Category: Nursing

AI Assessment Appendix Example

 

AI Assessment Appendix

This document must accompany any assessment submission that is AI Level 2 or higher.

 

For AI transparency follow these directions:
In this appendix, copy and paste any prompts and outputs of AI you used to help you with this assignment. Please include which AI tool you used along with a URL to the tool and how you used it. Since you have the option of using a variety of AI tools, consider making multiple AI inquiries even for simple tasks. There are multiple sections provided in the template so you can share them all.

 

Student Name:

Student ID:

 

Course Name & Number:

 

Assessment Week & Name:

 

 

Date:

 

Tool used:

 

I used the tool to
: (i.e. brainstorm, provide options for titles, provide outline ideas for my writing, edit my writing etc.)

 

Reflection on the helpfulness/accuracy on the outputs
: (Explain how you doubled checked AI’s accuracy and its helpfulness)

 

I used the output
: (explain how the output contributed to this draft)

 

[Insert prompt & output here: You can also link to the outputs, if the link is stable.]

 

Date:

 

Tool used:

 

I used the tool to
: (i.e. brainstorm, provide options for titles, provide outline ideas for my writing, edit my writing etc.)

 

Reflection on the helpfulness/accuracy on the outputs
: (Explain how you doubled checked AI’s accuracy and its helpfulness)

 

I used the output
: (explain how the output contributed to this draft)

 

 

 

 

[Insert prompt & output here: You can also link to the outputs, if the link is stable.]

 

Date:

 

Tool used:

 

I used the tool to
: (i.e. brainstorm, provide options for titles, provide outline ideas for my writing, edit my writing etc.)

 

Reflection on the helpfulness/accuracy on the outputs
: (Explain how you doubled checked AI’s accuracy and its helpfulness)

 

I used the output
: (explain how the output contributed to this draft)

 

[Insert prompt & output here: You can also link to the outputs, if the link is stable.]

AI_AppendixTemplate

AI Assessment Appendix Example

Evidence-Based Practice Paper

I’m in need of an evidence-based practice paper for nursing school with the above title. I need the proper citations that go with APA7th, and I also need 2 direct quotes from the files that I uploaded. I have a PICOT question that should be included toward the beginning of the paper: In adults seen in the emergency department (ED)who are eligible for the influenza vaccine, how do nurse driven influenza vaccination programs, compared to standard care , (influenza education vs no influenza education), affect the patient’s willingness to receive

the vaccine during the ED visit?

 

Evidence-Based Practice Paper – Nurse-Driven Influenza Vaccination Programs in the Emergency Department

Influenza causes significant illness and death and remains a major public health challenge. This is especially true for vulnerable populations who are disproportionately affected, leading to limited access to care, higher hospitalization rates, severe complications, and increased overall mortality risk. Emergency departments (EDs) are a vital entry point to healthcare, particularly for individuals who may not have regular access to primary care. Implementing preventive measures, such as flu vaccination, can enhance health outcomes. Nurse-led vaccination programs

Nurse-led vaccination initiatives are proven, evidence-based strategies that boost vaccine acceptance. They lead to higher vaccine uptake. These programs remove vaccination barriers, improve workflows, and utilize nursing autonomy. The PICOT question guiding this analysis is: In adults visiting the ED who are eligible for the influenza vaccine, how do nurse-led vaccination programs compare to standard care (flu education versus no education) in influencing patients’ willingness to get vaccinated during their visit?

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Evidence-based practice (EBP) directs nurse-led vaccination efforts by combining clinical expertise, patient preferences, and current research. In the fast-paced ED environment, where urgent care needs might limit preventive actions, nurses play a crucial role in identifying eligible patients and starting vaccinations. These programs often include standing orders that enable nurses to independently evaluate patient eligibility and give the vaccine, helping to reduce delays and prevent missed vaccination opportunities.

Research shows that nurse-led influenza vaccination programs in the emergency department (ED) are effective. Findings reported by Bischof et al. (2025) indicate that structured ED-based vaccination programs significantly increase vaccination rates. The study highlighted that “implementation of a structured vaccination workflow within the ED led to measurable improvements in vaccine delivery without disrupting patient throughput” (Bischof et al., 2025, p. 133). This finding emphasizes the importance of integrating routine ED care with vaccination, demonstrating that it is a practical intervention that does not disrupt efficiency. Supporting nurse-led vaccination efforts enables healthcare systems to use existing patient visits to implement preventive health measures.

Similarly, Parrish et al. (2022) studied factors that influence vaccine acceptance among ED patients in an influenza vaccination effort. The study’s results showed that involving nursing staff and providing patient education are crucial steps to encourage vaccine acceptance. The study noted that “patients were more likely to accept vaccination when provided with clear, concise education from nursing staff during their ED visit” (Parrish et al., 2022, p. 630). These results suggest that patient choices are affected by trust and good communication. Nurse-led vaccination programs improve vaccine delivery and boost patient understanding by addressing misconceptions and reducing vaccine hesitancy.

German et al. (2024) confirm that patient education increases willingness to receive the flu vaccine. The study examined the impact of a quality-improvement initiative on boosting vaccination rates among ED patients, finding that targeted patient education interventions significantly enhance their readiness to vaccinate. It highlights that personalized communication and culturally sensitive patient education are particularly effective with diverse patient groups. This aligns with the PICOT question, showing that combining nurse-led education with a comprehensive vaccination approach effectively increases patients’ willingness to vaccinate compared to standard care, which usually lacks structured educational strategies.

The three reviewed studies clearly indicate that nurse-led vaccination efforts are crucial for reducing healthcare disparities. Many patients visiting the ED belong to vulnerable groups and come from underserved communities, facing barriers such as socioeconomic challenges, limited access to primary care, or lack of insurance. Providing vaccines during ED visits enables nurses to help bridge these gaps and promote health equity. Parrish et al. (2022) show that initiatives led by the ED are particularly valuable for patients without ongoing healthcare providers, emphasizing the ED’s vital role as a safety net for preventive services.

Although nurse-led vaccination initiatives in the ED provide benefits, they also face some challenges. Common obstacles include concerns about workflow disruptions, other responsibilities, and limited time. However, research shows that integrating vaccination protocols into electronic health records (EHRs), offering comprehensive staff training, and careful planning can help address these issues. Bischof et al. (2025) note that smoothly incorporating vaccination into ED operations requires an organized workflow. Evidence-Based Practice Paper Additionally, interdisciplinary teamwork and strong leadership are vital for maintaining these efforts.

From an EBP perspective, nurse-led influenza vaccination initiatives support quality improvement goals and align with key public health priorities. They demonstrate how nursing leadership can drive innovation and enhance patient outcomes. Through patient education, standardized protocols, and standing orders, these vaccination programs can boost the effectiveness and efficiency of preventive care. Additionally, they enable nurses to operate at the top of their scope of practice, highlighting the essential contributions they make to population health management.

In summary, nurse-led influenza vaccination programs in the ED are proven to be effective at encouraging patients to get vaccinated and increasing vaccination rates. The evidence consistently supports these programs as beneficial and practical, especially when paired with patient education. The PICOT is backed by evidence from the identified literature, which shows that nurse-driven interventions, compared to standard care, significantly boost patients’ willingness to receive influenza vaccines during ED visits. As healthcare shifts toward prevention, expanding nurse-led vaccination efforts in the ED offers a feasible and impactful strategy to reduce influenza-related morbidity and promote public health Evidence-Based Practice Paper.

References

Bischof, J. J., Reichert, E. M., Maitland, J., Queen, J. M., Cobranchi, C., Conroy, M. J., Adkins, E., Martin, D. R., & Lyons, M. S. (2025). Evaluation of an influenza vaccine administration program in the emergency department.
The American Journal of Emergency Medicine, 97
, 131–135.
https://doi.org/10.1016/j.ajem.2025.07.038

German, P. H., Lazenby, M., Phillips, S., & Jun, A. (2024). The Effect of a Quality Improvement Project on Improving Patients’ Willingness to Receive an Influenza Vaccination in the Emergency Department.
Journal of Immigrant and Minority Health, 26
(3), 474–481.
https://doi.org/10.1007/s10903-023-01574-2

Parrish, C., Phares, C. A., Fredrickson, T., Lynch, J. B., Whiteside, L. K., & Duber, H. C. (2022). Evaluation of an Emergency Department Influenza Vaccination Program: Uptake Factors and Opportunities.
The Western Journal of Emergency Medicine, 23
(5), 628–632.
https://doi.org/10.5811/westjem.2022.5.55227
 Evidence-Based Practice Paper

Discussion Topic: Module 2: Discussion
Module 2: Discussion

 
Back to Module 2: General, HEENT, Neck, and Skin

Demonstration of Physical Assessment of Head and Face, Ears, Eyes, Nose, Throat, and Mouth (10-minute video)

Strong physical assessment skills are an important foundational skill in nursing practice. Proper technique, sequencing, positioning, and professional communication while verbalizing normal expected findings throughout the assessment is essential. This activity helps build your confidence as you receive feedback from your peers in preparation for your Final Skills Check-off.

Be sure to review the Learning Resources before completing this assessment.

Required Resources

NOTE: Utilize this text as a clinical reference to aid your analysis for the relevant areas noted.
 Also utilize study questions to develop your understanding of the concepts and topics presented throughout this course.

Soriano, R. P. (2026). 
Bates’ guide to physical examination and history taking
 (14th ed.). Wolters Kluwer Health.

Chapter 10, “General Survey, Vital Signs, and Pain”

Chapter 12, “Skin, Hair, and Nails”

Walden University, LLC. (2026). 
Advanced Physical Assessment Part 1: Demonstration Video of Physical Assessment of Head and Face, Ears, Eyes, Nose, Throat, and Mouth
 [Video]. Walden University Canvas. https://waldenu.instructure.com

[RELAXING MUSIC]

NANCY HADLEY: We’re going to jump right in.

I am going to demonstrate palpation of the lymph nodes,

the preauricular in front of the ears,

posterior auricular behind the ears,

the occipital at the back of the head,

tonsillar at the edge of the jaw,

submandibular under the jaw, and submental under the chin,

anterior cervical at the front of the neck,

and posterior cervical at the back of the neck.

Supraclavicular is above the clavicle on both sides.

There is no enlargement, and they’re equal bilaterally.

The next thing I’m going to do is cranial nerve V,

which is trigeminal.

And I’m going to palpate over the masseter muscles

as the patient clenches the jaw.

And cranial nerve V is intact.

Next I’m going to do sensory, checking light

touch over the forehead.

Let me know if it feels the same on both sides.

The cheeks.

The chin.

Does everything feel the same?

SPEAKER: Feels the same.

NANCY HADLEY: OK.

So cranial nerve V is intact.

Then I’m going to check the face for symmetry.

I’m going to have the patient to smile.

I’m going to have them frown.

Raise the eyebrows.

Puff out the cheeks.

Pucker the lips.

Cranial nerve VII is intact.

The next thing I’m going to do is inspect

the ear using my otoscope.

I’m going to inspect the auditory canal

and the tympanic membranes of both ears.

I’m going to pull up and back.

I’m going to shine the light in the external canal.

And I’m going to note that it is clear,

that there’s no swelling or redness, drainage

or cerumen noted.

And the tympanic membrane is intact and pearly gray.

And there is no effusion.

The next test is going to be a whisper test.

I’m going to whisper three words into the patient’s ear

and have them repeat the words back.

Cover the ear that you are not testing.

And repeat after me.

Christmas.

SPEAKER: Christmas.

Three.

Ear.

NANCY HADLEY: All right.

We’re going to do the other side, covering this ear.

SPEAKER: Halloween.

NANCY HADLEY: Six.

SPEAKER: Six.

NANCY HADLEY: Tire.

SPEAKER: Tire.

NANCY HADLEY: All right, so hearing is intact bilaterally.

Next, I’m going to assess the eye, the optic nerve,

asking the patient to watch my hands bilaterally.

I’m going to try and be at the patient’s same level.

I’m going to bring the hands from the back.

Let me know when you see my fingers wiggle.

SPEAKER: Now.

Now.

NANCY HADLEY: All right.

So peripheral vision is normal.

The next thing I’m going to do is use my ophthalmoscope.

And I’m going to check pupillary response to light or PERRLA

using the ophthalmoscope and have

the patient stare at my nose and come from this side

and from this side.

All right.

And pupils are about 2 to 3 millimeters,

and they are responsive to light.

The next thing I’m going to do is the cranial nerve III, IV,

and VI, the oculomotor, the trochlear, and the abducens.

I’m going to use an H pattern and have

the patient follow my finger.

OK.

EOMs are intact and equal bilaterally.

I’m also going to do a funduscopic exam assessing

the blood vessels in the eye.

OK.

I’m going to put my hand on the shoulder

so that I can guide myself in and take off my glasses.

The disk margins around and sharp.

There’s no AV nicking, no exudate, and no hemorrhages.

The next thing I’m going to do is assess the nasal turbinates

and the septum.

So I’m going to tip the nose.

And I’m going to look in both sides.

And I can see from that that the turbinates are pink and moist.

The septum is midline.

There’s no angling anteriorly, and the septum

is straight with no deviations.

The next thing I’m going to do is palpate

the frontal and maxillary sinuses.

Is there any pain here?

SPEAKER: No.

NANCY HADLEY: Any pain here?

SPEAKER: No.

NANCY HADLEY: Any pain here?

SPEAKER: No.

NANCY HADLEY: OK.

So no tenderness is noted on palpation

of the frontal and maxillary sinuses.

The next thing I’m going to do is inspect the mouth and throat.

We’re going to look at lips, teeth, gums, buccal mucosa,

hard and soft palate, the tongue and the floor of the mouth,

as well as the posterior pharynx and tonsils.

Evaluating the patient, her lips are pink and moist.

Let me have you open your mouth.

OK.

Teeth, there are no signs of decay.

On her gums, there’s no redness or swelling,

and they’re moist and pink.

The buccal mucosa on both sides are pink and moist.

Soft and hard palate are also pink and moist.

Tongue is pink and moist.

Let me have you lift your tongue.

All right.

The floor of the mouth is pink, and there’s

no nodules or drainage noted.

And posterior pharynx, all right, there’s no drainage,

it’s pink and moist, and the tonsils are grade 1.

The next thing I’m going to do while I’m evaluating the mouth

is looking at the cranial nerve IX, which is glossopharyngeal,

and X, the vagus nerve.

So have the patient say ah.

SPEAKER: Ah.

NANCY HADLEY: All right.

And what I see is that there is a symmetrical

rise of the soft palate with phonation.

The cranial nerve IX is a gag reflex,

and we’re not going to test it for this exam.

The uvula on exam is symmetrical with phonation,

so cranial nerve X is intact.

The next one is cranial nerve XII or hypoglossal.

So have your patient stick their tongue out, move it side

to side.

All right.

The cranial nerve XII is intact.

Document:
 
Physical Exam Reference Sheet
 

Document:
 
Part 1 of the Final Skills Check-Off Grading Rubric
 

To prepare:

Watch the Demonstration Video in the Learning Resources for proper technique and verbalizations.

Download Part 1 of the Final Skills Check-Off Grading Rubric. Review the rubric to familiarize yourself with the expectations for the Final Skills Check-Off. 
Note:
 This rubric will not be used to grade this discussion; however, reviewing it will help you practice the relevant section of the physical assessment in preparation for your Final Skills Check-Off.

Review the Assignment Rubric. NURS-6512 Module 2: Week 3 Discussion Demonstration of Physical Assessment of Head and Face, Ears, Eyes, Nose, Throat, and Mouth (10-minute video)

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the 
Reply 
button to complete your initial post. Remember, once you click on 
Post Reply
, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on 
Post Reply
!

By Wednesday of Week 3

Using a (friend, family member, or co-worker), video record your practice physical assessment of the head, face, ears, eyes, nose, throat, and mouth. You may use Zoom, Teams, or your phone camera.

During the assessment, verbalize normal expected findings. Ensure clear camera angle, appropriate lighting, and professional communication throughout the process. Limit the length of the video to 10 minutes or less.

Post your demonstration video.

By Saturday of Week 3

View 2 classmates’ videos and provide constructive feedback on technique, verbalizations, and camera setup. NURS-6512 Module 2: Week 3 Discussion Demonstration of Physical Assessment of Head and Face, Ears, Eyes, Nose, Throat, and Mouth (10-minute video)

John Locke and Thomas Hobbes social contract theory essay

Topic B

Using Vaughn’s Ch. 8 and the excerpts from Locke reprinted there, explain Locke’s view of human nature. Use details from the textbook to support your description of his view. Next, explain Hobbes’s view of human nature, again using details from the textbook to support your description of Hobbes’s view. How does Locke’s view of human nature differ from Hobbes’ view? Which thinker’s argument do you find more convincing? Explain fully, and defend your answer.

 

John Locke and Thomas Hobbes social contract theory essay

Essay 3: Topic B

Understanding early modern theories of human nature is essential to grasping the development of political philosophy. Vaughn’s Chapter 8 examines the ideas of John Locke and Thomas Hobbes, two key figures who shaped liberalism and social contract theory. Locke portrays humans as morally capable and naturally inclined to cooperate through the concept of natural rights. In contrast, Hobbes emphasizes human insecurity, competition, and vulnerability in the absence of authority. These differing views of human nature underpin their distinct ideas about political legitimacy. This essay reviews Locke and Hobbes’s ideas, analyzing, quoting, and comparing their perspectives, and concludes that Locke’s perspective offers a more persuasive explanation of social order and human motivation.

Locke’s view of human nature

Locke’s perspective on human nature begins with the belief that everyone is inherently free and equal. Vaughn notes that Locke rejects the notion that humans are born under others’ control. Instead, Locke argues that each person possesses equal moral worth and fundamental rights (Vaughn, 2022). His view of human nature is orderly, grounded in a moral realm regulated by reason. Locke uses reason to show that all individuals are autonomous and equal, and thus no one should harm others’ lives, health, liberty, or possessions (Vaughn, 2022). This supports the idea that natural law persists even in the absence of a formal government. According to Locke, humans can recognize moral boundaries and adjust their conduct accordingly, laying the foundation for his later endorsement of limited political power.

GET A HUMAN-WRITTEN PAPER HERE

The account Locke presents emphasizes the strong belief that humans are rational. Vaughn notes that, for Locke, people can grasp natural law through reflection and shared moral principles (Vaughn, 2022). Humans are neither purely self-interested calculators nor merely saints. Instead, they possess faculties for reciprocity, restraint, and judgment. Locke acknowledges that people may violate natural law, but such violations are exceptions rather than the norm or inherent traits. This suggests that conflicts stem from bias, passion, or misjudgment rather than from inherent hostility. Because humans can understand rights and fairness, Locke argues that social cooperation is possible. His theory treats political society as a rational extension of natural moral relations, not an artificial imposition on inherently hostile beings John Locke and Thomas Hobbes social contract theory essay.

Locke focuses on natural rights to clarify his view of human nature. Vaughn explains that Locke holds that each human being inherently has rights to life, liberty, and property, which derive from their status as humans rather than from societal institutions (Vaughn, 2022). He states that property is gained through labor: lawful ownership is established by combining one’s labor with resources. The process of acquiring property requires respect for others’ rights, foresight, and intentional effort. In addition, Locke emphasizes that limits should be respected, asserting that there must be a moral limitation on appropriation (Vaughn, 2022). These are clear boundaries, implying that humans have the capacity to balance moral duties with self-interest. For Locke, political authority exists mainly to protect existing rights rather than to establish morality.

Locke remains optimistic about the state of nature but acknowledges its challenges. In this condition, individuals judge for themselves, which can lead to instability, conflicts, and biases (Vaughn, 2022). These challenges justify forming a government based on consent. He emphasizes that disorder stems from structural issues, not inherent evil, particularly the absence of dependable enforcement and impartial judgment. Consequently, a government is created to address these practical concerns while protecting natural freedoms. His view of human nature is moderate, noting that humans are moral and benefit from institutions that foster stability and reduce bias. This balanced perspective on human morality and the necessity of institutions sets Locke apart from more pessimistic thinkers.

Hobbes’s view of human nature

Vaughn explains that Hobbes’s perspective on human nature is distinct from other views. Hobbes believes that humans are mostly equal in intelligence and strength, but this equality leads to fear and competition (Vaughn, 2022). Since everyone desires the same resources and not everyone can have them, conflict is inevitable. Hobbes identifies three main causes of conflict: competition, diffidence (mutual distrust), and glory (reputation concerns) (Vaughn, 2022). Without a central authority, these tendencies can result in insecurity John Locke and Thomas Hobbes social contract theory essay. Hobbes describes life as “solitary, poor, nasty, brutish, and short,” emphasizing that the core human instinct is self-preservation.

Hobbes’s view of human nature centers on psychological egoism. Vaughn notes that Hobbes holds that actions are primarily driven by self-interest, even those that may appear altruistic (Vaughn, 2022). Moral norms lack authority without enforcement because individuals cannot rely on others to observe them. The fear of violent death is the strongest motivator, prompting rational individuals to invoke the social contract to pursue peace. Nevertheless, attaining peace requires surrendering significant freedoms to a sovereign endowed with absolute power. This pessimistic view of human nature underscores the need for a strong, centralized government. Unlike Locke, Hobbes sees political order as a means to preserve stability in an inherently perilous environment, not as a protector of preexisting rights.

Comparison

Examining Locke’s and Hobbes’s arguments highlights key differences between optimistic and skeptical views. Locke sees humans as rational, morally guided, and able to identify their rights and duties without government (Vaughn, 2022). In contrast, Hobbes views humans as mistrustful, self-interested, and prone to conflict in the absence of coercive authority (Vaughn, 2022). Locke’s concept of the natural state involves moral principles, whereas Hobbes lacks a consistent idea of justice. As a result, Locke supports limited government based on individual rights and consent, while Hobbes champions near-absolute sovereignty. Their disagreement arises from contrasting beliefs about moral judgment, trust, and human motivation. Locke’s perspective reflects cautious optimism aligned with liberalism, whereas Hobbes’s skepticism favors authoritarian stability. These differing political views reflect their distinct understandings of human nature.

Convincing argument

Locke’s optimistic perspective appears more compelling. Daily human interactions reveal that, despite self-interest, people often act out of empathy or fairness, adhere to norms, and cooperate. This complexity is acknowledged by Vaughn’s interpretation, which recognizes both moral capacity and the importance of institutions (Vaughn, 2022). Although Hobbes rightly points to rivalry and insecurity, he appears singularly focused on egoism and fear, which limits the support for his arguments. Locke provides a more persuasive explanation of how moral expectations can persist even in loosely regulated settings. His approach accepts conflict without assuming universal hostility. In addition, Locke emphasizes consensus and rights, a view aligned with the modern values of accountability and dignity. Overall, Locke’s view of human nature offers a more nuanced, richer basis for political philosophy.

Conclusion

Vaughn’s Chapter 8 examines ideas about human nature and how they shape political systems. Locke’s positive view of morally capable, rational people supports a model grounded in natural rights and limited government. By contrast, Hobbes’s pessimistic view of humans as mistrustful and vulnerable justifies a powerful sovereign. Their contrasting perspectives (optimistic vs. pessimistic) highlight the ongoing debate about human nature. Overall, Locke presents a balanced outlook that more effectively explains how moral values, self-interest, and reason work together in human societies. By recognizing both institutional importance and ethical capacity, Locke makes a strong case for political systems that protect basic freedoms.

Reference

Vaughn, L. (2022).
Philosophy Here and Now: Powerful Ideas in Everyday Life
(4th ed.). Oxford University Press. John Locke and Thomas Hobbes social contract theory essay

NURS 6512: Physical Examination Reference Sheet

NURS 6512 – Advanced Health Assessment & Diagnostic Reasoning

Purpose: To guide students in documenting objective findings only during the physical

examination.

REMINDER: PHYSICAL EXAM = OBJECTIVE DATA ONLY

This section should include only what you observe, measure, or assess — not what the patient

reports. Do NOT include subjective statements or history.

✅ Correct (Objective): “Lungs clear to auscultation bilaterally; no wheezes, rales, or rhonchi.”

❌ Incorrect (Subjective): “Patient reports shortness of breath and chest tightness.”

GENERAL FORMAT FOR PHYSICAL EXAM DOCUMENTATION

• General: Appearance, distress, hygiene, orientation

• Skin: Color, temperature, turgor, lesions, rashes

• Head: Normocephalic, atraumatic

• Eyes: PERRLA, EOMI, conjunctiva clear

• Ears: TM intact, no erythema or effusion

• Nose: Mucosa pink, septum midline, no discharge

• Mouth/Throat: Mucosa moist, no erythema or exudate

• Neck: Supple, no lymphadenopathy, thyroid non-enlarged

• Cardiac: RRR, no murmurs, rubs, or gallops

• Lungs: CTA bilaterally, no wheezes, rales, or rhonchi

• Abdomen: Contour, bowel sounds, tenderness, organomegaly

• GU: External genitalia, discharge, lesions, CVA tenderness (as indicated)

• Musculoskeletal: ROM, strength, gait, deformities, tenderness

• Lower Extremities: Edema, pulses, color, warmth, capillary refill, sensation

• Neuro: CN II–XII grossly intact, strength and sensation symmetrical

Chief Complaint, Must-Not-Miss Diagnoses, and Systems to Examine

Identify high-priority conditions and focus your exam to rule them out.

Chief Complaint Must-Not-Miss Diagnoses Systems to Examine

Cough or Shortness of

Breath

Pneumonia, Pulmonary

embolism, Myocardial

infarction, Heart failure,

Pneumothorax

Respiratory, Cardiac, ENT,

Skin (cyanosis), Lower

Extremities (edema/DVT

signs)

Abdominal Pain Appendicitis, Bowel

obstruction, Perforated

Abdomen, GU, Cardiac,

Respiratory, Skin

ulcer, Ectopic pregnancy,

Cholecystitis, Pancreatitis

(jaundice), Neuro (pain

localization)

Headache Subarachnoid hemorrhage,

Meningitis, Temporal

arteritis, Intracranial mass,

Hypertensive emergency,

CVA (stroke)

Neuro, HEENT, Neck, Eyes

(fundoscopic), Cardiac (BP),

Skin (rash/meningitis)

Back Pain Cauda equina syndrome,

Epidural abscess, Spinal

fracture, Pyelonephritis,

Abdominal aortic aneurysm

(AAA)

Musculoskeletal, Neuro,

Abdomen, GU (CVA

tenderness), Skin

(infection)

UTI Symptoms Pyelonephritis, Urosepsis,

Pregnancy, Obstructive

uropathy

Abdomen, GU, CVA

tenderness, Skin (fever

signs), Neuro (confusion in

elderly)

Sore Throat Peritonsillar abscess,

Epiglottitis, Mononucleosis,

Streptococcal pharyngitis

HEENT, Lymphatic, Neck,

Cardiac, Respiratory

(airway), Skin

(rash/scarlatina)

Rash Cellulitis, Meningococcemia,

Stevens-Johnson syndrome,

Drug reaction, Anaphylaxis

Skin, Lymphatic, HEENT

(mucosal lesions),

Respiratory (distress),

Cardiac (shock signs)

Extremity/Joint Pain DVT, Septic joint, Fracture,

Cellulitis, Compartment

syndrome

Musculoskeletal, Neuro,

Lower Extremities (pulses,

edema, warmth, sensation),

Skin

DOCUMENTATION TIP

• Use head-to-toe format only for comprehensive exams (annuals, new patient, baseline).

• Use focused format for problem-based visits.

• Objective findings should align with your assessment and must-not-miss differential diagnoses.

NRNP 6541 week 10 assignment Articulate Assignment: Evolving Case Study: Preschool and School-Aged Children

The mother presents to your pediatric office with concerns that her 7-year-old son is not reading well and is failing English. The parent feels he gets distracted and loses focus. She states that he has poor attention to details.

 

Administer a NICHQ Vanderbilt test

 

Correct! The NICHQ Vanderbilt test is administered to evaluate for signs of attention deficit disorder.

 

 

10 mg Methylphenidate ER (30/70) PO daily QAM

 

Correct: This is generic for Metadate CD and is the best choice.

 

The mother adds that her son has a history of club foot, which is repaired

However, he walks with a limp, and kids tease and bully him. They imitate the way he walks, and he now states that he does not like school and does not want to go.

That the patient should set up mental health counseling for her son and that you will give a referral for such.

Correct. Good choice! The patient should be referred to counseling.

FOLLOW-UP: 3.5 Weeks

You see the family back for a follow-up visit 3.5 weeks later after starting 10 mg of methylphenidate ER (30/70). The patient has gained 1 lb and is able to sleep well.

Increase the current medication from 10 mg to 20 mg.

Correct! Doses should be increased incrementally. Start low and go slow.

 

 

Decrease his medication to 20 mg methylphenidate ER (30/70), recommend increased calories (with ice cream) and recheck his weight in 1 month.

Correct! It is important to decrease the medication when you hit significant side effects such as weight loss or issues sleeping. You still should recommend increased calories.

 

SUMMARY (1 of 5)

After adjusting the medication to 20mg methylphenidate ER (30/70), the patient returns a month later and has gained 6 lbs. He is no longer having any issues sleeping. His grades remain excellent.

SUMMARY (2 of 5)

He has not had additional issues with poor attention at school. He is now seeing a mental health therapist and receiving cognitive behavioral therapy, which has helped with school avoidance issues.

SUMMARY (3 of 5)

He has not had additional issues with poor attention at school. He is now seeing a mental health therapist and receiving cognitive behavioral therapy, which has helped with school avoidance issues.

SUMMARY (4 of 5)

The therapist recommended interventions at school which has eliminated the bullying. The patient states, “I did a class presentation on club foot and showed pictures of my funny baby feet . . .

SUMMARY (5 of 5)

 . . . and the x-rays from my surgeries.  My classmates asked to see my scars and it was cool to show them.  Now kids play with me instead of tease me. I like school again.” NRNP 6541 week 10 assignment Articulate Assignment: Evolving Case Study: Preschool and School-Aged Children

NURS

6512

Physical

Examination

Check

Off

Rubric
Part 1:

Head and Face, Ears, Eyes, Nose, Throat and Mouth
Grades

are awarded

as

follows:
2/4

=

Demonstrated

thoroughly with

correct

technique
1/2

=

Demonstrated

Partially

with

mostly

correct

technique
0

=

Did

not

demonstrate

or

demonstrated

with

incorrect

technique
*A head to toe

(cephalo
–
caudal), and anterior
–
posterior approach should be used when
conducting

the

exam. No

deductions

given

for

exam

steps

out

of

order.

Students

should
verbalize each exam step

and

must identify all cranial nerves by name and number.
Appropriate

documentation

noted

in

blue
Have

patient

sit

up
HEAD

AND

FACE
Palpates lymph nodes of the head and neck:
Preauricular

(in front ears)
, postauricular

(behind
ears)
, occipital

(back of

head),

tonsillar

(edge of

jaw)
,
submandibular

(under

jaw)
,

submental

(chin)
,

anterior
cervical

(front neck)
, posterior cervical

(back neck),
supraclavicular

(above

clavicle)

(verbalize

locations)
No enlargements and they are equal bilaterally
4

2

0
CN

5

(Trigeminal)
Motor

–

palpate

over the

masseter

muscle

as patient

clenches jaw
–

CN

5

intact
Sensory

–

light touch

sensation

to

forehead, cheeks,

chin, nose

(patient closes
eyes and identifies where they are being touched)

–
CN 5 intact
2

1

0
CN

7

(Facial)
Inspect for

facial

symmetry

with

smile, frown,

raise

eyebrows, puff cheeks, pucker
lips

CN 7 intact
2

1

0
EAR
Inspect

auditory

canal

and

TM

(using

otoscope)

To

both

ears
(Pull

up

and

back).

External

auditory

canal

is

clear. No

swelling, redness, drainage,
or cerumen. Tympanic membrane is pearly gray and there is no effusion.
4

2

0
CN

8

(Acoustic)

(Hearing)
Whisper

Test (whisper 3

words

out

of patient’s

sight, and

patient

repeats

words
back) Test one ear at a time.

Hearing is intact bilaterally.
2

1

0
EYE
CN

2

(Optic)
Assess

peripheral/central

vision
Peripheral

vision
–

stand

at

same

eye

level

and

bring

hands

from

beside

patient

until
they

see

them.

Let

me

know

when

you

see

my

hands.

Do

directly

beside, above,
and below.

Peripheral vision is normal.
2

1

0
CN

2

(Optic)
Check pupillary response to light [PERRL]

Using ophthalmoscope with light have
patient stare

at my

nose

and

come

from side

with

light source. Pupils

are

about 2
–
3mm and they respond to light.
2

1

0
CN

3

(Oculomotor),

4

(Trochlear),

6

(Abducens)

Extraoccular

Movement
Test for

conjugate

gaze

with

EOM.

Using

an

H

pattern

have

patient follow

with

only
eyes. All EOM’s are intact equally.
2

1

0
Assess

blood

vessels

in

the

eye

–

Fundoscope

exam (using

ophthalmoscope)

To
both

eyes
.

Disc

margins

are

round

and

sharp

No

AV

nicking

No

exudate

or
hemorrhages
2

1

0
NOSE
Assess

nasal

turbinates

and

septum

(using

light

source)

Lift

tip

of

nose
All

turbinates

are

pink

and

moist. Septum

is

midline. Angling

anteriorly, I see

the
septum is straight with no deviation.
2

1

0
Palpates

frontal

and

maxillary

sinuses

No

tenderness

noted.

2

1

0
THROAT

AND

MOUTH

Inspect lips, teeth, gums, buccal

mucosa,

palate,

tongue, the

floor of

the

mouth
(under the tongue), posterior pharynx, and tonsils (
grade tonsils, if present
)
Lips
–
pink and moist.
Open

mouth.
Teeth
–
no

signs

of

decay

or

cracks.
Gums
–

no

redness

or

swelling

and

moist

and

pink.
Buccal Mucosa
–
moist and pink bilaterally
Upper

Soft

and

Hard

Palates
–
pink

and

moist
Tongue
–
smooth and pink
Lift

tongue
Floor

of mouth

is

pink

with

no

nodules

or

drainage

and

is

moist.
Posterior

pharynx
–

no

drainage

and

is

moist

and

pink.

Grade

Tonsils

if

present
4

2

0
CN

9

(glossopharyngeal)

and

10

(Vagus).
Say

“Ahh” and

soft

palate

and

uvula

rise

symmetrically

with

phonation

(CN

10)
* Gag

reflex not

tested

for

this exam

(CN

9).

Must

only state name

and number
Uvula rises symmetrically with phonation, so CN 10 is intact.
2

1

0
CN

12

(Hypoglossal)
Stick

out

tongue

and

move

it

left

to

right.

Intact
2

1

0

NURS 6501 Week 2 – A 24-year-old male presents to the clinic with a chief complaint of developing large areas of dandruff to his scalp and pitting of his fingernails

The Assignment

Develop a 1- to 2-page case study analysis in which you:

Explain why you think the patient presented the symptoms described.

Identify the genes that may be associated with the development of the disease.

Explain the process of immunosuppression and the effect it has on body systems.

By Day 7 of Week 2

Submit your Case Study Analysis Assignment by Day 7 of Week 2.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templatesLinks to an external site.). All papers submitted must use this formatting.

Case: A 24-year-old male presents to the clinic with a chief complaint of developing large areas of dandruff to his scalp and pitting of his fingernails. He also started noticing that he is having morning joint pain that partially relieves after he gets ready for work. He has used multiple types of dandruff shampoo without relief of symptoms. He is unable to remember any significant family history concerns. Labs include a rheumatoid factor which was negative. His ESR was mildly elevated

 

NURS 6501 Week 2 – A 24-year-old male presents to the clinic with a chief complaint of developing large areas of dandruff to his scalp and pitting of his fingernails

Week 2: Altered Physiology

Case Study

The case study involves a 24-year-old male patient who presents to the clinic with complaint of large sections with dandruff on his scalp and pitting on his fingernails. He has also been having morning join paint that is only partially relieved after he prepares to go for work.

Possible Diagnosis

Based on the patient’s presentation of dandruff, nail pitting, joint pain in the morning, and mildly elevated ESR, the most likely diagnosis is psoriatic arthritis, which is likely to have developed from psoriasis. According to Azuaga et al. (2023), it is a chronic inflammatory immune-mediated skin disease that involves erythematous and scaly plaque but tends to also affect the scalp and nails, with approximately 30% of the patients developing psoriatic arthritis. Psoriatic arthritis is a condition that integrates aspects of psoriasis and inflammatory arthritis. In this case, the presentation of dandruff on the scalp is highly likely to be psoriatic plaques, especially due to their resistance to the typical dandruff treatment. In their study, Akaishi et al. (2020) noted that psoriatic arthritis presents with enthesitis or inflammation of the entheses or regions where tendons or ligaments are inserted into bones. The symptoms of nails are a major distinguishing factor in psoriatic arthritis, differentiating it from other types of inflammatory arthritis. The mildly elevated erythrocyte sedimentation rate (ESR) is a likely indicator of the presence of systemic inflammation, which is suggestive of an active psoriatic disease.

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Genes Associated with Development of the Disease

There are several genes that have been associated with the increased risk of developing psoriatic arthritis. According to Patel et al. (2023), the gene that is strongly linked to heightened risk for developing psoriasis and psoriatic arthritis is HLA-C*06:02. This gene has been involved in antigen presentation to T cells. Other genes that are associated with the development of psoriasis are the interleukins, which are cytokines that play critical in the differentiation, proliferation, migration, and adhesion of maturation of immune cells. Among the interleukins that are pro-inflammatory mediators and contribute to psoriasis are IL1B, IL2, IL6, IL12, IL15, IL17, IL18, and IL20 (Patel et al., 2023). The IL1B encodes a cytokine that is generated and serves a critical role in the inflammatory response. Another major inflammatory cytokine noted to cause elevation in psoriasis is the tumor necrosis factor α (TNF-α) that binds to certain receptors and stimulates the nuclear element factor kappa B, and in so doing, leads to rapid transcription of other inflammatory genes, including IL-6 and IL-8 NURS 6501 Week 2 – A 24-year-old male presents to the clinic with a chief complaint of developing large areas of dandruff to his scalp and pitting of his fingernails.

Process of Immunosuppression and Effect on Body Systems

Immunosuppression is a process that minimizes the activity of the immune system. This system is used in the treatment of autoimmune diseases such as psoriasis. Immunosuppression is used to target immune cells and can directly target immune cells such as T cells and B cells, thereby their ability to attack the body’s own tissue. Immunosuppression may also work by blocking the production of activity of cytokines, signal molecules that assist in the regulation of immune response. As a therapy for psoriatic arthritis, immunosuppression reduces the hyperproliferation of keratinocytes and infiltration of the skin, which helps address the psoriatic plaques. The immunosuppression treatments reduce synovial inflammation, pain, and swelling and, in so doing, minimize the progression of joint damage. By reducing systemic inflammation, immunosuppression helps mitigate the increased cardiovascular risk due to psoriatic arthritis.

 

References

Akaishi, T., Yamasaki, K., Mori, Y., Takahashi, T., Izumiyama, T., Terui, H., … & Ishii, T. (2020). Psoriatic arthritis with skin lesions localized to the scalp: A case report. 
Journal of General and Family Medicine
, 
21
(6), 264-267. https://doi.org/10.1002/jgf2.358

Azuaga, A. B., Ramírez, J., & Cañete, J. D. (2023). Psoriatic arthritis: pathogenesis and targeted therapies. 
International journal of molecular sciences
, 
24
(5), 4901. https://doi.org/10.3390/ijms24054901

Patel, H. A., Revankar, R. R., Pedroza, S. T., Graham, S., & Feldman, S. R. (2023). The genetic susceptibility to psoriasis and the relationship of linked genes to our treatment options. 
International Journal of Molecular Sciences
, 
24
(15), 12310. https://doi.org/10.3390/ijms241512310

Saleem, S., Imran, Z., Samdani, A., Khoso, B., Zehra, S., & Azhar, A. (2023). Mutations in PGRN gene associated with the risk of psoriasis in Pakistan: a case-control study. BMC Medical Genomics, 16(1), 335. https://doi.org/10.1186/s12920-023-01757-8

Xiao, Q., Mears, J., Nathan, A., Ishigaki, K., Baglaenko, Y., Lim, N., … & Raychaudhuri, S. (2023). Immunosuppression causes dynamic changes in the expression of QTLs in psoriatic skin.
Nature communications
, 
14
(1), 6268. https://doi.org/10.1038/s41467-023-41984-2

 

 

LEARNING OBJECTIVES – NURS 6501 Week 2 – A 24-year-old male presents to the clinic with a chief complaint of developing large areas of dandruff to his scalp and pitting of his fingernails

Students will:

Evaluate cellular processes and alterations within cellular processes

Analyze alterations in the immune system that result in disease processes

Identify racial/ethnic variables that may impact physiological functioning

Evaluate the impact of patient characteristics on disorders and altered physiology

The Assignment

Develop a 1- to 2-page case study analysis in which you:

Explain why you think the patient presented the symptoms described.

Identify the genes that may be associated with the development of the disease.

Explain the process of immunosuppression and the effect it has on body systems.

Things to remember:

APA format is required for all assignments

A minimum of three scholarly references is required for each assignment

Be sure that your references are no older than five years from the publication date

The writing center has APA templates that can be used and are very helpful

NURS_6501_Week 2_Case Study_Assignment_Rubric – NURS 6501 Week 2 – A 24-year-old male presents to the clinic with a chief complaint of developing large areas of dandruff to his scalp and pitting of his fingernails

NURS_6501_Week 2
_Case Study_Assignment_Rubric

Criteria

Ratings

Pts

Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:Explain why you think the patient presented the symptoms described.

30 to >27.0 pts

Excellent

The response accurately and thoroughly describes the patient symptoms. … The response includes accurate, clear, and detailed reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.

27 to >24.0 pts

Good

The response describes the patient symptoms. … The response includes accurate reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.

24 to >22.0 pts

Fair

The response describes the patient symptoms in a manner that is vague or inaccurate. … The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research.

22 to >0 pts

Poor

The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing. … The response does not include reasons for the symptoms, or the explanations are vague or based on inappropriate or no evidence/research.

30 pts

Identify the genes that may be associated with the development of the disease.

25 to >22.0 pts

Excellent

The response includes an accurate, complete, detailed, and specific analysis of the genes that may be associated with the development of the disease.

22 to >19.0 pts

Good

The response includes an accurate analysis of the genes that may be associated with the development of the disease.

19 to >17.0 pts

Fair

The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease.

17 to >0 pts

Poor

The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease is missing.

25 pts

Explain the process of immunosuppression and the effect it has on body systems.

30 to >27.0 pts

Excellent

The response includes an accurate, complete, detailed, and specific explanation of the process of immunosuppression and the effect it has on body systems.

27 to >24.0 pts

Good

The response includes an accurate explanation of the process of immunosuppression and the effect it has on body systems.

24 to >17.0 pts

Fair

The response includes a vague or inaccurate explanation of the process of immunosuppression and the effect it has on body systems.

17 to >0 pts

Poor

The response includes a vague or inaccurate explanation of the process of immunosuppression and the effect it has on body systems.

30 pts

Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.

5 to >4.0 pts

Excellent

Paragraphs and sentences follow writing standards for flow, continuity, and clarity. … A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

4 to >3.0 pts

Good

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

3 to >2.0 pts

Fair

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. … Purpose, introduction, and conclusion of the assignment are vague or off topic.

2 to >0 pts

Poor

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. … No purpose statement, introduction, or conclusion were provided. 5 pts Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation 5 to >4.0 pts

Excellent

Uses correct grammar, spelling, and punctuation with no errors.

4 to >3.0 pts

Good

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3 to >2.0 pts

Fair

Contains several (3 or 4) grammar, spelling, and punctuation errors.

2 to >0 pts

Poor

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

5 pts

Written Expression and Formatting –
The paper follows correct APA format
for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.

5 to >4.0 pts

Excellent

Uses correct APA format with no errors.

4 to >3.0 pts

Good

Contains a few (1 or 2) APA format errors.

3 to >2.0 pts

Fair

Contains several (3 or 4) APA format errors.

2 to >0 pts

Poor

Contains many (≥ 5) APA format errors.

5 pts

Total Points: 100 NURS 6501 Week 2 – A 24-year-old male presents to the clinic with a chief complaint of developing large areas of dandruff to his scalp and pitting of his fingernails

NURS 6512 Assignment 2: Mike Taylor Simulation Case Studies – Influenza

Simulation Case Study #1: Obtaining a Comprehensive Health History

Obtaining an accurate and comprehensive health history is a foundational competency in advanced clinical practice. Research consistently demonstrates that a significant part of diagnoses can be accurately identified based on history alone. Beyond identifying symptoms, a comprehensive health history integrates biological, psychological, social, cultural, and environmental factors that influence health outcomes.

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Resources

 

Be sure to review the Learning Resources before completing this assessment.

Required Resources

To prepare:

Download the 
Week 2 Case Study Assignment Template

Download and review the 
Comprehensive Health History Reference Sheet
.

Access S
imulation Case Study #1: Obtaining a Comprehensive Health History

Part I: Obtaining and Documenting a Comprehensive Health History

Using only the information provided in the initial patient presentation, complete a comprehensive adult health history as if you conducted the patient interview yourself.

Expand the history as appropriate by identifying and documenting expected history findings. You may include your own version of history sections as you see fit. In other words, you can formulate your own health history of the patient as long as it is 
properly documented
.

Your written submission must include the following sections:

Identifying Data

Chief Complaint (in patient’s own words)

History of Present Illness (fully developed provider-written narrative using OLDCART or OPQRST format)

Past Medical History

Surgical History

Current Medications (including OTC and supplements)

Allergies (including reactions)

Family History

Social History (including occupation, living situation, substance use)

Social Determinants of Health (employment stability, financial strain, housing, transportation, access to care, ability to isolate, vaccine hesitancy)

Vaccination History (including influenza and COVID status)

NURS 6512 Assignment 2: Mike Taylor Simulation Case Studies – Influenza

Focused Review of Systems

Evidence-Based Practice Requirement 

Your documentation must incorporate a minimum of three evidence-based scholarly references published within the last five years (≤ 5 years old). Cite all sources in APA format.

References must support:

Clinical presentation and pathophysiology of influenza

Risk stratification and high-risk populations

Current influenza vaccination recommendations

Best practices in advanced health assessment documentation

Any portion of the “reflection” section

NURS 6512 Assignment 2: Mike Taylor Simulation Case Studies – Influenza

Acceptable Sources

Peer-reviewed scholarly journal articles

CDC clinical guidelines

IDSA clinical practice guidelines

WHO clinical guidance documents

Evidence-based advanced practice nursing resources

Unacceptable Sources

Patient education websites (e.g., Mayo Clinic, Cleveland Clinic, WebMD, Healthline)

General health blogs

Wikipedia

Non–peer-reviewed commercial websites

Part II: Reflection

This reflection is designed to strengthen clinical reasoning by evaluating your interviewing process and identifying opportunities to enhance assessment quality.

After completing your comprehensive health history, submit a 1-page reflection addressing the questions listed in the assignment template.

By Sunday of Week 2

Submit the Assignment.

Submission Information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the 
Turnitin Drafts
 from the 
Start Here
 area.

To submit your completed assignment, save your Assignment as 
MD1Assgn2_LastName_FirstInitial

Then, click on 
Start Assignment
near the top of the page NURS 6512 Assignment 2: Mike Taylor Simulation Case Studies – Influenza

Next, click on 
Upload File
 and select 
Submit Assignment
 for review.

Rubric

NURS_6512_Module1_Assignment2_Rubric

NURS_6512_Module1_Assignment2_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning Outcome
Part I: Obtaining and Documenting a Comprehensive Health History… Demonstrates accurate and complete documentation of patient history containing only subjective data. Includes a focused (not comprehensive) review of systems.

50
 
to >
44.7
 pts
Excellent
Provides accurate and complete documentation of patient health history containing subjective data and a focused review of systems.

44.7
 
to >
39.7
 pts
Good
Provides a mostly accurate and complete documentation of patient health history containing subjective data and a focused review of systems.

39.7
 
to >
0
 pts
Poor
Does not provide documentation of patient health history; documentation is inaccurate and/or incomplete.

50
 pts

This criterion is linked to a Learning Outcome
Part II, Section 1: Additional Questions… Identify 3–5 questions you would ask the patient to further strengthen your assessment. Make sure at least one question relates to social determinants of health.

20
 
to >
17.88
 pts
Excellent
Identifies 3–5 questions they would ask the patient to further strengthen their assessment. At least one question relates to social determinants of health

17.88
 
to >
15.88
 pts
Good
Identifies 3–5 questions they would ask the patient to further strengthen their assessment. None of the questions relates to social determinants of health.

15.88
 
to >
0
 pts
Poor
Does not identify 3–5 questions they would ask the patient; questions provided are unclear or incomplete.

20
 pts

This criterion is linked to a Learning Outcome
Part II, Section 2: Professional Growth… Identify one area where you would improve your interviewing skills based on this case. Briefly explain how you plan to strengthen that area.

15
 
to >
13.41
 pts
Excellent
Identifies one area of professional growth related to interviewing skills. Provides fully developed explanations of how they plan to strengthen their interviewing skills.

13.41
 
to >
11.91
 pts
Good
Identifies one area of professional growth related to interviewing skills. Provides adequately developed explanations of how they plan to strengthen their interviewing skills.

11.91
 
to >
0
 pts
Poor
Does not identify one area of professional growth related to interviewing skills; explanation of how they plan to strengthen their interviewing skills is vague, unclear, or incomplete.

15
 pts

This criterion is linked to a Learning Outcome
Uses at least 3 scholarly resources that are less than 5 years old.

5
 
to >
4.46
 pts
Excellent
Uses 3 peer-reviewed scholarly sources published within the last 5 years.

4.46
 
to >
3.96
 pts
Good
Uses 2 peer-reviewed scholarly sources published within the last 5 years.

3.96
 
to >
3.46
 pts
Fair
Uses 1 peer-reviewed scholarly source published within the last 5 years.

3.46
 
to >
0
 pts
Poor
Does not use peer-reviewed scholarly sources or sources used are older than 5 years.

5
 pts

This criterion is linked to a Learning Outcome
Source Attribution and APA Formatting

5
 
to >
4.46
 pts
Excellent
All sources are cited in APA format without any errors.

4.46
 
to >
3.96
 pts
Good
All sources are cited in APA format with some minor errors.

3.96
 
to >
3.46
 pts
Fair
All sources are cited with frequent APA formatting errors.

3.46
 
to >
0
 pts
Poor
Missing source citations and/or minimal adherence to APA formatting rules.

5
 pts

This criterion is linked to a Learning Outcome
Grammar, Mechanics, and Punctuation NURS 6512 Assignment 2: Mike Taylor Simulation Case Studies – Influenza

5
 
to >
4.46
 pts
Excellent
Correct grammar, spelling, and punctuation with no errors.

4.46
 
to >
3.96
 pts
Good
Correct grammar, spelling, and punctuation with few errors.

3.96
 
to >
3.46
 pts
Fair
Correct grammar, spelling, and punctuation with frequent errors.

3.46
 
to >
0
 pts
Poor
Frequent errors in grammar, spelling, and punctuation that interfere with comprehension.

5
 pts

Total Points: 
100

Mike Taylor – Simulation Case Studies – Influenza

Simulation Case Studies – Influenza

Influenza Presentation

Mike Taylor

Age:
 27
Sex:
 Male
Race/Ethnicity: 
Hispanic
Marital Status:
 Married
Occupation: 
Construction worker
Insurance:
 Private
Living Situation:
 Lives with wife, mother, and 4-year-old son

Chief Complaint (CC): 
Fever and body aches for three days.

Patient Statement

About three days ago I started feeling really run down, like I was coming down with something. The next day I developed a fever — I think it was around 102 — and I’ve had chills on and off since then. My whole body aches, especially my back and legs, and I have this pounding headache that won’t go away. I’ve also had a dry cough and a sore throat.

I did feel a little short of breath yesterday when I walked up the stairs, but I wasn’t sure if that was just because I was tired. I’ve also had some nausea and haven’t really felt like eating much. I haven’t had any vomiting or diarrhea.

A few people at work have been out sick with the flu. I didn’t get my flu shot this year because last time I got it, I felt sick afterward.

I’m mostly worried because I can’t afford to miss work, and my mom lives with us — she has diabetes — so I don’t want her getting sick.

Mike Taylor – Simulation Case Studies – Influenza