assessment of Older Adults.

    It will be important to perform a comprehensive geriatric assessment (CGA) on Mr. Perkins as the findings can help in identifying individual healthcare needs and potential gaps in care. The nurse will use the findings of the CGA to develop a personalized plan of care for optimal and patient-centric outcomes. According to Ball et al. (2019), the CGA must include the following components; psychological, physical, socio-environmental, functional, and QoL. Considering her age and underlying diagnosis, she is at a high risk of other chronic illnesses such as cancers that can also result in pain. Therefore, while conducting a comprehensive physical examination, the nurse should evaluate whether Mr. Perkin’s pain is as a result of the OA diagnosis or other chronic underlying causes. Her comprehensive laboratory evaluation should assess for

    glycemic control,

    Urea Electrolytes  and Creatinine (UECs)

    Underlying anemia,

    Renal function  test

    Liver function test (metabolism)

    Iron, folate, and vitamin B12 deficiencies

    Considering Mr.
    Perkin
    ’s advanced age and comorbid OA, she is at a high risk of   sustaining a fall. Therefore, it is mandatory to conduct a fall risk assessment. One of the most currently recommended and reliable tool to conduct this assessment is the Hendrich II Fall risk Model after which, the nurse can recommended practical fall prevention measures to decrease her overall fall risk Scale (Ball et al., 2019). Besides, her current status predisposes her to a high risk of geriatric depression, which has a high morbidity and mortality.  A valid and reliable tool to evaluate for geriatric depression for Mr. Perkin is the Short Form Geriatric Depression Scale (Ball et al., 2019). His evaluation should be conducted from the comfort of her home, preferably in liaison with a home health agency. During the assessment, the nurse should evaluate the patient’s support system (family) and related dynamics.

    He needs to be educated about the immunization recommendations for older adults which particularly the flu vaccine and pneumococcal vaccine (Coll et al., 2019). The care plan should prioritize adequate control of pain through dosage, drug and frequency modifications until there is adequate control. Mr. Perkin will also need the intervention of an occupational and physical therapist to regain physical and functional control NRNP 6540 WEEK ONE: Mr. Perkins, age 81 Week 1: Assessment of Older Adults.

    References

    Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby

    Chen, D., Shen, J., Zhao, W., Wang, T., Han, L., Hamilton, J. L., & Im, H. J. (2017). Osteoarthritis: toward a comprehensive understanding of pathological mechanism. 
    Bone research
    , 
    5
    , 16044.
    https://doi.org/10.1038/boneres.2016.44

    Coll, P.P., Costello, V. W., Kuchel, G. A., Bartley, J., & McElhaney, J. E. (2019). The prevention of infections in older adults: Vaccination. Journal of the American Geriatrics Society, 68(1), 207-214.

     

    You will choose only ONE of the case studies below to respond to:

    Please refer to your required readings and media. These are the best sources to use as APA citations and references. Yes – these are required in all of your writings! (See the note in doc sharing for more information on APA format)

    Case Study 1:

    Mr. Perkins, age 81, reports for an annual physical examination. He says he is doing well. His only known problem is osteoarthritis. He also requests a flu shot. He takes no medications other than Tylenol for arthritis pain. When he walks into the exam room, you notice that he is using a straight cane in his right hand. When you ask about the cane, he says he began using the cane because the pain in his right hip had increased significantly over the past 6 months.

    THEN: Review the case study and based on the provided information, think about a possible patient evaluation plan. As part of your evaluation planning, consider where the evaluation would take place, whether any other professionals or family members should be present, appropriate assessment tools and guidelines, and any other relevant information you may wish to address.
    Consider whether the assessment tool you identified was validated for use with this specific patient population and if this poses issues. Think about additional factors that might present issues when performing assessments such as language, education, prosthetics, missing limbs, etc.
    Consider immunization requirements that may be needed for this patient.
    Keep in mind that as nurse practitioners, whether you are primary care or acute care, patient and family education is always important. This includes education about medications, tests, treatment plans, immunizations, diagnosis, and health promotion.
    PLEASE COVER ALL POINTS IN YOUR DISCUSSION.
    NRNP 6540
    WEEK ONE: Mr. Perkins, age 81 Week 1: Assessment of Older Adults POINTS WILL BE DEDUCTED IF ALL POINTS ARE NOT ADDRESSED! I recommend that you write your discussion in a word document on your computer, spell and grammar check, save it, and then copy and paste into BB. Always review the rubric in BB.

    REMEMBER TO CITE AND REFERENCE IN APA 7TH EDITION WHERE NEEDED. I also recommend that you cite your sources from the readings from your required and recommended reading lists!

    BY DAY 6:

    Respond to at least two of your colleagues on two different days in one or more of the following ways: – put this on your calendar reminders or post on your computer as a reminder. You cannot receive a grade if you do not respond to two classmates.

    Suggest alternative assessment tools and explain why these tools might be appropriate for your colleagues’ patients.
    Recommend strategies for mitigating issues related to use of the assessment tools your colleagues discussed.
    Explain other health promotion considerations for patients in this population or with related issues.
    There are many great geriatric assessment tools! NRNP 6540 WEEK ONE: Mr. Perkins, age 81 Week 1: Assessment of Older Adults I hope you will explore and get to know many of them! I have posted some good ones in doc sharing for you.

     

    Rubric Detail

    Select Grid View or List View to change the rubric’s layout.

    Name: NRNP_6540_Week1_Discussion_Rubric
    Grid View
    List View
    Excellent
    Point range: 90–100 Good
    Point range: 80–89 Fair
    Point range: 70–79 Poor
    Point range: 0–69
    Main Posting:

    Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
    40 (40%) – 44 (44%)
    Thoroughly responds to the discussion question(s).

    Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

    No less than 75% of post has exceptional depth and breadth.

    Supported by at least 3 current credible sources.
    35 (35%) – 39 (39%)
    Responds to most of the discussion question(s).

    Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

    50% of the post has exceptional depth and breadth.

    Supported by at least 3 credible references.
    31 (31%) – 34 (34%)
    Responds to some of the discussion question(s). NRNP 6540 WEEK ONE: Mr. Perkins, age 81 Week 1: Assessment of Older Adults

    One to two criteria are not addressed or are superficially addressed.

    Is somewhat lacking reflection and critical analysis and synthesis.

    Somewhat represents knowledge gained from the course readings for the module.

    Post is cited with fewer than 2 credible references.
    0 (0%) – 30 (30%)
    Does not respond to the discussion question(s).

    Lacks depth or superficially addresses criteria.

    Lacks reflection and critical analysis and synthesis.

    Does not represent knowledge gained from the course readings for the module.

    Contains only 1 or no credible references.
    Main Posting:

    Writing
    6 (6%) – 6 (6%)
    Written clearly and concisely.

    Contains no grammatical or spelling errors.

    Further adheres to current APA manual writing rules and style.
    5 (5%) – 5 (5%)
    Written concisely.

    May contain one to two grammatical or spelling errors.

    Adheres to current APA manual writing rules and style.
    4 (4%) – 4 (4%)
    Written somewhat concisely.NRNP 6540 WEEK ONE: Mr. Perkins, age 81 Week 1: Assessment of Older Adults

    May contain more than two spelling or grammatical errors.

    Contains some APA formatting errors.
    0 (0%) – 3 (3%)
    Not written clearly or concisely.

    Contains more than two spelling or grammatical errors.

    Does not adhere to current APA manual writing rules and style.
    Main Posting:

    Timely and full participation
    9 (9%) – 10 (10%)
    Meets requirements for timely, full, and active participation.

    Posts
    main discussion
    by due date.
    8 (8%) – 8 (8%)
    Posts main discussion by due date.

    Meets requirements for full participation.
    7 (7%) – 7 (7%)
    Posts main discussion by due date.
    0 (0%) – 6 (6%)
    Does not meet the requirements for full participation.

    Does not post NRNP 6540 WEEK ONE: Mr. Perkins, age 81 Week 1: Assessment of Older Adults main discussion by due date.

  • Chronic Kidney Disease (CKD) Pharmacokinetics and Pharmacodynamics Essay

    Chronic Kidney Disease (CKD) Pharmacokinetics and Pharmacodynamics Essay

    Pharmacology

    Post
    a description of the patient case from your experiences, observations, and/or clinical practice from the last 5 years. Then, describe factors that might have influenced pharmacokinetic and pharmacodynamic processes of the patient you identified Chronic Kidney Disease (CKD) Pharmacokinetics and Pharmacodynamics Essay. Finally, explain details of the personalized plan of care that you would develop based on influencing factors and patient history in your case. Be specific and provide examples.

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    Pharmacokinetics and Pharmacodynamics

    Student’s name

    Institution

    Course Code, Course Name

    Instructor’s Name

    Date

    Introduction

    Within the past 5 years of practice, an interesting case of a patient I worked with was that of a 68 years old patient who was diagnosed with chronic kidney disease (CKD) on dialysis. He was a middle aged African American male with a longstanding  history of uncontrolled Type 2 diabetes mellitus (T2DM) and one of the drugs he was prescribed was gabapentin Chronic Kidney Disease (CKD) Pharmacokinetics and Pharmacodynamics Essay.

    Pharmacokinetics and Pharmacodynamics

    Chronic Kidney Disease (CKD) is an increasingly common condition in patients with diabetes mellitus which alters the pharmacodynamics and pharmacokinetics of drugs.  Therefore, when prescribing a drug to a patient with CKD, the prescriber should be knowledgeable about the medication, the extent of the physiology altered in a patient, and the principles which influence the dosing regimens. Lea-Henry et al., (2018) highlights that currently, there exists guidelines to inform knowledge and decision making in regards to dosing in CKD. However, most of the findings base on limited data that is limited hence, there is need to understand the principles that guide their
    pharmacokinetics
    .  A decreased glomerular filtration rate (GFR) in CKD significantly impacts the pharmacodynamics and pharmacokinetics of drugs in CKD. Ultimately, this reduces the renal clearance and subsequent excretion of drugs (Lea-Henry et al., 2018). Therefore, if a prescriber fails to make appropriate dose adjustments, patients are at a higher risk of toxicity.

    CKD alters the processes of drug absorption, distribution, metabolism, and excretion. For this patient, age was a determining factor in the pharmacokinetics and pharmacodynamics of the drug prescribed. Advanced age is associated with lower rates of GFR and creatinine clearance and vice versa. However, the levels of serum creatinine remain within the normal limits Chronic Kidney Disease (CKD) Pharmacokinetics and Pharmacodynamics Essay. In practice, Sabatino et al., (2017) mentions how clinicians often evaluate patients using the serum creatinine levels and in such patients, since the values are within the normal limits, the findings can be misleading. Therefore,  the  fact that  tis patient had an advanced ae and an underlying  diagnosis of CKD,  he  needed a proper dose  adjustment  to  decrease the risk of  drug  toxicity.

    Personalized Care Plan

    Non-pharmacological approaches to chronic disease management such as lifestyle modification are considered an important intervention to prevent CKD progression. Lifestyle modification can perfectly be implemented through behavior change interventions in regards to diet and physical activity (Evangelidis et al., 2019).  In diet therapy, the patient has to maintain a strict diet characterized by limited sodium intake, increased consumption of vitamins (folic acid, vitamin B, erythropoietin, and iron). To help the patient successfully navigate through the lifestyle changes, he will need the help of a dietician, nurse practitioner (NP), physician, and family members to work collaboratively. In regards to the dosing regimen, the usual dosing of gabapentin in adults/older adults starts with 300mg to a maximum of 2400mg daily Chronic Kidney Disease (CKD) Pharmacokinetics and Pharmacodynamics Essay. Based on the recommendations provided by Raouf et al., (2017), this patient’s dosing should be adjusted to a starting dose of 125mg to maximum 300mg daily.

    Conclusion

    Factors as advanced age and underlying chronic diseases such as chronic kidney disease impact the pharmacokinetics and pharmacodynamics of medications by reducing creatinine clearance and GFR. Ultimately, this decreases the mechanism by which the kidneys excrete drugs. Therefore, a prescriber must be knowledgeable of the renal physiological changes that occur with age and CKD to make an informed decision on the best drug modification strategies to prevent adverse events Chronic Kidney Disease (CKD) Pharmacokinetics and Pharmacodynamics
    Essay
    .

    References

    Evangelidis, N., Craig, J., Bauman, A., Manera, K., Saglimbene, V., & Tong, A. (2019). Lifestyle behaviour change for preventing the progression of chronic kidney disease: a systematic review. 
    BMJ open
    , 
    9
    (10), e031625. https://doi.org/10.1136/bmjopen-2019-031625 Chronic Kidney Disease (CKD) Pharmacokinetics and Pharmacodynamics Essay

    Lea-Henry, T. N., Carland, J. E., Stocker, S. L., Sevastos, J. Roberts, D. M. (2018). Clinical Journal of American Society of Nephrology. Clinical Pharmacokinetics in Kidney Disease. 13(7) 1085-1095; DOI: 10.2215/CJN.00340118

    Raouf, M., Atkinson, T. J., Crumb, M. W., & Fudin, J. (2017). Rational dosing of gabapentin and pregabalin in chronic kidney disease.
    Journal of pain research
    ,
    10
    , 275.

    Sabatino, J. A., Pruchnicki, M. C., Sevin, A. M., Barker, E., Green, C. G., & Porter, K. (2017). Improving prescribing practices: A pharmacist‐led educational intervention for nurse practitioner students. Journal of the American Association of nurse practitioners, 29(5), 248–254. doi:10.1002/2327-6924.12446 Chronic Kidney Disease (CKD) Pharmacokinetics and Pharmacodynamics Essay

  • Assessment 2 Instructions: Applying Research Skills

    Assessment 2 Instructions: Applying Research Skills

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    NHS-FPX4000 – Jul 11 2022 to Oct 02 2022 – Section 24

    Assessment 2: Applying Research Skills

    Assessment 2 Instructions: Applying Research Skills

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    NHS-FPX4000 – Jul 11 2022 to Oct 02 2022 – Section 24

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    Set Target Dates

    Assessments

    Assessment 1: Pledge of Academic Honesty

    Assessment 2: Applying Research Skills

    Assessment 3: Applying Ethical Principles

    Assessment 4: Analyzing a Current Health Care Problem or Issue

    Complete This Course

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    Assessment 4: Analyzing a Current Health Care Problem or Issue
    Complete This Course

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    Assessment 2 Instructions: Applying Research Skills

     

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     Assessment 2 Instructions

    Create a 2-4 page annotated bibliography and summary based on your research related to best practices addressing one of the health care problems or issues in the Assessment Topic Areas media piece faced by a health care organization that is of interest to you Assessment 2 Instructions: Applying Research Skills.

    Introduction

    In your professional life, you will need to find credible evidence to support your decisions and your plans of action. You will want to keep abreast of best practices to help your organization adapt to the ever-changing health care environment. Being adept at research will help you find the information you need. For this assessment, you will review the Assessment Topic Areas media piece and select one of the health care problems or issues to research, which will be a current health care problem or issue faced by a health care organization that is of interest to you.

    Instructions

    Note
    : The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum, be sure to address each point. In addition, you are encouraged to review the performance-level descriptions for each criterion to see how your work will be assessed.

    For this assessment, research best practices related to a current health care problem. Your selected problem or issue will be utilized again in Assessment 4. To explore your chosen topic, you should use the first two steps of the 
    Socratic Problem-Solving Approach
     to aid your critical thinking.

    View the 
    Assessment Topic Areas
     media piece and select one of the health care problems or issues in the media piece to research. Write a brief overview of the selected topic. In your overview:

    Summarize the health care problem or issue.

    Describe your interest in the
    topic
    .

    Describe any professional experience you have with this topic.

    Identify peer-reviewed articles relevant to health care issue or problem.

    Conduct a search for scholarly or academic peer-reviewed literature related to the topic and describe the criteria you used to search for articles, including the names of the databases you used. You will select four current scholarly or academic peer-reviewed journal articles published during the past 3–5 years that relate to your topic.

    Refer to the 
    NHS-FPX4000: Developing a Health Care Perspective Library Guide
     to help you locate appropriate references.

    Use keywords related to the health care problem or issue you are researching to select relevant articles.

    Assess the credibility and explain relevance of the information sources you find.

    Determine if the source is from an academic peer-reviewed journal.

    Determine if the publication is current Assessment 2 Instructions: Applying Research Skills.

    Determine if information in the academic peer-reviewed journal article is still relevant.

    Analyze academic peer-reviewed journal articles using the annotated bibliography organizational format. Provide rationale for inclusion of each selected article. The purpose of an annotated bibliography is to document a list of references along with key information about each one. The detail about the reference is the annotation. Developing this annotated bibliography will create a foundation of knowledge about the selected topic. In your annotated bibliography:

    Identify the purpose of the article.

    Summarize the information.

    Provide rationale for inclusion of each article.

    Include the conclusions and findings of the article.

    Write your annotated bibliography in a paragraph form. The annotated bibliography should be approximately 150 words (1–3 paragraphs) in length.

    List the full reference for the source in APA format (author, date, title, publisher, et cetera) and use APA format for the annotated bibliography.

    Make sure the references are listed in alphabetical order, are double-spaced, and use hanging indents.

    Summarize what you have learned from developing an annotated bibliography.

    Summarize what you learned from your research in a separate paragraph or two at the end of the paper.

    List the main points you learned from your research.

    Summarize the main contributions of the sources you chose and how they enhanced your knowledge about the topic.

    Example Assessment
    : You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

    Assessment 2 Example [PDF]
    .

    Additional Requirements

    Your assessment should also meet the following requirements:

    Length
    : 2–4 typed, double-spaced pages, not including the title page and reference page.

    Font and font size
    : Times New Roman, 12 point.

    APA tutorial
    : Use the 
    APA Style Paper Tutorial [DOCX]
     for guidance.

    Written communication
    : Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics. Assessment 2 Instructions: Applying Research Skills

    Content
    : Provide a title page and reference page following APA style.

    References
    : Use at least four scholarly or academic peer-reviewed journal articles.

    APA format
    : Follow current APA guidelines for in-text citation of outside sources in the body of your paper and also on the reference page Assessment 2 Instructions: Applying Research Skills.

    Competencies Measured

    By successfully
    completing this assessment
    , you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    Competency 2: Apply scholarly information through critical thinking to solve problems in the field of health care.

    Assess the credibility and relevance of information
    sources
    .

    Analyze academic peer-reviewed journal articles using the annotated bibliography organizational format.

    Summarize what was learned from developing an annotated bibliography.

    Competency 4: Write for a specific audience, in appropriate tone and style, in accordance with Capella’s writing standards.

    Apply academic peer reviewed journal articles relevant to the health care problem or issue being researched Assessment 2 Instructions: Applying Research Skills.

    Produce text with minimal grammatical, usage, spelling, and mechanical errors.

    Integrate into text appropriate use of scholarly sources, evidence, and citation style.

     Scoring Guide

    Scoring Guide

    Use the scoring guide to understand how your assessment will be evaluated.

    View Scoring Guide

    Assessment 2 Instructions: Applying Research Skills

  • IOM Future of Nursing Report and Nursing GCU

    The IOM Future of Nursing Report and Nursing

    Introduction

    The Institute of Medicine (IOM) report “The Future of Nursing: Leading Change, Advancing Health” is a thorough assessment of the nursing workforce. The report explores how the education, responsibilities and the roles of nurses should significantly be changed to meet the high demand for care that will occur as a result of a reformed health system and to promote improvements in the United States health system that is becoming more complex. The IOM Future of Nursing Report and Nursing GCU paper discusses how the IOM report has influenced nursing education and training, practice, and role development  and the role of  state-based action coalitions in promoting implementations contained in the report.

    The work of the Robert Wood Foundation Committee Initiative that led to the IOM report

    In 2008, the IOM was approached by the RWJF to suggest collaboration between the two entities to perform an assessment and act in response to the need to change the profession to meet the challenges facing the profession.  According to Altman et al (2016), the two organizations initiated a two year Future of Nursing initiative.  The RWJF committee was requested to examine whether the nursing workforce was capable of meeting the demands of the reformed health care system. The committed was also tasked with developing recommendations for transformations at the national, state, and local levels. In particular, the committee was requested to recognize the fundamental responsibilities of the nursing workforce in the planning and execution of a health care system that is more efficient and effective IOM Future of Nursing Report and Nursing GCU. The committee was to produce recommendations on how the nursing education capacity could be expanded to produce a sufficient amount of nurses who are adequately prepared to net future and current demand; reconceptualize nurses’ role within the framework whole health care system, and create innovative remedies connected to health care delivery and professional education by concentrating on the provision of nursing service.

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    The four Key Messages that structure the IOM Report recommendations

    Key Message 1

    The initial key message is that nurses should practice to the full level of their education and training. The committee noted that policy and regulatory obstacles have prevented nurses from undertaking the variety of tasks for which their training and education have prepared them.  The committee produced recommendations on actions that state legislatures, Congress, and several federal agencies could take to assist eradicate these barriers (Altman et al., 2016).

    Since the report was released, state actions have worked on the recommendations to eliminate barriers to APRN practice. According to Hansen-Turton et al (2015), in 2013, fifteen states introduced legislation to make sure that nurses are able to fully practice to their level of training and education. Numerous editorial boards, including Bloomberg and The New York Times, have called for the elimination of these barriers, and there is a shift in public opinion in favor of the elimination of nurses’ barriers to practice.

    Key Message 2

    The second key message is that nurses should attain higher training and education that an education system that is improved to promote seamless progression. The committee noted that key transformations in the United States health care system to occur, it will be essential to transform the nurses’ education to get them ready to deal with technology and synthesize multi-faceted information, work in partnership with other health professionals, and engage in critical decision making.  The committee recommended that to meet these needs, more nurses attain higher degrees so that by the year 2020, eighty percent of nurses would possess a baccalaureate degree and with the number of nurses having a doctorate doubling by 2020. Additionally, the committee proposed that nurses participate in continuous education and the diversity of the workforce to be increased (Altman et al., 2016) IOM Future of Nursing Report and Nursing GCU.

    This key message has led to a rise in the number of nurses with higher and baccalaureate degrees. The number of baccalaureate nursing programs, the number of enrollees, and the number of nurses graduating from these programs have steadily increased.  According to Altman et al (2016), entry-level baccalaureate programs had increased to 704 in 2014 from 642 in 2010 with accelerated baccalaureate programs increasing to 299 from 133 in the same period.

    Residences in a diverse setting and various levels have been expanded or developed in the years since the IOM report was published.   There have been development and financing by institutions employing nurses, to improve on the job training as well as retention of newly hired nurses.  For example, over 130 health systems and hospitals across the United States are taking part in the AACN/UHC programs for postbaccalaureate residencies and yearly participation had increased from  3, 579 nurses in 2010 to over 9,000 nurses in 2014 (Altman et al., 2016).

    Key message 3

    The third key message is that nurses should fully partner with physicians and other health professionals in redesigning the United States health care. The committees established that for nurses to fully take part in transforming the system, they are supposed to become leaders and collaboratively work with other leaders.  The committee proposed that for nurses to develop leadership capacity, education programs, funders, and health care organizations offer, finance, and expand opportunities for nurses to be able to build up skills on leadership and take on leadership positions. (Altman et al, 2016).

    Since the report was released, there has been an establishment and expansion of leadership development opportunities by private organizations, nursing associations, and education programs.  IOM Future of Nursing Report and Nursing GCU According to Altman et al (2016), nursing associations actively sponsors programs intended to develop nurses leaders’ entrepreneurial and leadership skills in a wide range of positions. For example, the American Organization of Nurse Executives provides a wide range of leadership opportunities and education, entailing the nurse manager fellowship and the emerging nurse leader institute.

    Key Message 4

    The fourth and last key message is that effective policymaking and workforce planning need bet collection of data along with a superior information infrastructure.  The committee established that to get ready for important health care system transformations, it is essential to have concrete and reliable information on the nursing workforce. This data includes the types and number of nurses practicing, their roles, and their places of work, and the tasks they undertake.  The committee made the recommendation that the  National health care workforce commission should work in collaboration with the human resources and services administration to improve the gathering and analysis of data on the healthcare workforce.

    The role of state-based Action Coalitions

    To implement the four key messages and the eight recommendations of the IOM report, RWJF leveraged preexisting groundwork and formed collaborations known as action coalitions to engage national organizations in directing implementation. State-based action coalitions move recommendations forward at the community and state levels. They are the driving force of the entire initiative to make advancement at the national, state, and local levels and to develop sustainable schemes to attain the IOM report goals. They also inform policymakers on the way the IOM recommendations can be implemented   (Huston, 2016) IOM Future of Nursing Report and Nursing GCU.

    Initiatives that the North Carolina action coalition is working
    on

    The Regionally Increasing Baccalaureate Nurses (RIBN) initiative is one initiative that the North Carolina action coalition is working on.  The RIBN initiative offers a cost-effective educational pathway amid universities and community colleges so that more nursing students in North Carolina can attain a baccalaureate degree at the start of their careers.  This initiative is advancing the nursing profession by providing more educational opportunities. Increasing the diversity of the nursing workforce is the other initiative by the North Carolina Action Coalition.  Numerous university and community college nursing education programs across the state are diligently working to increase the diversity of nursing students through recruitment and retention initiatives. The two initiatives are advancing the nursing profession by enabling nurses to attain higher levels of training and education and attainment of a more diverse nursing workforce.

    Barriers to advancement that currently exist in North Carolina

    Restrictive scope of practice laws are barriers to advancement that currently exist in North Carolina.  State laws make it mandatory for nurse practitioners to have a collaborative practice agreement (CPA) with a  licensed medical doctor.   The CPA delineates patient management and describes the way the physician and the APRN interact.  The CPA also describes medical treatments, tests, and procedures that may be performed by the nurse practitioner and the devices and drugs that may be ordered, or prescribed by the APRN and also a plan for emergency services (Phillips, 2020).  With these requirements, nurses are unable to practice independently and advance their practice in the absence of a collaborating physician. Additionally, the CPA is costly, which makes it hard for nurses to advance their own clinics. Nursing advocates overcome these barriers by calling for the removal of government-imposed restrictions on NPs which lessens access to care in North Caroline and increases costs of health care. They are also involved in crafting bills that would address old-fashioned regulations on nurse practitioners.

     

    References

    Altman, S., Butler, A., & Shern, L. (2016).
    Assessing Progress on the Institute of Medicine Report the Future of Nursing
    .  The National Academies Press.

    Hansen-Turton, T.,  Sherman, S., & King, E. S. (2015).
    Nurse-Led Health Clinics: Operations, Policy, and Opportunities.
    Springer Publishing Company IOM Future of Nursing Report and Nursing GCU.

    Huston, C. J. (2016).
    Professional Issues in Nursing: Challenges and Opportunities
    . Wolters Kluwer Health.

    Phillips, S. J. (2020). 32
    nd
    Annual APRN Legislative Update: Improving access to high-quality, safe, and effective healthcare. 
    The Nurse Practitioner, 45
    (1), 28-55. doi: 10.1097/01.NPR.0000615560.11798.5f

     

    Review the IOM report, “The Future of Nursing: Leading Change, Advancing Health,” and explore the ”Campaign for Action: State Action Coalition” website. In a 1,000-1,250 word paper, discuss the influence the IOM report and state-based action coalitions have had on nursing practice, nursing education, and nursing workforce development, and how they continue to advance the goals for the nursing profession.

    Include the following:

    Describe the work of the Robert Wood Foundation Committee Initiative that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.” IOM Future of Nursing Report and Nursing GCU

    Outline the four “Key Messages” that structure the IOM Report recommendations. Explain how these have transformed or influenced nursing practice, nursing education and training, nursing leadership, and nursing workforce development. Provide examples.

    Discuss the role of state-based action coalitions. Explain how these coalitions help advance the goals specified in the IOM report, “Future of Nursing: Leading Change, Advancing Health.”

    Research the initiatives on which your state’s action coalition is working. Summarize two initiatives spearheaded by your state’s action coalition. Discuss the ways these initiatives advance the nursing profession.

    Describe barriers to advancement that currently exist in your state and explain how nursing advocates in your state overcome these barriers.

    You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

    Prepare
    this IOM Future of Nursing Report and Nursing GCU assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

    This IOM Future of Nursing Report and Nursing GCU assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

  • soap note example -cough

    soap note example -cough

    Please go to Bates’ Visual Guide to Physical Examination at batesvisualguide.com. After logging in, go to the Objective Structured Clinical Examinations (OSCE) tab, log in again, and complete the OSCE titled “Cough”.

    Please document this encounter using the SOAP format. Unless specified in the case study, the patient’s PMH, PSH. FH, SH, and ROS are “normal” or non-contributory. Your task is to “create” a “normal” (don’t use that word!) PMH, PSH, FH, SH, and ROS for your documentation for this encounter (See examples in your Bates’ text and pocketbook). In other words, I need to see that you know what information belongs under each of these categories and that you know how to document appropriately. So, create or make up, normal findings for these and document them correctly. Recall these OSCE written assignments are to be Comprehensive SOAP Note. When you document the physical exam you will include any abnormalities discovered in the OSCE but will also include so-called “normal” findings in each system. Here too, what is expected is evidence that you are proficient in communicating both normal and abnormal findings (without using those words!).

    Under “Assessment” you will choose the most likely diagnosis which is confirmed by the data presented and assessed. Using the tool found at either http://www.icd10data.com/ (Links to an external site.) or https://www.cms.gov/medicare-coverage-database/staticpages/icd-10-code-lookup.aspx (Links to an external site.) you will also include the ICD 10 code appropriate to that diagnosis. For example, if your assessment for an encounter is “Acute Pharyngitis” you would document this as “Assessment: Acute pharyngitis (ICD 10 Code J02.9)”. For our purposes you will identify (list) the data to the diagnosis which supports it. Please see grading rubric.

    The differential diagnoses, as you are aware, are diagnoses which are possible given the data. It is usually listed from the MOST probable to the LEAST probable given the data at hand or data being derived from diagnostics. But they are data driven. If there is no data to support it, the diagnosis should not be considered.

    In a patient encounter SOAP note, many clinicians place their differential diagnoses within the “Plan” and keep the current working diagnosis in the “Assessment”. (This is my preference and practice). This helps the biller/coder in the practice quickly identify the current diagnosis without billing for diagnoses which are not confirmed. For example, the data at hand may confirm an abnormal PAP (ASCUS), but you are concerned about cervical cancer. Under the heading of “Assessment”, cervical cancer would not be listed since the data does not yet confirm it. Rather, under section heading of, “Assessment” it would be “Papanicolaou smear of cervix with atypical squamous cells of undetermined significance, ICD 10 Code R87-610)”. But under “Other considerations” or “Differential Diagnoses” in you would obviously communicate your malignancy concern. Here too, you will need to link or document your data which supports the consideration of the differential and provide the appropriate ICD 10 codes).

    You will not be documenting the “Plan”, other than diagnostics. Leave the pharmacotherapeutics and surgeries or therapies for your next class. It is beyond the scope of our course. After you have chosen your diagnostic test(s) please indicate what specific finding/result from the test would support (or refute) your diagnostic concerns.

    A title page will be necessary and should follow standard APA format. An abstract is not necessary. You may single space the document but please separate the major sections by a double space. Headings should correspond to the major sections of the SOAP format. Please submit your SOAP note using a file upload under Assignments and in the following format: (1) biographical and identifying data, (2) subjective data – with its subcategories, (3) objective data – with its subcategories, (4) assessment, and (5) plan. Refer to your texts and the presentation “SOAP Notes and Oral Presentations” for more detailed information. Please provide a reference page.

    See SOAP NOTE FORMAT under “Course Resources and Information” for format to use for the SOAP note

    ORDER NOW

    Rubric
    Written SOAP Note Assignments (3)
    Written SOAP Note Assignments (3)
    Criteria Ratings Pts
    This criterion is linked to a Learning OutcomeAPA format and grammar/spelling rules followed
    8 pts
    This criterion is linked to a Learning OutcomeComplete and accurate biographical data
    12 pts
    This criterion is linked to a Learning OutcomeSubjective data includes pertinent data including chief complaint, history of present illness, past medical history, social and family/genomic history, past surgeries, and ROS.
    20 pts
    This criterion is linked to a Learning OutcomeObjective data includes comprehensive physical exam, including vital signs, and completed diagnostics.
    20 pts
    This criterion is linked to a Learning OutcomeAssessment (with ICD 9 code) is accurate and has supporting subjective and objective data described for the diagnosis.
    8 pts
    This criterion is linked to a Learning OutcomePlan of care includes “Other Considerations” or “Differential Diagnoses” which are supported by subjective and objective data described for the diagnoses.
    20 pts
    This criterion is linked to a Learning OutcomePlan of Care includes appropriately chosen diagnostics with description of results which would affirm or refute the diagnoses.
    12 pts
    Total Points: 100
    I will include the soap note example and also the bates video transcript in written format. This transcript also has a differential diagnosis. Please follow the soap note, so all areas are coverd

    1

    SOAP Note: Cough

    NURS 622: Advanced Health Assessment

    2

    SUBJECTIVE DATA

    Biographical and Identifying Data

    02/18/2021 at 10:00 AM.

    Ms. Chen is a 45 year old female of Asian ethnicity. She is single and works as a dispute

    mediator.

    Current Address: 1532 Elizabeth Street Joliet, Illinois 60431

    Phone number: (815) 555-1645

    Self referred; reliable evidenced by recalling events easily, having consistent memories

    and appearing open and pleasant during interview.

    Chief Complaint: “I have been coughing for a week and just can’t seem to stop. I can hardly

    sleep at night.” (Bates, n.d.). soap note example -cough

    History of Present Illness:

    Ms. Chen is a 45 year old female who smokes two packs of cigarettes per day for the past

    ten years presenting today with a cough that has been occurring for one week. She reports

    the symptoms began a little over a week ago with a runny nose and feeling a drip down

    the back of her throat. Since then, symptoms have worsened and she has developed a

    cough. The cough produces a yellow- green color with intermittent pink streaks in it that

    Ms. Chen reports look like blood. She reports she does not see the pink streaks in every

    sputum, but about 3-4 times per day. She denies pain in her chest. She reports the cough

    seems to be worse at night and is causing disruption in her sleep. She has tried to sleep on

    two pillows at night and reports this helps her head but is not relieving the disruption in

    her sleep. Patient denies any fatigue preventing her from performing her activities of

    daily living. She is experiencing wheezing and shortness of breath upon exertion during

    activities such as walking up the stairs or doing yard work. Denies wheezing or shortness

    of breath at rest when working at her desk. She has been taking over the counter (OTC)

    decongestants and ibuprofen twice a day. Yesterday she checked her temperature at home

    and it was 101 degrees Fahrenheit and fever is still present upon assessment today. She

    denies having a history of these symptoms. Affirms she has seasonal allergies to pollen

    and goldenrod but these are almost over for the season. Affirms a history of mild

    childhood asthma with no hospitalizations or complications. She traveled to Shanghai a

    few months ago with no known exposure to any ill people and no symptom development

    during that time. She denies weight loss, night sweats or history of tuberculosis. Reports

    her grandmother had tuberculosis as a child but was never in contact with patient while

    having symptoms. Patient had a negative tb skin test 10 years ago. She denies any acid

    taste or reflux symptoms.

    Medications: No prescription medications. Patient has been using OTC recommended

    dose of decongestant and ibuprofen BID for the past week.

    Allergies: No known drug or food allergies. Seasonal allergies to pollen and goldenrod.

    3

    Tobacco Use: Smokes two packs of cigarettes per day for the past ten years with no

    periods of successful cessation. No history of using chewing tobacco.

    Alcohol and drug use: Patient reports one glass of wine three times per week. Denies

    any illicit or prescription drug use.

    Past Medical History

    Childhood Illness: History of mild asthma as an elementary school aged child with no

    hospitalizations.

    Adult Illnesses

    Medical: Seasonal allergies in fall and spring.

    Surgical: No surgical history

    Obstetrical: No obstetrical history soap note example -cough

    Psychiatric: No psychiatric history

    Health Maintenance: TB skin test 10 years ago. All immunizations up to date. Receives

    Influenza Vaccine every year, most recently in September 2020. Last pap smear in

    January 2020, negative for intraepithelial lesion or malignancy; no HPV detected.

    Mammogram in 2019, negative for masses.

    Family Medical History: Maternal grandmother positive for tuberculosis when she was

    in her 20’s. Currently alive at age 85. Patient denies any other family history of cancer,

    respiratory disorders, cardiovascular disorders, kidney disease, diabetes, neurological

    disorders, musculoskeletal disorders, gastrointestinal disorders, genetic disorders or

    mental illness.

    Personal and Social History: Born in Joliet, Illinois into a family with mother, father, and one

    sister 2 years older than her. Has lived in Joliet, Illinois for her entire life. Currently lives alone

    with 2 cats. Is single, has never been married and has no children.

    Sexual orientation and gender identity: Born female, currently identifies as female.

    Identifies as heterosexual.

    Significant relationships and support systems: Reports being in a monogamous

    relationship for about one year and sees him a few times per week. Reports feeling safe

    and supported in the relationship. They have many mutual friends through their church

    group where they met. Patient is actively involved in her Catholic church. Patient’s

    weekly schedule includes church service and activities a few times per week. Patient

    reports seeing friends after work for dinner at least twice per week, feels she has a

    supportive friend group and states she rarely feels lonely.

    Work history and occupation: Currently working full time as a dispute mediator and has

    been in this job for about 20 years. Patient identifies her work as stressful but feels

    fulfilled by her work. Patient identifies feeling secure in her job and supported by her

    4

    coworkers. Daily hours from 9 A.M. to 5 P.M, Monday through Friday. Denies being

    around any ill coworkers or clients that she is aware of. Patient identifies the stress from

    this job contributes to her habit of smoking cigarettes as a form of stress relief. Patient

    reports her salary provides her a comfortable lifestyle, is in no major financial crisis, and

    does not have significant financial stress.

    Education: Completed high school. Completed 4 year college degree.

    Lifestyle: Patient reports having many social events scheduled throughout the week after

    work. Patient reports she rarely eats dinner alone, either meeting with friends, family or

    her significant other. She reports no difficulty in keeping up with chores around the

    house, enjoys working outside in her garden and with the landscape. Volunteers on the

    weekends with her church and in her free time enjoys reading and painting. Patient

    reports having adequate levels of energy for her weekly schedule. Reports sleeping

    soundly 7-8 hours each night. No sleep concerns prior to presenting illness disrupting her

    sleep. Reports her two cats sleep in the bedroom with her.

    Travel: Traveled to Shanghai a few months ago with her family. Was fully vaccinated for

    this trip, was not knowingly exposed to any diseases or in contact with any ill people.

    Nutrition and exercise: Patient reports a well-balanced diet, makes an effort to eat all

    food groups within each meal. Eats three meals per day. Prepares her lunch meals for the

    week on Sundays. Eats out a few times a week socially, states she does not eat fried or

    greasy foods when she eats out. Reports walking on the treadmill for an hour each

    morning prior to going to work.

    Alcohol and tobacco use: drinks one glass of wine three times per week. Smokes 2 packs

    of cigarettes per day. Denies any illicit substance use. Has a cup of caffeinated tea in the

    mornings.

    Safety measures: No history of injuries or major accidents. Reports she has never had to

    be hospitalized for any reason. Pt reports she wears her seat belt every time she is in a

    vehicle. Does not own a firearm. Does not have any prescription medicine in the home,

    reports a few bottles of OTC medications in an upper bathroom cabinet. Cleaning

    materials and other potentially hazardous chemicals are kept separate in a lower cabinet

    in the laundry room. Patient reports she wears sunscreen and a hat that shades her face

    every day.

    Sexual history: Sexual practices include oral and pelvic intercourse averaging two times

    per week. One sexual partner within the past five years. Uses condoms for contraception

    and for prevention of sexually transmitted diseases. Sexual preference and history with

    men.

    5

    Review of Systems

    General: Denies history of weight change, fatigue, appetite change, night sweats, fever

    or weakness.

    Integumentary:

    Skin: Denies history of rashes, bruising, dryness, itching, sores, pruritus, skin

    discoloration or pigmentation changes, birthmarks, moles, erythema with or

    without blistering. No history of lumps or masses.

    Hair: Denies history of hair dryness, changes in texture, lice or other infestations,

    trichotillomania, scalp rashes or irritation. No history of unexplained hair growth

    or loss. soap note example -cough

    Nails: Denies history of nail soreness, brittleness, cracking, lifting or injury. No

    history of nail discoloration, yellowing, fungal infections, black or white lines.

    Denies history of ingrown nails.

    HEENT:

    Head: No history of headaches, head injury, dizziness, or lightheadedness.

    Eyes: Denies history of vision changes. Does not wear corrective lenses. Last eye

    exam by her optometrist Dr. Johnson was November 2019. Denies pain, redness,

    or excessive tearing. Denies history of glaucoma cataracts, double or blurred

    vision, spots, specks, or flashing lights.

    Ears: Denies hearing loss, tinnitus, vertigo, earache, infection, or drainage.

    Nose: Affirms seasonal allergies in the spring and fall seasons to pollen and

    goldenrod. Denies history of frequent colds, nasal congestion, epistaxis,

    discharge, rhinorrhea, or postnasal drip or nasal itching. Denies sinus pain or

    pressure.

    Throat: Denies dryness, sores and lesions on oral mucosa and tongue. Denies

    dentures, bleeding gums, and missing, broken, or painful teeth. Last dental exam

    3 months ago. Denies hoarseness, frequent sore throat, dysphagia, or halitosis.

    Neck: Denies history of lumps, goiter, pain, and thyroid disease or neck masses. Denies

    swollen glands or temperature intolerance.

    Breasts: Denies history of lumps, pain, discomfort or discharge. Affirms she performs

    preventative self-examinations monthly.

    Respiratory: Denies history of cough, production of sputum, hemoptysis, dyspnea,

    wheezing, pleurisy, bronchitis, emphysema, pneumonia, COVID, tuberculosis, or pain

    with breathing. No previous chest x-ray. Childhood asthma, denies any history of

    asthmatic symptoms in adulthood.

    6

    Cardiovascular: Denies history of high blood pressure, heart murmurs, palpitations,

    chest pain or discomfort, dyspnea, orthopnea, paroxysmal nocturnal dyspnea, syncope,

    edema, rheumatic fever. Denies history of angina pectoris, atrial fibrillation, congestive

    heart failure, myocardial infarction, dissecting aortic aneurysm, and pulmonary embolus.

    No history of electrocardiogram, echocardiography, CT, stress tests, angiography, MRI or

    cardioversion.

    Gastrointestinal: Denies dysphagia, odynophagia, dyspepsia, anorexia, nausea, retching,

    regurgitation, or vomiting. Denies change in bowel pattern or function, color, size, or

    caliber of stools. Denies history of diarrhea, constipation, tenderness, pain, anal itching,

    tenderness of the rectum, tenesmus, cramping, bloating, food intolerances, straining with

    defecation, mucus, exudate, melena, hematochezia, steatorrhea, or acholic stools, excess

    flatus, anal intercourse, anal warts, hemorrhoids, or fissures. Bowel movements are

    regular, formed, soft, light to dark brown, and occur usually once a day. Has never had

    jaundice or hepatitis. Denies liver, gallbladder, or pancreatic trouble. No history of

    colonoscopy.

    Genitourinary:

    Genital: Denies premenstrual tension, premenstrual syndrome, amenorrhea,

    dysmenorrhea, polymenorrhea, oligomenorrhea, or menorrhagia. Onset of

    menarche at age 14. Menses regular, every 28 days with moderate bleeding,

    averaging six tampons daily. Menses last between 4-6 days. Last pap smear done

    in January 2020, negative for intraepithelial lesion or malignancy; no HPV

    detected. G0P000. Heterosexual orientation, age at first intercourse was 20.

    Denies dysfunctional uterine bleeding, bleeding disorders, postcoital bleeding.

    Denies history of endometriosis, adenomyosis, pelvic inflammatory disease,

    cystocele, rectocele, endometrial and uterine polyps, and fibroids. Denies history

    of polycystic ovarian syndrome and ovarian cysts. Denies vaginal discharge,

    cervical or vaginal infections, or vaginal itching. Denies dyspareunia, vaginismus,

    decreased libido or sexual dysfunction. Denies menopausal symptoms such as, hot

    flashes, flushing, atrophic vaginitis, diaphoresis, insomnia or excessive

    flatulence. Denies pelvic pain, pelvic floor dysfunction, sexually transmitted

    diseases, HPV infection, multiple sexual partners, vulvar lesions, and anal

    intercourse. Denies current pregnancy. Denies inguinal hernia..

    Urinary: Denies history of urinary track infections, suprapubic pain, dysuria,

    urgency, frequency of urination, polyuria, nocturia, incontinence, painful urination

    or hematuria. No history of kidney infections or pain.

    Peripheral vascular: Denies history of edema, numbness or tingling in extremities.

    Denies history of varicose veins, DVT, or leg cramping. Denies history of color,

    sensation or size changes in extremities.

    Musculoskeletal: Denies low back pain, radiation of pain to lower extremities, buttocks,

    or associate numbness, paresthesia, bladder or bowel dysfunction. Denies history of

    7

    cancer, pain at night or at rest, gout, history of intravenous drug use, pain lasting greater

    than one month or unresponsive to treatment. Patient denies monoarticular or

    polyarticular joint pain. Denies myalgias or arthralgias, or extra-articular pain. Denies

    inflammatory joint pain, infectious joint pain, and decreased range of motion, stiffness, or

    edema of joint. Denies tenderness, warmth, or redness of joint. Patient denies joint pain

    with systemic symptoms such as fever, chills, anorexia, rash, weight loss, or weakness.

    Denies joint pain related to other organ systems.

    Psychiatric: No history of anhedonia, depression, nervousness, anxiety, PTSD,

    nightmares, insomnia, hypersomnia, phobias, memory changes, or suicide attempts.

    Neurologic: Denies changes in mood or attention or speech. Denies changes in

    orientation or memory or insight or judgment. Denies headaches, dizziness, vertigo,

    fainting, or blackouts. Denies any loss of consciousness, syncope or near-syncope. Denies

    any generalized, proximal or distal weakness. Denies numbness, tingling, paresthesia,

    paralysis, loss of sensation, tremors or involuntary movements or seizures.

    Hematologic: Denies history of anemia or bruising or bleeding. Denies history of past

    transfusions or reactions.

    Endocrine: Denies history of polyuria, polydipsia, or polyphagia. Denies history of

    heat/cold intolerance, weight changes, or excessive sweating. No history of diabetes or

    thyroid disease.

    OBJECTIVE DATA

    General Survey: Patient is calm, demonstrates culturally-appropriate eye contact. Patient is

    sitting comfortably and does not appear distressed despite elevated respiratory rate. She is alert

    and oriented to person, place, and time; and is well-nourished and groomed wearing clothing

    consistent with climate.

    Vital Signs: Ht: 5 feet 4 inches, Wt: 125 lbs, BMI: 21.5, BP: 130/88 mmHg, HR: 100 bpm, RR:

    22 breaths per minute, T: 101.5 degrees Fahrenheit, and denies pain.

    Integument: Intact, ethnically appropriate fair color and complexion, warm, dry, smooth and

    mobile. Turgor < 2 seconds. No suspicious moles, nevi, lesions, erythema, ecchymosis, petechiae, jaundice or pallor. Hair: Thick, shoulder-length, black, shiny and coarse hair. Well distributed and neatly styled. Scalp clean. No signs of alopecia, excessive dandruff, nits or infestations. Nails: Evenly trimmed, smooth and short with all nail plates intact. No signs of ingrown, paronychia, infections, ridges, thickening, deformities, splitting, injury, clubbing or cyanosis. HEENT: 8 Head: Skull is normocephalic, atraumatic, and symmetrical without deformities, depressions, lumps, or tenderness. Facial expression is relaxed and calm. Features are symmetrical. Face is without edema, involuntary movements, or masses. Neck: Full range of motion of neck with flexion, extension, rotation, and lateral bending. Anterior and posterior triangles of neck symmetrical bilaterally. Trachea midline. Thyroid isthmus palpable. Thyroid gland smooth without masses, enlargement, or bruit. Thyroid gland moves symmetrically upward with swallowing. Lymph Nodes: Preauricular, posterior auricular, occipital, tonsillar, submandibular, submental, superficial cervical, posterior cervical, deep cervical chain, and supraclavicular lymph nodes non-palpable and non-tender bilaterally. Eyes: Positioned and aligned symmetrically. Eyebrows move symmetrically without scaliness or lesions. Palpebral fissure symmetrical. Upper and lower eyelids are well approximated without ptosis, lid lag, or lesions. Eyelashes evenly distributed without gaps. Medial and lateral canthus visualized without pain, redness, swelling or drainage. Sclera white. Conjunctiva pink without exudate, nodules, or swelling bilaterally. Lacrimal gland visualized bilaterally without redness, swelling, pain or drainage. Cornea and lens without opacities bilaterally. Irises brown, flat, without crescentic shadow. Pupils round, equal, and reactive to light and accommodation, 4 mm in size constricting to 2 mm in size with light bilaterally. Bilateral vision 20/20 using Snellen chart. Extra-ocular movements are full and coordinated without nystagmus. Confrontation by Static Finger Wiggle Test full, without deficits. Positive red reflex. Fundus exam reveals reddish orange background without hemorrhages, cotton wool spots, or Roth spots; optic disc margins sharp, round and dark yellow. Optic cup is round and light yellow, cup to disc ratio 1:2; arteries red, veins darker red without AV nicking emboli or infarcts, AV ratio 2:3; macula not visualized, fovea lateral and slightly inferior to optic disc, darkened and circular. No papilledema or virtuous floaters noted. Ears: Pinna and skin around bilateral ears, face and scalp intact, without redness or scaling, scars, masses, or lesions. Pinna, tragus, and mastoid process without tenderness. Ear canal clear, without drainage, minimally occluded by soft yellow cerumen. Tympanic membrane pearly gray, intact, mobile, without bulging or retractions. Malleus, umbo, pars tensa and pars flaccida in appearance with cone of light visualized. Gross hearing intact with whispered voice, 4/4 words correct. Weber without lateralization. Rinne bilaterally AC>BC 2:1.

    Nose: Midline and symmetrical to the face, tip non-tender to touch. Mucosa pink, without

    inflammation, swelling or drainage. Septum midline, without perforations, no evidence of

    epistaxis or crusting. Turbinates without edema, erythema, hypertrophy, lesions or

    inflammation. Nasal airways patent. Non tender frontal and maxillary sinuses.

    Mouth/Throat: No lesions, scaling or cracking on or around lips. Oral mucosa pink,

    smooth, without ulcers, nodules, or white patches. Buccal membranes, hard palate, soft

    palate pink, moist and intact. Tonsils grade 0. No halitosis. Gums pink and without

    9

    ulcerations or inflammation. 32 adult teeth without discoloration and intact. Tongue

    symmetrical, moist, and without lesions, protrudes midline. Sublingual area without

    nodules, ulcerations, white or reddened areas. Upper and lower frenulum midline and

    intact. Soft palate rises with phonation. Moderate posterior pharyngitis without exudate

    or ulcerations.

    Thorax and Lungs: Nonlabored tachypnea of 22 breaths/minute. No cyanosis or clubbing.

    Thorax symmetrical without deformities, impaired respiratory movements, or retractions. No use

    of accessory muscles. No tenderness to pectoral muscles or costal cartilages. Chest expansion is

    symmetrical AP: traverse ratio 1:2. No skin lesions, masses or tenderness noted. Symmetrical

    lung expansion. Signs of consolidation shown with decreased tactile fremitus over the base of the

    left lung along with dullness, egophony and discernable whispered sounds. Rhonchi heard upon

    auscultation over base of left lung, right lung clear of adventitious sounds. Diaphragmatic

    excursion 4 cm bilaterally. Breath sounds are vesicular throughout bilateral upper lobes, tracheal

    breath sounds over the trachea and neck.

    Cardiovascular: No jugular venous distention present. The jugular venous pulse is measured 3.5

    cm above the sternal angle with the head of the bead elevated to 30 degrees; jugular venous

    pressure is estimated at 8.5 cm. Carotids with bilaterally symmetric regular pulses without bruits.

    Point of maximum impulse is tapping, palpable and identified visually approximately 2 cm in

    diameter located at the left fifth intercostal space on the mid-clavicular line. No observable or

    palpable heaves, lifts or thrills. Heart rate at 100 bpm with no audible clicks, murmurs, gallops or

    rubs. Crisp S1 and S2 auscultated with S1 loudest at the apex and S2 loudest at the base and with

    a physiologically split, with A2 > P2. No S3, S4.

    Breasts and axillae: Symmetric. Skin has pink undertones and is smooth. No rashes, lesions.

    Areola brown, no retraction of nipple. No deformities in shape when leaning over of flexing the

    pectoralis. No tenderness or masses of breast or axillae. Axillary and inframammary lymph

    nodes nonpalpable and nontender. No discharge from nipple.

    Abdomen: The abdomen is free of scars, striae, dilated veins, rashes, or ecchymosis. The

    umbilicus is midline, inverted and free of inflammation or excoriation. The abdomen is

    symmetric and rounded with no visible organs or masses. There are no observable peristalsis or

    pulsations. Bowel sounds are normoactive in all four quadrants with no bruits, venous hums, or

    friction rubs. The aorta is two point five centimeters wide measured in the upper abdomen

    slightly left of the midline. No thrills or bruits are noted at the aorta, renal artery, and iliac artery.

    The abdomen is tympanic with scattered areas of dullness from fluid and feces. The liver is

    approximately four centimeters at the midsternal line and six centimeters at the right

    midclavicular line. The splenic percussion sign is negative. The abdomen is nontender with light

    and deep palpation. There is a negative cough test and no guarding, rigidity, rebound tenderness,

    or percussion tenderness. The liver is non-tender and the liver edge is soft, distinct, regular,

    smooth, and is three centimeters below the right costal margin in the midclavicular line on deep

    inspiration. The spleen is non-palpable. The kidneys are non-palpable and there is no

    costovertebral angle tenderness. The bladder is non-palpable and there is no suprapubic

    tenderness.

    10

    Genitalia: Hair is dark brown, coarse and evenly distributed over the mons pubis. No

    infestations. Labial skin intact, without lesions, ulcerations or erythema. Urethral meatus is

    without swelling or discharge. No enlargement, adhesions, or exudate of the clitoris, Skene’s or

    Bartholin’s glands. Vaginal mucosa intact, pink, without inflammation, discharge, ulcerations, or

    masses. Cervix round, smooth, pink and midline without lesions, bleeding or discharge. Pap

    smear obtained. Uterus midline, anteverted with no enlargement, tenderness or masses. No

    adnexal masses. Ovaries 1 cm in diameter, smooth and nontender. Pelvic floor muscles intact.

    Rectal: No anal rashes, lumps, ulcers, inflammation, excoriation, internal or external

    hemorrhoids, anal warts, perirectal lesions, or fissures. Rectal vault without masses, tenderness,

    induration, irregularities, or nodules. Rectovaginal wall intact. Stool brown and hemocult

    negative. External sphincter tone is a 3 on a scale of 0-5 on the DRESS scale.

    Peripheral vascular and extremities: Warm to touch, no edema present bilaterally. Calves

    supple, nontender upon palpation with flexion or extension. No varicosities in lower extremities.

    No stasis pigmentation or formation of ulcers. Pulses palpable at +2.

    Musculoskeletal: Face symmetrical, TMJ has smooth and full ROM, without redness, swelling,

    snapping, clicking or tenderness. Masseters, temporal muscles, pterygoid muscles nontender.

    Shoulders symmetrical without flattening or elevation, swelling, deformity, muscle atrophy,

    abnormal positioning, or fasciculation. No bulge of subacromial bursa and no skin color change

    or unusual bony contours. Subacromial and subdeltoid bursae, supraspinatus, infraspinatus, and

    teres minor muscles demonstrate no tenderness or swelling. Full ROM via flexion, extension,

    abduction, adduction, internal rotation, and external rotation of shoulder girdle without pain. No

    displacement of olecranon process, tenderness, or effusion. Full ROM via flexion and extension

    of elbow and full ROM via supination and pronation of forearm. Smooth and natural movements

    of hands, fingers slightly flexed when relaxed and fingernail edges are parallel. No swelling,

    tenderness, or bogginess over distal radioulnar joint, radiocarpal joint, intercarpal joints, distal

    interphalangeal (DIP) joints, proximal interphalangeal (PIP) joints, or metacarpophalangeal

    (MCP) joints. No deformities or angulation of wrists, hands, finger bones. Thenar and

    hypothenar eminences full. No thickening of flexor tendons or flexion contractures of fingers.

    Extensor and abductor tendons and snuffbox nontender. No nodules or bony enlargement of DIP

    joints. Full ROM of wrists via flexion, extension, adduction, and abduction. Full, smooth and

    coordinated ROM of fingers via flexion, extension, adduction, and abduction. Full ROM of

    thumbs via flexion, extension, abduction, adduction, and opposition. Posture is upright and

    symmetrical. Position of head, neck, and back are erect; with head midline in same plane as

    sacrum. No spinal tenderness upon percussion. No increased thoracic kyphosis, scoliosis, or

    unequal heights of iliac crests or shoulders, or pelvic tilt. No café-au-lait spots, birthmarks, portwine stains, hairy patches, lipomas, or bony defects of posterior spine. No paravertebral muscle

    tenderness or spasm. Full ROM of neck via flexion, extension, rotation, and lateral bending. No

    numbness, loss of sensation, tenderness, or weakness of neck or upper extremities. Full ROM of

    spinal column via flexion, extension, rotation, and lateral bending without pain or tenderness.

    Gait width is three inches from heel to heel. Gait is smooth, continuous rhythm, knee flexed

    throughout stance phase and extended on heel strike. Leg length symmetric. No anterior or

    11

    posterior hip atrophy or bruising. No enlarged inguinal lymph nodes, bulges along inguinal

    ligament, tenderness of groin, or sacroiliac joint tenderness. Ischiogluteal bursae not palpable, no

    tenderness over trochanter. Full ROM of hips via flexion, extension, abduction, adduction,

    external rotation, internal rotation. No atrophy of quadriceps muslces, no genu varum or genu

    valgum. No swelling of patella, no knee pain or tenderness. No irregular bony ridges along

    ribiofemoral joints. No medial or lateral collateral ligament tenderness. Patellar tendon intact,

    without tenderness. Patella moves in smooth sliding motion. No thickening, tenderness,

    bogginess, or warmth noted over suprapatellar pouch, prepatellar bursa, or anserine bursa.

    Negative bulge, balloon, and balloting of the patella tests. No tenderness or swelling of

    gastrocnemius o soleus muscles. No tenderness or thickening of Achilles tendon bilaterally. Full

    ROM of knees via flexion, extension, internal rotation, and external rotation. Negative

    McMurray test bilaterally, negative abduction and adduction tests bilaterally, negative anterior

    and posterior drawer sign bilaterally, and negative Lachman test bilaterally. No deformities,

    swelling, nodules, calluses, or corns of ankles or feet. No ankle joint swelling, bogginess, or

    tenderness bilaterally. No nodules or tenderness of Achilles tendons. Posterior and inferior

    calcaneus and plantar fascia nontender. Medial and lateral malleolus nontender. No tenderness on

    compression of metatarsophalangeal joints bilaterally. No metatarsalgia. No forefoot

    abnormalities. Full ROM of tibiotalar joints via flexion and extension without pain. Full ROM of

    subtalar and transverse tarsal joints via inversion and eversion without pain.

    Neurologic:

    Mental Status: Alert, relaxed and cooperative, thought process coherent; oriented to

    person, place and time. Responds to questions appropriately.

    Cranial Nerves: Cranial nerve I not tested; Cranial nerve II, III – visual acuity 20/20 right

    eye, 2/20 left eye, 20/20 both eyes without correction; visual fields full; pupils round,

    4mm in size, reactive to light and accommodation, constricting to 2mm; III, IV, VI –

    extraocular movements intact, no nystagmus, no ptosis, no diplopia, no amblyopia; V

    motor – temporal and masseter strength intact 5/5 bilaterally, no sensory facial loss noted

    to sharp or dull sensation; corneal reflexes present; VII motor – bilateral facial

    movements intact, no asymmetry noted, no abnormal movements; sensory – taste not

    tested; VIII – hearing intact bilaterally to whispered voice; IX, X – voice is modulated,

    not hoarse or nasally; no difficulty swallowing, rise and fall of soft palate symmetric,

    uvula midline, posterior pharynx moves medially; gag intact; XI – strength of

    sternomastoid and trapezius muscles 5/5; XII – clear articulation, no dysarthria; tongue

    midline, no atrophy or fasciculation, no asymmetry or deviation.

    Motor: Muscle bulk symmetric, proportionate to body, no atrophy noted. Muscle tone

    intact with no evidence of decreased or increased resistance noted, equal bilaterally, no

    marked floppiness or spasticity. Muscle strength 5/5 to upper and lower extremities,

    bilaterally with flexion and extension, adduction and abduction Cerebellar – Rapid

    alternating movements intact are coordinated bilaterally. Finger-to-nose and heel-to shin

    performed. Smoothness and accuracy of movements noted bilaterally. Steady gait noted,

    12

    coordinated, balanced with steady base. Coordination with rhythmic movement and

    steady posture noted. Romberg – balance maintained with eyes closed. No pronator drift.

    Sensory: Sensation to pinprick and light touch over right and left face, arms and legs

    intact bilaterally; position of bilateral big toes intact, position sense intact, no loss of

    position sense; vibratory sensation demonstrated over distal interphalangeal joint of

    bilateral fingers bilaterally without an loss or impairment; vibration intact over the

    interphalangeal joint of big toes bilaterally without any loss or impairment.

    Reflexes: Biceps, triceps, brachioradialis, patellar, ankle, and abdominal reflexes 2+ and

    symmetric with plantar reflexes down going. soap note example -cough

    ASSESSMENT:

    Working diagnosis: Community Acquired Pneumonia (CAP). (ICD 10 Code J18.9).

    Acute onset of symptoms such as productive cough with yellow-green and blood tinged

    sputum, fever, shortness of breath upon exertion and increased respiratory rate could

    indicate community-acquired pneumonia (Kaysin & Viera, 2016). Fever also indicates an

    infectious cause. Physical assessment findings such as decreased tactile fremitus,

    dullness, egophony and adventitious sounds in the lower left lobe indicate consolidation

    which is a consistent finding in CAP (Kaysin & Viera, 2016). Ms. Chen’s history of

    smoking puts her at a greater risk for contracting CAP.

    PLAN:

    Differential Diagnosis:

    1. Atypical CAP: (ICD 10 Code J18.9).While patients with this commonly present with

    a dry “hacking cough,” this symptom is not exclusive and many patients have an

    absence of pleuritic chest pain such as in Ms. Chen’s case (Centers for Disease

    Control and Prevention [CDC], 2018). Patient’s with atypical CAP are also less likely

    to have severe fatigue or symptoms affecting their daily activities and can more

    closely resemble symptoms of a common chest cold (CDC, 2018). Atypical CAP

    commonly has a prodrome of viral symptoms similar to influenza such as rhinitis,

    sore throat or headache (Oda et al., 2018).

    2. Acute Bronchitis: (ICD 10 Code J20.9). Patients with acute bronchitis usually present

    with the predominant symptoms being a productive or nonproductive cough that is

    usually self-limiting and lasts less than three weeks but greater than five days (Smith

    et al., 2020). While it is unlikely a fever will persist for greater than a few days after

    onset, bronchitis symptoms usually follow an upper respiratory infection (Kinkade &

    Long, 2016). Since Ms. Chen did report some symptoms consistent with an upper

    respiratory infection last week, it is still within a reasonable time frame to suspect a

    fever could persist that is consistent with acute bronchitis. While physical

    examination findings of lung consolidation typically indicate pneumonia over acute

    bronchitis, if pneumonia is eliminated as a diagnosis these symptoms could be

    consistent with bronchitis as well (Kinkade & Long, 2016).

    13

    3. Influenza: (ICD 10 Code A15.0). Influenza symptoms have an acute onset including

    cough, nasal congestion, sore throat and myalgia. These symptoms are usually selflimiting but can develop respiratory complications such as bronchitis or pneumonia if

    a patient presents with positive respiratory physical examination findings

    (Ghebrehewet et al., 2016). With Ms. Chen initially reporting mild symptoms that

    then progressed to the productive cough, influenza needs to be determined or ruled

    out as a causative agent for her illness in order to progress treatment.

    4. Pulmonary Tuberculosis: Ms. Chen’s symptoms of blood-tinged sputum, fever,

    persistent cough and travel outside of the country within the past six months raise

    suspicion for pulmonary tuberculosis from Mycobacterium bacterium. While

    hemoptysis is usually a late symptom in the disease showing cavitation, blood tinged

    sputum accompanied with fever, cough, night sweats, weight loss or chills may be

    early symptoms (Loddenkemper et al., 2016). While some patients may present as

    asymptomatic, patients experiencing respiratory symptoms may have positive

    examination findings consistent with consolidation in the lungs (Loddenkemper et al.,

    2016).

    Diagnostic Plan:

    1. Oxygen Saturation: To determine presence of hypoxia if oxygen saturation is less

    than 90% which can determine the patient’s ability to continue treatment on an

    outpatient basis (Bates, n.d.).

    2. Chest X-ray: This is the gold standard for diagnosis of pneumonia. A chest x-ray can

    determine pneumonia compared to other possible diagnoses such as tuberculosis,

    bronchitis or cardiovascular etiologies. While a chest x-ray cannot identify specific

    pathogens causing pneumonia, it may show focal infiltrates with pleural effusion to

    suggest bacterial infection or interstitial infiltrates which suggest viral infection.

    Tuberculosis can be seen on a chest x-ray with cavities without air-fluid levels (Bates,

    n.d.).

    3. Complete blood count with differential and metabolic profile: This can indicate

    elevated white blood cell (WBC), neutrophil and lymphocyte count. These levels can

    guide pharmacologic interventions by indicating viral or bacterial origin.

    Additionally, a metabolic profile will show carbon dioxide levels, renal and liver

    function which can influence antibiotic therapies (Kaysin & Viara, 2016).

    4. Sputum culture and gram stain: May be helpful in determining bacterial pathogens in

    severely ill patients (Bates, n.d.).

    5. Influenza test: Can determine if symptoms are attributed by influenza A or B.

    6. Blood Cultures and Urine Antigen Tests: These are recommended for patients with

    severe pneumonia to determine the presence of legionella and pneumococcal antigens

    (Bates, n.d.).

    References

    14

    Bates’ Visual Guide to Physical Examination (Producer). (n.d.). Objective structured clinical

    examinations (OSCE): Cough

    . Wolters Kluwer.

    https://batesvisualguide.com/multimediaplayer.aspx?multimediaid=6130478

    Centers for Disease Control and Prevention (CDC). (2018). Mycoplasma pneumoniae infections.

    https://www.cdc.gov/pneumonia/atypical/mycoplasma/index.html

    Ghebrehewet, S., MacPherson, P., & Ho, A. (2016). Influenza. BMJ, 355, i6258.

    https://doi.org/10.1136/bmj.i6258

    Kaysin, A. & Viera, A. J. (2016). Community-acquired pneumonia in adults: diagnosis and

    management. American Family Physician, 94(9), 698-706.

    https://www.aafp.org/afp/2016/1101/p698.html

    Kinkade, S. & Long, N.A. (2016). Acute Bronchitis. American Family Physician, 94(7), 560-

    565. https://www.aafp.org/afp/2016/1001/p560.html

    Loddenkemper, R., Lipman, M., & Zumla, A. (2016). Clinical Aspects of Adult

    Tuberculosis. Cold Spring Harbor perspectives in medicine, 6(1), a017848.

    https://doi.org/10.1101/cshperspect.a017848

    Ota, K., Iida, R., Ota, K., Sakaue, M., Taniguchi, K., Tomioka, M., Nitta, M., & Takasu, A.

    (2018). An atypical case of atypical pneumonia. Journal of general and family

    medicine, 19(4), 133–135. https://doi.org/10.1002/jgf2.179

    Smith, M.P., Lown, M., Singh, S., Ireland, B., Hill, A. T., Linder, J.A., & Irwin, R. S. (2020).

    Acute cough due to acute bronchitis in immunocompetent adult outpatients. Chest

    Journal, 157(5), 1256- 1265. https://doi.org/10.1016/j.chest.2020.01.044

    15

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    BATES’ VISUAL GUIDE TO PHYSICAL EXAMINATION

    OSCE 5: Cough

    This video format is designed to help you prepare for objective structured clinical examinations, or

    OSCEs. soap note example -cough

    So Ms. Chen, tell me what is your average weight that you keep.

    You are going to observe and participate in a clinical encounter of a 45‐year‐old woman who comes to

    the office with a complaint of a cough. As you observe the encounter, you will be asked to answer

    questions while the image on the screen freezes. These questions will allow you to practice the skills of

    history taking and physical examination skills as well clinical reasoning as you develop your assessment

    or differential diagnosis, and plan—that is, an appropriate next diagnostic workup.

    You will have time to record your findings and receive feedback.

    Health History

    Ms. Chen, tell me your special concerns.

    I have been coughing for a week and just can’t seem to stop. I can hardly sleep at night.

    Have you been bringing up any phlegm or sputum?

    I’ve been coughing up a yellow‐green mucus, sometimes with pink streaks that seem to be blood.

    What diagnoses are you considering at this time?

    Pneumonia.

    Bronchitis.

    Sinus infection.

    Tuberculosis.

    How much pink streaking are you seeing at any one time?

    Just a tinge, but maybe 3 or 4 times a day.

    Have you had any fevers or chills?

    Yes, I checked my temperature yesterday and it was 101°F.

    What about shortness of breath?

    I do feel shortness of breath when I’m working outside, but not when I’m working at my desk.

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    Have you noticed any wheezing?

    Just once in a while when I’m going up the stairs fast, or when I’m doing heavy work in the yard.

    Have you had any of these symptoms before, or had any asthma?

    No, not since I was a kid. I did have some mild asthma when I was in elementary school but luckily I

    never had to go the hospital.

    Any pain in your chest when you take a deep breath?

    No, no pain when I breathe in or out.

    You mentioned that you’re coughing a lot at night. Are you using any extra pillows?

    Well, the last few nights I have been using two pillows instead of one. It seems to help me clear my

    head.

    Have you had any acid taste, or reflux?

    No, not really.

    How about any recent colds?

    Well, actually last week I came down with a runny nose and a sore throat, but then my symptoms got

    worse.

    Have you had any sinus congestion?

    Well, my sinuses do feel full a lot. Um…I first feel a drip in the back of my throat, um…but now the worst

    thing is the cough.

    What about allergies when you’re outside?

    Pollen and golden rod get me every spring and fall. Right now my spring allergies are almost over.

    And what do you do for those?

    Antihistamines usually help. Um…I do try to cut down on my smoking, but right now my symptoms now

    are much worse than usual, especially with the bad cough and phlegm.

    Do you have pets at home? soap note example -cough

    Yes, we have two cats. I’ll admit right now that they sleep in our bedroom.

    Well, animal fur picks up allergens, you may want to consider having them sleep in a different part of

    the house, or even outside.

    Can you tell me if you still smoke cigarettes?

    I’ve smoked two packs a day for the last 10 years. I’ve tried to stop but I work as a dispute mediator.

    With all that stress I just can’t seem to quit.

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    Have you had any weight loss or night sweats?

    No, my weight is fine, and no night sweats.

    Has anyone around you been ill? Or have you been exposed to tuberculosis?

    My family and co‐workers are fine. When I was a kid though, my grandmother told me she had

    tuberculosis in her 20s.

    Have you been checked for tuberculosis, with a skin test like a tine test or PPD?

    I did have one of those PPDs about 10 years ago when I started my current job, and it was negative.

    Have you had a chest x‐ray?

    No, I’ve never had a chest x‐ray.

    What about any recent travel? Have you been out of the country?

    Well, I did go to Shanghai a few months ago to visit my cousins…um, however this cough is much more

    recent. No other travel.

    I’d like to go back to the pink streaks in your sputum that you mentioned. Are you taking any

    medications right now, such as aspirin or ibuprofen?

    Right now I’m taking a decongestant over the counter and some ibuprofen maybe twice a day or so. I’m

    not on any regular medication.

    Okay, let’s talk about your general health. Do you drink alcohol?

    Well, a glass of wine, 3 times a week.

    Have you ever used any oral, nasal, or injection drugs such as marijuana, cocaine, amphetamines, or

    heroin?

    No, never, even though I know people who do.

    To be thorough, given your cough, I need to ask about your sexual activity. What is your sexual

    preference, men, women, or both?

    Men.

    Now, just a few questions about your past health…I see you are 45. Have you ever had any problems

    with your heart or lungs?

    No, I’m still able to work out even with the smoking. I just had that asthma a few times when I was in

    grade school.

    How about any surgery?

    No, no surgery. I’ve never even been to the hospital.

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    Okay, is there anything else that you would like me to know?

    No, I think you’ve covered everything.

    Okay, let’s start your physical examination.

    Physical Examination

    With the patient’s health history in mind, and after good hand hygiene, you are ready for the physical

    examination.

    Okay, your temperature is up a little at 101.5°F. Your blood pressure is 130 over 88. Your heart rate is

    100 and you’re breathing at about 22 breaths a minute, which is higher than normal.

    What regions of the physical examination are important in this patient?

    Head and neck, heart and lungs, extremities.

    Okay, first I’d like to check your head and neck.

    Examine the ears.

    Palpate the sinuses.

    Examine the throat and mouth.

    Palpate the anterior and posterior cervical lymph nodes.

    Okay, your ears look fine but your throat is a little red, otherwise it’s okay. Now I’d like to check your

    lungs.

    Percuss the lungs.

    There is some dullness here over the base of your left lung. Can you say “99” for me a few times?

    Palpate for tactile fremitus.

    Auscultate the lungs.

    [RALES AND RHONCHI SOUNDS]

    Can you say “99” for me a few times?

    99…99…99…

    Listen for bronchophony, or louder transmitted voice sounds, which are abnormal.

    Good, now can you whisper the number “99”?

    [WHISPERING] 99…99…99…

    Listen for whispered pectoriloquy, or louder whispered sounds, which are abnormal.

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    Okay. Can you say the letter “E” for me 2 or 3 times?

    Eeeee…Eeeee…

    Listen for egophony, or “E to A” changes, which are abnormal.

    Okay, you can stop.

    How am I doing?

    I’m hearing some changes from consolidation in your left lower lung. Let’s continue the examination and

    then we can talk more. Can you lie back for me?

    Auscultate the anterior chest.

    Check the neck veins for jugular venous pressure.

    Palpate the carotid upstroke…

    …and listen for bruits.

    Listen to the heart in the six positions.

    Listen to the abdomen.

    Palpate the abdomen.

    Inspect and palpate the calves and ankles for tenderness and swelling.

    Diagnostic Considerations

    List your diagnostic considerations in order of importance and explain your rationale.

    Press pause and list your answers. Resume when you are ready to receive feedback.

    Community acquired pneumonia: This 45‐year old smoker has a productive cough, mild shortness of

    breath, and fever. On physical examination she has an elevated temperature and a mildly elevated

    respiratory rate and dullness, increased tactile fremitus, rhonchi, and E to A changes in the left lower

    lobe of her lungs, all features suspicious for the lung consolidation of community‐acquired pneumonia.

    Rapid onset of symptoms and pleuritic chest pain are also characteristic, and 25‐50% of patients have an

    accompanying pleural effusion. Risk factors include COPD, cardiovascular disease, diabetes, and

    smoking.

    Atypical community‐acquired pneumonia: Atypical pneumonia frequently presents with a persisting

    non‐productive “dry hacking cough,” low‐grade fever, and absence of pleuritic chest pain. Lung

    examination findings are variable, but may be normal. Clinical features do not clearly distinguish atypical

    from typical pneumonias. This patient’s symptoms, especially fever, productive cough, and positive lung

    findings, make this diagnosis less likely.

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    Bronchitis: In acute bronchitis, which is usually self‐limiting, cough typically follows an upper respiratory

    infection and persists for more than 5 days. Sputum production is variable and may be blood‐tinged.

    The chest examination is normal. In chronic bronchitis look for chronic cough with sputum, often seen in

    smokers. Unlike this patient, chronic cough lasts for more than 8 weeks. Note that symptoms and

    findings suggesting sinus infection or GERD are minimal.

    Pulmonary tuberculosis: This patient’s blood‐tinged sputum raises the possibility of pulmonary

    tuberculosis from Mycobacterium tuberculosis; however, in tuberculosis cough is usually present for

    more than 2 to 3 weeks and hemoptysis is usually a late symptom reflecting cavitation. Actual sputum

    may not be present. Initially patients are often asymptomatic then progress to constitutional symptoms

    such as weight loss, anorexia, fatigue, fever, chills, night sweats, and cough. The lung examination may

    be normal except for crackles, or rales.

    Lung cancer: Lung cancer is unlikely in this patient due to the acute onset of cough with productive

    sputum, fever, and confirming lung examination findings. However, the possibility arises since this

    patient is a smoker with a cough and blood‐tinged sputum though not hemoptysis. Lung cancer

    symptoms usually appear late, including cough, hemoptysis, chest pain, and dyspnea but symptoms also

    arise from metastatic spread. Cigarette smoking causes roughly 90% of lung cancers.

    Diagnostic Workup

    List 5 next steps in your diagnostic workup.

    Press pause and list your answers. Resume when you are ready to receive feedback.

    O2 saturation: In an office setting, pulse oximetry helps identify hypoxia when the oxygen saturation

    falls below 90%, particularly in smokers and patients with COPD or known lung disease. It is important to

    note that the oxygen saturation can be high even when the more important indicator of oxygenation,

    the pO2, is considerably lower due to the S‐shape of the oxyhemoglobin dissociation curve. In more

    seriously ill patients an arterial blood gas is indicated.

    Chest x‐ray: Chest x‐ ray is the gold standard for diagnosis of pneumonia. Although it does not identify

    the causative pathogen, focal infiltrates with pleural effusion suggest bacterial infection. Interstitial

    infiltrates are common in mycoplasma, chlamydia, and viral infection. Cavitation with air‐fluid levels is

    suspicious for abscesses from staphylococci, anaerobes, or gram negative bacilli. Cavities without air‐

    fluid levels are seen in tuberculosis and fungal infection. Chest x‐ray also helps identify cough related to

    heart failure, COPD, and malignancy soap note example -cough

    Complete blood count with differential and metabolic profile: These standard tests identify the rise in

    white blood cell count and neutrophils, elevation of CO2, anemia, and renal and liver disease that

    influence antibiotic therapy.

    Sputum culture and gram stain: Collecting a sputum culture and gram stain before starting therapy is

    controversial, but can help guide therapy in severely ill patients.

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    Blood cultures: Blood cultures and urine testing for legionella and pneumococcal antigens are

    recommended for patients with severe pneumonia.

    Summary

    In sum, the patient is a 45‐year‐old dispute mediator with cough productive of yellow‐green and

    occasional blood‐tinged sputum for a week, fever, mild shortness of breath and occasional wheezing,

    and a 10‐year history of smoking 2 packs of cigarettes a day. There is a remote history of travel and TB

    exposure, which do not contribute to the current clinical presentation. On examination her temperature

    is 101.5°F; blood pressure, 130 over 88; heart rate, 100; and respiratory rate, 22. She has dullness,

    decreased breath sounds, and egophony in the left lower lobe.

    Diagnostic considerations include Community‐acquired pneumonia, which is most likely, atypical

    community‐acquired pneumonia, acute bronchitis, pulmonary tuberculosis, and lung cancer.

    The diagnostic workup includes O2 saturation, chest x‐ray, CBCd and metabolic profile, sputum culture

    and gram stain, and blood cultures.

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