Category: Nursing

Latin and Greek in medical terminology

Medical and Health Terminology

The Importance of Latin and Greek in Medicine

The Latin and Greek languages are the main sources of many modern medical terms due to the fact that the earliest scientific and medical scholarship relied on these languages. According to Musokhranova and Astafyeva (2024), ancient medical practitioners, such as the Greek physician Hippocrates, and the later Roman scholars, used both Latin and Greek to record and communicate their knowledge of medicine. Also, Latin and Greek were the dominant languages of education and scientific scholarship for nearly a millennium and, as a result, established a standard for the naming of illnesses, anatomical structures, and procedural interventions (Musokhranova & Astafyeva, 2024). Thus, the integration of these classical languages enables medical practitioners to communicate, and therefore, maintain the accuracy and clarity of medical terminology and concepts in all healthcare systems around the world.

Medical Terminology Originating from Latin and Greek

It is possible to identify the ancient origins of most medical terms. An example is the medical specialty of cardiology which comes from Greek kardia meaning ‘heart’ and -logy meaning ‘study’ (Gerontas et al., 2023). In the same way, the specialization dermatology is formed from Greek derma meaning ‘skin’, and -logy. An example of Latin origin is the word muscle, which is derived from Latin musculus which means ‘little mouse’, because of the early anatomists’ belief that there are mice moving under the skin (Dotou-Huetz, 2023). In that case, the knowledge of the origin of medical terms provides the means to interpret the meaning of complex words. For example, if someone knows the meaning of the prefix neuro- as ‘nerve’, and the suffix -itis as ‘inflammation’, then they will understand that the word neuritis means inflammation of a nerve.

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Fascinating Origins of Medical Terminology

Some medical terms have surprisingly interesting origins, for instance, the word influenza comes from Italian influentia meaning ‘influence’ (Pekesen et al., 2022). In the Middle Ages, people believed the illness was caused by the influence of the stars. Malaria also has an interesting origin. Malaria comes from Italian mal aria, which means ‘bad air’, and illustrates the early belief that disease was caused by air from the swamps (Pekesen et al., 2022). These examples show the importance of understanding the origins of medical terms. It also shows the importance of studying the roots of words in order to simplify and aid in the memorization of complicated medical terms.

 

References

Dotou-Huetz, M. (2023). Towards selective bifunctional senolytic compounds: Design, mechanistic studies and proof of concept.
Hal.science
. https://theses.hal.science/tel-05426937

Gerontas, A., Avgerinos, D. V., Charitakis, K., Maragou, H., & Drosatos, K. (2023). 1821–2021: Contributions of physicians and researchers of Greek descent in the advancement of clinical and experimental cardiology and cardiac surgery.
Frontiers in Cardiovascular Medicine
,
10
. https://doi.org/10.3389/fcvm.2023.1231762

Musokhranova, M. B., & Astafyeva, E. N. (2024). Cultural and historical aspect of Greek Latin medical terminology.
Scientific Bulletin of the Omsk State Medical University
,
4
(3), 46–52. https://doi.org/10.61634/2782-3024-2024-15-46-52

Pekesen, M., Ataman, A. D., & Özdinç, A. (2022). Medicine in philately: Pandemics from past to present.
Anadolu Kliniği Tıp Bilimleri Dergisi
. https://doi.org/10.21673/anadoluklin.1213647

 

 

Consider the following questions as you contribute to the Latin and Greek in medical terminology discussion:

Many medical terms have roots in Latin and Greek. Why do you think these ancient languages are the foundation of modern medical terminology?

Can you provide examples of medical terms that originate from Latin or Greek? Explain how knowing the origin of these words can help in understanding their meanings.

Are there any
medical terms
with interesting or surprising origins that you’ve come across? Share your findings and explain how the term’s origin relates to its modern meaning.

Instructions:

Initial Post:

Answer the provided questions about the origins of medical terminology.

Your initial post should be well-organized, thorough, and reflect your understanding of the topic.

Your response should be clear and at least 150 words. Latin and Greek in medical terminology

Team Collab Assignment – Interdisciplinary Health Promotion Plan: Hypertension Prevention and Management in the United States

ASSIGNMENT OVERVIEW

Development of health promotion plans with patients, families, communities, and professionals is vital to

the improvement of health disparities and disease prevention. As an advanced practice leader you are

required to develop a plan that promotes health on the clinical unit or in your community that can be shared with clients. Select a health promotion topic and complete an interdisciplinary collaboration plan for the roll

out of this project.

a. Identifies a health promotion need on the clinical unit, facility, or in the community that impacts

health and includes literature support that demonstrates it’s a problem.

b. Addresses why collaboration is important and what techniques will be incorporated including how

interdisciplinary strategies will be utilized. Literature support for how the plan will improve

outcomes needs to be included.

c. Identifies team members for supporting this plan including how the health promotion plan will be

rolled out. Literature support that demonstrates the benefits of an interdisciplinary approach to

health promotion needs to be included.

d. Summary

Sources older than five years may not be used without the permission of the class professor.

3. Title page, pagination, subheadings, body of paper, citation of sources, and reference page must

follow APA guidelines as found in the most current edition of the manual.

4. Rules of grammar, spelling, word usage, punctuation, sentence and paragraph structure are

followed and consistent with formal, scholarly writing as noted in the most current edition of the

APA Manual.

Team Collab Assignment – Interdisciplinary Health Promotion Plan: Hypertension Prevention and Management in the United States

Hypertension is one of the most prevalent chronic diseases in the United States that could be prevented. According to the CDC (2025), almost half of all Americans are diagnosed with hypertension, and only one in four Americans has their hypertension under control. In that case, health promotion activities related to hypertension are, therefore, critically needed in healthcare settings. The paper discusses a health promotion plan that can be implemented in a clinical setting in the United States and the surrounding community. This health promotion plan will improve hypertension outcomes through education and interdisciplinary efforts. Also, following the standards of the Healthy People 2030 initiative, this health promotion plan will aim to reduce health disparities and improve health outcomes for the United States population.

Health Promotion Need Identification

Hypertension impacts a significant number of individuals in the United States. According to Richardson et al. (2024), there are approximately 120 million American adults impacted by hypertension, making it the leading risk factor for heart disease and stroke in the United States. Furthermore, the CDC (2025) reports that hypertension contributes to approximately 664,470 deaths in the United States each year. There are disparities in the number of individuals affected by hypertension based on race, socioeconomic, and geographic populations. For instance, African American communities and populations with limited access to healthcare services tend to have higher rates of hypertension compared to other racial and geographic demographics. In addition to the disparities in hypertension rates across the United States, hypertension is correlated with various lifestyle factors. For instance, high levels of sodium intake, obesity, physical inactivity, and tobacco use are all prevalent among the United States’ population (Richardson et al., 2024).

Furthermore, individuals with hypertension have increased medical costs for the individual and the healthcare system, as well as have higher rates of hospitalization visits due to cardiovascular-related issues (Abdalla et al., 2023). Thus, intervention in the form of a health promotion program is critical in outpatient and primary care clinics. Addressing hypertension will help individuals adhere to the health-related recommendations published by health institutions and researchers nationwide (Richardson et al., 2024). Additionally, addressing this medical issue has the potential to reduce the health disparities existing in the United States and improve the health outcomes of the American people over the long term.

Importance of Collaboration and Interdisciplinary Strategies

Collaboration among several healthcare professionals is essential for effectively managing hypertension. Branigan et al. (2024) have studied team-based healthcare approaches to hypertension management and found that there were significant improvements in blood pressure and health outcomes of patients under such care. Otto et al. (2025) also discovered that the American Heart Association advocates for team-based approaches to managing hypertension, as they can lead to improved outcomes for patients with the condition. In that case, the health promotion plan that will be utilized will incorporate several different techniques for collaboration. Team-based care will be one of the strategies used to manage the hypertension of patients in the care program. Furthermore, shared decision-making strategies will be employed to give patients a voice in their treatment plan and encourage them to adhere to the treatments prescribed to them (Abdalla et al., 2023). Finally, health information technology will be used to effectively coordinate the care that will be delivered by the healthcare professionals in the care team.

On the other hand, interdisciplinary strategies that will be used to manage the hypertension will involve nurses who will help these patients to manage hypertension. Also, there will be pharmacists that will work with these patients to create medication plans that minimize hypertension levels, and dietitians that will work with these patients to develop dietary plans like the DASH (Dietary Approaches to Stop Hypertension) diet (Otto et al., 2025). Additionally, various community organizations will also be incorporated into the care plan for these patients. Research has already been performed into the effectiveness of these strategies, and the results have found that these strategies can reduce the systolic blood pressure levels of patients with hypertension by 5-10 mmHg, as well as improve the medication adherence rates of those with the disorder (Branigan et al., 2024). Furthermore, various studies show that the implementation of these strategies can also reduce hospitalizations and improve the quality of life of patients with hypertension (Otto et al., 2025; Branigan et al., 2024). Thus, these interdisciplinary strategies will provide an effective and comprehensive approach to managing the blood pressure of patients with hypertension in the United States.

Team Members and Plan Rollout

The implementation of the health promotion initiative will require the formation of an interdisciplinary team. According to Otto et al. (2025), the members of such a team will include nurses, physicians, pharmacists, dietitians, community workers, and health educators. The nurses will lead the initiative while the physicians will attend to the patients’ conditions and treat them as necessary according to guidelines from the American College of Cardiology (Branigan et al., 2024). Additionally, the pharmacists will ensure that the patients take their medication as prescribed while the dietitians will provide patients with dietary advice to manage their high blood pressure. Lastly, the community workers will engage with the communities to encourage them to participate in the initiative Team Collab Assignment – Interdisciplinary Health Promotion Plan: Hypertension Prevention and Management in the United States.

Furthermore, there will be four phases in the implementation of the initiative. The first phase will be a needs assessment of the community to determine what data exists regarding their blood pressures (Richardson et al., 2024). During the second phase, the health initiative will be developed including the design of educational materials and blood pressure screening tools. In the third phase, the initiative will be implemented involving screenings of the populations’ blood pressures, education sessions, and clinic visits. Finally, during the last phase, the initiative will be evaluated using various metrics to gauge its success. According to Branigan et al. (2024), evidence suggests that forming an interdisciplinary team will be beneficial to the initiative as they can work together to achieve the goals more efficiently and with better results. As United States citizens struggle with health disparities, working together as an interdisciplinary team will ensure that this health promotion initiative is sustainable and successful.

Conclusion

Hypertension continues to be a significant health challenge in the United States. A comprehensive and collaborative approach to health promotion can assist in addressing this issue. Strategies for prevention, early detection, and management of hypertension will be incorporated into the efforts of healthcare professionals and communities to address this health challenge. These strategies will improve the health of individuals with hypertension and reduce the cardiovascular risk that is associated with the condition. Furthermore, the plan will ensure that the strategies are effectively implemented and evaluated for their sustainability and effectiveness. Finally, the role of the advanced practice nurses in leading the professionals and communities to improve health outcomes and reduce disparities in the management of hypertension will be made clear within the plan.

References

Abdalla, M., Bolen, S., Brettler, J. W., Egan, B. M., Ferdinand, K. C., Ford, C. D., Lackland, D. T., Wall, H. K., & Shimbo, D. (2023). Implementation strategies to improve blood pressure control in the United States: A scientific statement from the american heart association and american medical association.
Hypertension
,
80
(10), e143–e157. https://doi.org/10.1161/hyp.0000000000000232

Branigan, P., Duong, Y. V., Abdulfattah, A. Y., Sabu, J., Mallappallil, M., & John, S. (2024). Towards optimal cardiovascular health: A comprehensive review of preventive strategies.
Cureus
,
16
(5). https://doi.org/10.7759/cureus.60877

CDC. (2025, January 28).
High blood pressure facts
. High Blood Pressure. https://www.cdc.gov/high-blood-pressure/data-research/facts-stats/index.html

Otto, C. M., Abdullah, A. R., Davis, L. L., Ferrari, V. A., Fremes, S., Mukherjee, D., Prestera, L., & Ziaeian, B. (2025). 2025 ACC/AHA clinical practice guidelines core principles and development process: A report of the American college of cardiology/American heart association joint committee on clinical practice guidelines.
Circulation
. https://doi.org/10.1161/cir.0000000000001383

Richardson, L. C., Vaughan, A. S., Wright, J. S., & Coronado, F. (2024). Examining the hypertension control cascade in adults with uncontrolled hypertension in the US.
JAMA Network Open
,
7
(9), e2431997–e2431997. https://doi.org/10.1001/jamanetworkopen.2024.31997 Team Collab Assignment – Interdisciplinary Health Promotion Plan: Hypertension Prevention and Management in the United States

PRAC 6552 – Comprehensive History and Physical SOAP Note

Comprehensive History and Physical

 SOAP Note

 

SUBJECTIVE DATA (S):

Identifying data:

Initials
: J.J     
Age
: 18y/o     
Race
: Caucasian   
Gender
: Female   
Marital Status
: Single.

CHIEF COMPLAINT (CC):
 “Yeast infection or STD? I see a difference in my discharge and feel uncomfortable.”

HISTORY OF PRESENT ILLNESS (HPI):
 J.J. is an 18-yo sexually active female presenting with vaginal discharge and mild vaginal discomfort x2 days. Symptoms began suddenly and are localized to the vagina. Pt describes discharge as thin, white, and increased from baseline without foul odor; reports mild vulvar irritation and intermittent itching. Severity mild but concerning to pt due to a change from usual discharge. Symptoms have been constant since the onset and noticed after recent unprotected vaginal intercourse with a male partner. Denies recent antibiotic use, new hygiene products, douching, or prior similar episodes. No alleviating factors; no OTC meds attempted. No aggravating factors identified. Associated symptoms include mild vaginal itching. Denies dysuria, hematuria, pelvic/abdominal pain, fever, chills, dyspareunia, abnormal bleeding, genital lesions, or urinary frequency. Pt is concerned about a possible STI due to unprotected intercourse.

PHQ-9 score: 3, showing minimal depression.

PAST MEDICAL HISTORY (PMH):

Allergies
: NKDA

Medications
: Levetiracetam (Keppra) 1000 mg PO BID

Age/health status
: 18-yo female; generally healthy; seizure disorder well controlled on medication.

Appropriate immunization status, including human papillomavirus (HPV) vaccine as appropriate by age
: Childhood immunizations up to date as reported by pt. HPV vaccine series
incomplete/unknown.

Previous screening Current test results
:

Depression screening: PHQ-9 score 3 → minimal depression

STI screening: urine NAAT pending

UA: negative for UTI

Dates of illnesses during childhood
: Denies rheumatic fever, asthma, congenital disorders, or chronic childhood illness.

Major adult illnesses
: Seizure disorder (stable). Denies hx of: HTN, DM, asthma, TB, cardiac disease, cancer, HIV/AIDS, STIs, renal disease, psychiatric disorders, substance abuse.

Injuries
: Denies significant injuries.

Hospitalizations: Denies prior hospitalizations.

Surgeries (include hospital and year): Denies surgical history.

FAMILY HISTORY (FH):

Mother
: 42 yo, alive, healthy. No HTN, DM, cancer, or psychiatric illness.

Father
: 45 yo, alive, HTN controlled with meds.

Paternal Grandfather
: 67 yo. Alive. History of HTN managed with meds

Paternal Grandmother
: 65yo. Alive. History of Type 2 DM managed with meds

Maternal Grandfather
: 66yo. Alive. HTN managed with meds

Maternal Grandmother
: 60. Alive. 60yo. History of asthma

Siblings
: 1 younger brother (15 yo), healthy.

Children
: none.

SOCIAL HISTORY (SH):
 Patient is single and a full-time college student with no history of military service; she is a high school graduate currently pursuing higher education. She lives with her parents in a safe home environment, exercises occasionally (approximately 1–2 times per week), and follows a mixed diet with ongoing dietary counseling. She reports consistent seatbelt use, functional smoke detectors in the home, and denies firearms in the household. She has not traveled recently and reports no religious or cultural restrictions that affect medical care. She reports daily nicotine vaping and denies alcohol consumption or illicit drug use.

Resources / SDOH:
Has health insurance through parents. Denies financial barriers to care, food insecurity, transportation issues, or housing instability. No hx of postponing medical care.

Reproductive Hx
: Patient reports menarche at age 12 with regular monthly cycles lasting 2–7 days and moderate to heavy flow requiring approximately 4–6 pads per day, with mild dysmenorrhea and no intermenstrual bleeding. She is G0P0 with no history of pregnancy, miscarriage, or abortion, is not currently pregnant, and is not breastfeeding. She does not plan to become pregnant within the next 12 months. Current contraception is the withdrawal method, used inconsistently. She identifies as heterosexual and reports vaginal intercourse only, with concern about STI risk due to unprotected sex. She has never had a Pap smear, which is age-appropriate, with screening recommended starting at age 21.

REVIEW OF SYSTEMS (ROS):

 

Constitutional symptoms
: Reports overall good health; denies fever, chills, fatigue, night sweats, repeated infections, or weight change. Independent in ADLs.

Eyes
: Denies vision changes, diplopia, redness, tearing, pain, trauma. Does not use corrective lenses. Last vision screening within the past 2 yrs per pt, normal.

Ears, nose, mouth, and throat
: Ears: denies hearing loss, tinnitus, vertigo, infections, or hearing aids. Nose: denies congestion, discharge, epistaxis, sinus pain, and anosmia. Mouth/teeth: brushes daily; intermittent flossing; last dental visit 1 yr ago; denies oral lesions, gum bleeding, taste changes. Throat: denies sore throat, hoarseness, dysphagia.

Cardiovascular
: Occasional exercise 1–2x/week. Denies CP, palpitations, dyspnea on exertion, syncope, edema, claudication, murmurs, HTN hx. No prior ECG or lipid screening.

Respiratory
: Daily nicotine vaping exposure. Denies cough, wheeze, dyspnea, sputum, hemoptysis, TB exposure, night sweats. No prior CXR.

Gastrointestinal
: Mixed diet; receives dietary counseling. Denies abdominal pain, N/V, GERD, diarrhea, constipation, hematochezia, melena, jaundice. Normal bowel pattern. No supplements. CRC screening N/A.

Genitourinary
: Admits vaginal discharge and mild vulvovaginal discomfort x2 days. Denies dysuria, hematuria, urgency, nocturia, incontinence, or kidney stones. Sexually active with men; unprotected intercourse; STI screening pending.

Musculoskeletal
: Occasional exercise. Uses a seatbelt; no sports safety equipment reported. Denies joint pain, swelling, back pain, stiffness, weakness, deformities, or limited ROM. No osteoporosis screening indicated.

Integumentary (skin and/or breast)
: Denies rash, itching, lesions, hair loss, nail changes, bruising. Uses basic sun protection. Does not routinely perform skin or breast self-exams. Denies breast pain, lumps, or discharge. Mammogram N/A.

Neurologic
: Hx seizure disorder; controlled on levetiracetam. Denies HA, dizziness, syncope, paresthesia, weakness, tremors, memory loss.

Psychiatric
: PHQ-9 score 3 showing minimal depression. Patient denies anxiety, depression, delusions, hallucinations, stressors, or suicidal thoughts.

Endocrine
: Denies heat/cold intolerance, polydipsia, polyuria, polyphagia, hair/skin changes, weight changes, thyroid disease, or hormonal therapy use.

Hematologic/lymphatic
: Denies easy bruising, bleeding disorders, anemia, or swollen glands.

Allergic/immunologic
:Denies environmental or medication allergies. No history of immunologic disorders.

OBJECTIVE DATA:

Vital Signs (VS):
T 98.5°F, BP 111/69 mmHg, HR 95 bpm, RR 18/min, SpO₂ 97% RA. Ht 65 in, Wt 115.5 lb (52.4 kg), BMI 19.2 kg/m².

General
: 18-yo female, alert, oriented x3, well appearing, well hydrated, in no acute distress, cooperative. Mood and affect are appropriate. Ambulates independently without difficulty.

Skin
:  Warm, dry, intact; good turgor. No rashes, lesions, bruising, or abnormal pigmentation noted.

Hair
:  Normal texture and distribution.

Nails
:  Normal color and shape; no clubbing, cyanosis, or deformities.

HEENT
:  
Head:
Normocephalic, atraumatic, no lesions or deformities.

Eyes:
PERRLA, EOMI, conjunctiva clear, sclera non-icteric.

Ears:
External ears normal, no discharge or tenderness; hearing grossly intact.

Nose:
Mucosa pink, no discharge or congestion.

Mouth:
Mucous membranes are moist, with no lesions.

Teeth/Gums:
Good dentition, no caries or gingival inflammation.

Pharynx:
No erythema, exudate, or tonsillar enlargement.

Neck
: Supple, no lymphadenopathy, no thyromegaly, trachea midline.

Heart
:  Regular rate and rhythm, S1/S2 normal, no murmurs, rubs, or gallops. No JVD or peripheral edema.

Lungs:
  Lungs clear to auscultation bilaterally; no wheezes, rales, or rhonchi. No respiratory distress.

Abdomen
:  Soft, non-tender, non-distended. Normoactive bowel sounds. No masses, guarding, or organomegaly. No CVA tenderness.

Back
:  Spine midline, no deformity or tenderness. No CVA tenderness.

Rectal:
  Normal sphincter tone, no hemorrhoids or masses palpable

Extremities:
  No edema, cyanosis, or deformities. Peripheral pulses 2+ and equal bilaterally.

Musculoskeletal:
  Full ROM in all extremities. Normal gait and station. No joint swelling, tenderness, or weakness.

Neurologic:
  Alert and oriented x3. CN II–XII grossly intact. Strength 5/5 in all extremities. Sensation intact. DTRs 2+ and symmetric. No focal deficits.

Psychiatric:
  Oriented X4, Appropriate mood and affect. Cooperative. Normal judgment, insight, and cognition. No evidence of acute distress .

Pelvic:
  External genitalia normal in appearance with no lesions, masses, or ulcerations. Mild vaginal discharge noted: Thin, white, homogenous, non-foul-smelling. Vaginal mucosa is mildly irritated. Cervix visualized, no lesions, no cervical motion tenderness. Uterus is of normal size, mobile, and non-tender. Adnexa are non-tender bilaterally with no masses.

Breast
:  Breasts symmetrical, no palpable masses, no nipple discharge, no skin changes, and no axillary or supraclavicular lymphadenopathy.

 

DIAGNOSTIC TESTING (Results)

Urinalysis (UA):
Negative for UTI; trace WBC esterase, protein 1+, nitrites negative, blood negative

Whiff test (KOH):
Positive

Urine STI panel (GC/CT/Trich NAAT):
Collected, results pending
 

ASSESSMENT (A):

Bacterial vaginosis (BV) – ICD-10: N76.0

Acute, self-limited vaginal infection characterized by a 2-day history of thin white, non-foul vaginal discharge and mild irritation with positive whiff test and absence of UTI findings. Consistent with BV (Kairys & Garg, 2024). No evidence of pelvic inflammatory disease based on the absence of pelvic pain, fever, or cervical motion tenderness. The condition is acute. Appropriate response expected with therapy. Justification for STI testing due to overlapping symptom profile and high-risk sexual behavior (unprotected intercourse).

Vaginal discharge – ICD-10: N89.8

Symptom-based diagnosis associated with abnormal vaginal discharge x2 days. Etiology most consistent with BV based on exam and diagnostic testing. Requires continued monitoring to ensure resolution and exclude co-infection (e.g., Candida, Trichomonas, GC/CT) (Lakshmi & Amrin, 2023). Additional data justified: STI NAAT results, pH confirmation, and symptom response to treatment.

Screening for sexually transmitted infections (STI) – ICD-10: Z11.3

Health maintenance diagnosis due to unprotected sexual activity with a male partner and no prior STI history. Increased risk profile warrants routine screening (Crowley et al., 2023). UA STI panel sent. Additional recommended testing: HIV, syphilis (RPR), and repeat screening in 3–6 months, depending on results and ongoing risk.

Seizure disorder – ICD-10: G40.909 (epilepsy, unspecified, not intractable, without status epilepticus)

Chronic condition, well-controlled on levetiracetam 1000 mg BID. No reported recent seizure activity or medication noncompliance. No acute neurologic concerns during visit.

Family planning / contraceptive management – ICD-10: Z30.09

Health maintenance issue. Patient is currently sexually active with inconsistent/no reliable contraception (withdrawal method). At risk for unintended pregnancy and STI exposure (World Health Organization, 2025). Condition inadequately addressed (behavioral risk factor) requiring counseling on long-acting reversible contraception (LARC), condoms, and reproductive planning.

Health education / dietary and preventive counseling – ICD-10: Z71.3

Preventive care diagnosis addressing lifestyle counseling. BMI within normal range; counseling provided on nutrition, exercise, and STI prevention. No disease present, but ongoing preventive management is indicated.

Depression screening – ICD-10: Z13.31 / Z13.89

Screening completed with PHQ-9 score of 3, indicating minimal depressive symptoms. No functional impairment or suicidal ideation. Condition well controlled / negative screening, no further psychiatric intervention required at this time.

PLAN (P) – Shared Decision Making

Bacterial Vaginosis (N76.0)

Laboratory/Diagnostics:

Whiff test already positive

STI NAAT (GC/CT/Trich) pending

No additional labs required unless symptoms persist or worsen

Medications:

Metronidazole 500 mg PO BID x 7 days, dispense #14, no refills

Ondansetron 4 mg PO q6h PRN nausea, dispense #28, no refills

Lifestyle Modifications:

Avoid douching, scented soaps, vaginal irritants

Abstain from sexual activity or use condoms until treatment is completed.

Patient Education:

Medication adherence emphasized; complete full antibiotic course

Avoid alcohol during and 24 hrs after metronidazole

Educated on BV recurrence risk and prevention strategies

Patient Responsibility:

Report worsening symptoms (odor, pelvic pain, fever)

Notify the provider if symptoms do not improve within 3–5 days

Follow-up:

Return PRN if symptoms persist or worsen; routine follow-up in 2–4 weeks if needed.

Vaginal Discharge (N89.8)

Laboratory/Diagnostics:

Await STI results (GC/CT/Trich NAAT)

Consider HIV and RPR screening if not previously done

Patient Education:

Explained that discharge is likely related to BV, but STIs must be ruled out due to risk factors

Educated on normal vs abnormal vaginal discharge characteristics

Counseling:

Reinforced safe sex practices and condom use

Follow-up:

Review lab results when available (call/portal follow-up)

STI Exposure Risk / Screening (Z11.3)

Laboratory/Diagnostics:

GC/CT/Trich NAAT (already sent)

Recommend HIV 4th generation test and RPR for syphilis

Consultation:

No specialty referral required at this time unless positive results

Patient Education:

Education on STI prevention, condom use, and partner reduction strategies

Importance of routine screening every 3–6 months if ongoing risk

Coordination of Care:

If positive results, arrange partner notification and treatment per guidelines

Follow-up:

Follow up in 1–2 weeks for results review or sooner if symptoms worsen

Seizure Disorder (G40.909)

Medications:

Continue Levetiracetam 1000 mg PO BID, no changes

Monitoring:

No recent seizure activity reported

Patient Education:

Reinforced medication adherence and seizure trigger avoidance (sleep deprivation, alcohol)

Follow-up:

Neurology follow-up as scheduled or PRN breakthrough seizures

Family Planning / Contraception Needs (Z30.09)

Laboratory/Diagnostics:

Pregnancy test recommended if clinically indicated

Patient Education:

Counseling on LARC options (IUD, implant) and barrier protection

Discussed the failure risk of the withdrawal method

Emphasized dual protection (condoms + hormonal/LARC method)

Lifestyle Modification:

Encourage consistent condom use for STI and pregnancy prevention

Coordination of Care:

Offered referral to a gynecology and family planning clinic for contraceptive counseling/placement

Follow-up:

Reassess contraception plan at next visit or within 1 month

Preventive Health / Depression Screening (Z13.31)

Patient Education:

PHQ-9 reviewed; minimal symptoms, no intervention required

Discussed sleep hygiene strategies due to intermittent insomnia symptoms

Lifestyle Modification:

Encouraged regular sleep schedule, exercise ≥150 min/week

Follow-up:

Repeat screening annually or sooner if mood changes occur

Reflection

My “aha” moment in this encounter was recognizing how easily vaginal discharge complaints in young sexually active patients can be misinterpreted by patients as a “yeast infection or STD,” yet clinically require a structured, evidence-based approach to avoid assumptions and ensure accurate diagnosis. The key turning point was aligning the symptom pattern (thin, white discharge, mild irritation) with the positive whiff test, which strongly supported bacterial vaginosis over other etiologies. I agree with the diagnostic process and treatment regimen, particularly the use of metronidazole as first-line therapy and the inclusion of STI screening, given the patient’s risk profile, as this reflects appropriate adherence to clinical guidelines and preventive care principles. If I were to manage this case again, I would ensure a documented point-of-care pregnancy test is explicitly completed, strengthen the assessment of the reported breast symptoms noted in the ROS for consistency, and place even greater emphasis on structured contraceptive counseling earlier in the visit, including a more detailed discussion of long-acting reversible contraception options rather than focusing primarily on withdrawal method correction. I would also consider earlier reinforcement of partner treatment and sexual health communication strategies to reduce reinfection risk and improve outcomes. While the patient appears to have stable housing, insurance coverage, and family support, key concerns include high-risk sexual behavior without barrier protection, daily nicotine vaping, and potential gaps in sexual health literacy, all of which may influence recurrence risk and long-term reproductive health outcomes.

 
References

Crowley, J. S., Geller, A. B., & Vermund, S. H. (2023). STI screening and treatment guidelines issued by health professional societies. In
www.ncbi.nlm.nih.gov
. National Academies Press (US).
https://www.ncbi.nlm.nih.gov/books/NBK573163/

Kairys, N., & Garg, M. (2024).
Bacterial vaginosis
. Nih.gov; StatPearls Publishing.
https://www.ncbi.nlm.nih.gov/books/NBK459216/

Lakshmi, Gj., & Amrin, S. (2023). Vaginal discharge: The diagnostic enigma.
Indian Journal of Sexually Transmitted Diseases and AIDS
,
0
(0), 0.
https://doi.org/10.4103/ijstd.ijstd_92_18

World Health Organization. (2025, July 3).
Family planning/contraception
. Who.int; World Health Organization: WHO.
https://www.who.int/news-room/fact-sheets/detail/family-planning-contraception

 

PRAC 6552 – Comprehensive History and Physical SOAP Note
 

Guidelines for a Comprehensive History and Physical

 SOAP Note

 

     
Label each section of the SOAP note (each body part and system).

     
Do 
not
use unnecessary words or complete sentences.

     
Use standard abbreviations.

 

 

SUBJECTIVE DATA (S):
 
(information the patient/caregiver tells you)

 

Includes all of the information the patient tells you. Identifying data: Initials, age, race, gender, marital status. Name of informant, if not patient.

 

CHIEF COMPLAINT (CC):
 The reason for this health care visit. A statement describing the symptom(s), problem, condition, diagnosis, physician-recommended return, or other factors that are the reason for this patient visit (even if they bring no specific problem). If possible, use the patient’s own words in quotation marks.

 

HISTORY OF PRESENT ILLNESS (HPI):
 If the patient presents with specific problems, symptoms, or complaints, a chronological description of the development of the patient’s present illness from the first sign of each symptom to the current visit is recorded using the elements of 
a symptom analysis.
 Those elements are:

Location
: Where it started, where it is located now

Quality
: Unique properties or characteristics of the symptom

Severity
: Intensity, quantity, or impact on life activities; duration: length of episode

Timing
: When symptom started, frequency (patient’s “story” of the symptom), context (under what conditions it occurs)

Setting
: Under what conditions the symptoms occur, activities that produce the symptoms

Alleviating and aggravating factors
: What makes it better and/or worse, what meds have been taken to relieve symptoms, did the meds help or not, does food make symptoms worse or better

Associated signs and symptoms
: Presence or absence of other symptoms or problems occurring with their complaint; include pertinent negatives and information from the patient’s charts (e.g., lab data or previous visit information)

 

In the case of a 
well visit
, describe the patient’s usual health and summarize health maintenance needs and activities.

 

PAST MEDICAL HISTORY (PMH):

Allergies

Current medications: prescription and over the counter

Age/health status

Appropriate immunization status, including human papilloma virus (HPV) vaccine as appropriate by age.

Previous screening tests result

Dates of illnesses during childhood (may not be very important in adults; exceptions may include rheumatic fever or chronic illnesses continuing into adulthood)

Major adult illnesses (include history of diabetes, hypertension, gastrointestinal diseases, pulmonary disease, cardiovascular disease, cancer, tuberculosis, sexually transmitted infections (STIs), HIV/AIDS, gynecological or urological problems, drug and/or alcohol abuse, and psychiatric illness)

Injuries

Hospitalizations (reason, hospital, attending physician [if known])

Surgeries (include hospital and year)

 

FAMILY HISTORY (FH):
 Age and current health status or age at death and cause of death of each family member (parents, siblings, and children) is recorded. Occurrence within the family of illnesses of an environmental, genetic, or familial nature are recorded in family history. Ask about the presence in the family of any of the following conditions: asthma, glaucoma, myocardial infarctions, heart failure, hypertension, cancer, tuberculosis, diabetes, kidney disease, hemophilia, sickle cell trait or disease, psychiatric diseases, alcoholism allergies, family violence, intellectual disabilities, epilepsy, and congenital abnormalities.

 

Record any specific diseases related to problems identified in CC, HPI, or review of symptoms (ROS).

SOCIAL HISTORY (SH):
 Record important life events: marital status, occupational history, military service, level of education. Record lifestyle and current health habits (may be here or in ROS): exercise, diet, safety (smoke alarms, seatbelts, firearms, sports), living arrangements, hobbies, travel. Record religious preference relevant to health, illness, or treatment. Record habits: use of drugs, alcohol, and tobacco.

 

Resources: resources to pay for care, insurance, worries about cost of care, history of postponing care, other Social Determinants of Health (SDOH) affecting care

 

Reproductive Hx
: Menstrual history (date of last menstrual period [LMP]), age of menarche, cycle frequency, duration, flow (number of pads/ tampons used on heaviest day), symptoms that occur with menses (e.g., dysmenorrhea, migraine headaches), intermenstrual bleeding. Pregnancy (gravida, para), duration of pregnancy, type of delivery, complications (e.g., gestational diabetes, hypertension, preeclampsia), elective abortions, miscarriages, living children. Plan to become pregnancy in the next 12 months (yes or no), nursing/lactating (yes or no), contraceptive use, past and current (method used- satisfaction with current method), types of intercourse (oral, anal, vaginal, other), gender sexual preference, and any sexual concerns. Menopause (if applicable, use of hormone replacement therapy).  Last pap smear (date and result),

 

 

REVIEW OF SYSTEMS (ROS):
 There are 14 systems for review. Record a summary for each system. 
Unexpected or positive findings need complete symptom analysis.

 

Constitutional symptoms
: Overall health, weight gain or loss, ideal weight, fever, fatigue, repeated infections, ability to carry out activities of daily living.

Eyes
: eye care, poor eyesight, double or blurred vision, use of corrective lenses or medications, redness, excessive tearing, pain, trauma, date and results of last vision screening or eye exam

Ears, nose, mouth, and throat
: Ears: hearing acuity, exposure to high noise level, tinnitus, and presence of infection or pain, vertigo, use of assistive hearing device. Nose: sense of smell, discharge, obstruction, epistaxis, sinus trouble. Mouth and teeth: use of oral tobacco or smoking cigarettes, last dental exam date and result, pattern of brushing and use of dental floss and fluoride toothpaste, dentures, bleeding of gums, sense of taste, mouth odor or ulcers, sore tongue. Throat: sore throat, hoarseness, dysphagia.

Cardiovascular
: Exercise pattern to maintain cardiovascular health. History of abnormal heart sounds (including murmur), chest pains, palpitations, dyspnea, activity intolerance, usual blood pressure, ECG (date, reason), cholesterol level (date), edema, claudication, varicose veins.

Respiratory
: Exposure to passive smoke. History of respiratory infections, usual self-treatment, cough, last chest x-ray (date, result), exposure to tuberculosis (TB) and last TB skin test (date and result), difficult breathing, wheezing, hemoptysis, sputum production (character, amount), night sweats.

Gastrointestinal
: Dietary pattern, fiber and fat in diet, use of nutritional supplements (vitamins, herbs), heartburn, epigastric pain, abdominal pain, nausea and vomiting, food intolerance, flatulence, diarrhea, constipation, usual bowel pattern, change in stools, hemorrhoids, jaundice. Date of last colorectal cancer screening (if applicable).

Genitourinary
: Nocturia, dysuria, incontinence, sexual practices, sexual difficulty, vaginal discharge and or/ pain, history of kidney stones.

Musculoskeletal
: Exercise pattern, use of seatbelts, use of safety equipment with sports, neck pain or stiffness, joint pain or swelling, incapacitating back pain, paralysis, deformities, changes in range of motion of activity, screening for osteoporosis, knowledge of back injury/pain prevention. Date of last bone density scan if applicable.

Integumentary (skin and/or breast)
: Use of skin protection with sun exposure, self-examination practices in assessing skin, general skin condition and care, changes in skin, rash, itching, nail deformity, hair loss, moles, open areas, bruising. Breast: practice of self-breast exam, lumps, pain, discharge, dimpling, last mammogram (date and result).

Neurologic
: Muscle weakness, syncope, stroke, seizures, paresthesia, involuntary movements or tremors, loss of memory, severe headaches.

Psychiatric
: Nightmares, mood changes, depression, anxiety, nervousness, insomnia, suicidal thoughts, potential for exposure to violence.

Endocrine
: Thyroid problems, cold or heat intolerance, polydipsia, polyphagia, polyuria, changes in skin, hair or nail texture, unexplained weight change, changes in facial or body hair, change in hat or glove size, use of hormonal therapy.

Hematologic/lymphatic
: Bruising, unusual bleeding, fatigue, history of anemia, last HCT and result, history of blood transfusions, swollen and/or tender glands.

Allergic/immunologic
:Seasonal allergies, previous allergy testing, potential for exposure to blood and body fluids, immunized for hepatitis B, immunosuppression in self or family member, use of steroids.

 

OBJECTIVE DATA:

A concise report of physical exam findings. Examples of systems and conclusions are below.

General
: (VS: Temp, BP, pulse, Ht, Wt, BMI). Well appearing, well nourished, in no distress.  Oriented x 3, everyday mood and affect. Ambulating without difficulty.

Skin
:  Good turgor, no rash, unusual bruising or prominent lesions

Hair:  Normal texture and distribution.

Nails:  Normal color, no deformities

HEENT
:   Head:  Normocephalic, atraumatic, no visible or palpable masses, depressions, or scaring.

Eyes:  Visual acuity intact, conjunctiva clear, sclera non-icteric, EOM intact, PERRL, fundi have standard optic discs and vessels, no exudates or hemorrhages.

Ears:  EACs clear, TMs translucent & mobile, ossicles nl appearance, hearing intact.

Nose:  No external lesions, mucosa non-inflamed, septum and turbinates normal. Mouth:  Mucous membranes are moist, and there are no mucosal lesions.

Teeth/Gums:  No apparent caries or periodontal disease. No gingival inflammation or significant resorption.

Pharynx:  Mucosa non-inflamed, no tonsillar hypertrophy or exudate

Neck:  Supple, without lesions, bruits, or adenopathy, thyroid non-enlarged and non-tender

Heart
:  No cardiomegaly or thrills; regular rate and rhythm, no murmur or gallop

Lungs:
  Clear to auscultation and percussion

Abdomen
:  Bowel sounds normal, no tenderness, organomegaly, masses, or hernia.

Back
:  Spine normal without deformity or tenderness, no CVA tenderness

Rectal:
  Normal sphincter tone, no hemorrhoids or masses palpable

Extremities:
  No amputations or deformities, cyanosis, edema or varicosities, peripheral pulses intact

Musculoskeletal:
  Normal gait and station.  No misalignment, asymmetry, crepitation, defects, tenderness, masses, effusions, decreased range of motion, instability, atrophy or abnormal strength or tone in the head, neck, spine, ribs, pelvis or extremities.

Neurologic:
  CN 2-12 normal.  Sensation to pain, touch, and proprioception regular.  DTRs normal in upper and lower extremities. No pathologic reflexes.

Psychiatric:
  Oriented X3, intact recent and remote memory, judgment and insight, normal mood and affect.

Pelvic:
  External genitalia with symmetric labia, no visible lesions. Labia majora and minora are without erythema or masses. Clitoris is normal in appearance. Perineum intact with no visible tears or scarring. No tenderness noted upon palpation of the external genitalia. Vagina and cervix without lesions or discharge. No cervical motion tenderness. Uterus, smooth, appropriate size, mobile, non- tender, adnexa (ovaries) /parametria nontender without masses.

Breast:  Symmetrical, no nipple abnormality, dominant masses, tenderness to palpation, axillary or supraclavicular adenopathy.

 

Results of any diagnostic testing available during patient visit.

 

ASSESSMENT (A):

List and number the possible diagnoses (problems) you have identified. These diagnoses are the conclusions you have drawn from the subjective and objective data.

Diagnosis must be codable (CPT codes).

Provide adequate information to justify ordering additional data (e.g., lab, x-ray).

Do not write that a diagnosis is to be “ruled out.” State the working definitions (symptoms, probable diagnoses) of patient problems in the following areas:

Health maintenance

Acute self-limited problems

Chronic health problems

 

In cases where the diagnosis is 
already established
, indicate whether the diagnosis has the following characteristics: improved, well controlled, resolving, resolved, inadequately controlled, worsening or failing to change as expected.

Note
: Inadequately controlled chronic conditions should have a possible etiology written (e.g., exacerbation, progression, side effects of treatment) if known.

 

 

PLAN (P):
 (The patient should discuss and agree on the plan.) Shared decision- making.

 

The treatment plan includes a wide range of management actions:

Laboratory test

Consultation requested and justification

Medications prescribed (name, dose, route, amount, refills)

Appliances prescribed

Lifestyle modifications: diet, activity modification

Patient education and patient responsibilities (e.g., keeping food diary or BP record)

Patient counseling related to lab/diagnostic results, impression, or recommendations

Family education

Details concerning coordination of care: arranging and organizing patient’s care with other providers and agencies

Follow-up should be specified with time (in days, weeks, months) and/or circumstances of return or noted as PRN

 

 

Note: Number the plan to correlate with the problem list in the Assessment.

 

Include your reflection per the assignment rubric

 

Include references per the assignment rubric

 

 

 

Allowed Attempts
 2

Back to Week at a Glance

Comprehensive Well-Woman Paper

For a wide variety of medical conditions, early detection of the problem enables timely and more effective  treatment. Annual well-woman

exams are among the best tools available for health care professionals to identify potential diseases and medical conditions in women.

Advanced nurse practitioners can play an active role in these important visits. This role can include a physical examination as well as collection of details about such factors as nutrition habits, sexual activity, stress, and more. By participating in comprehensive well-woman exams, advanced nurse practitioners can help patients engage in preventative health.

For this Assignment, you will complete your well-woman exam using a focused note format in which you will gather patient information, relevant diagnostic and treatment information and reflect on health promotion and disease prevention in light of patient factors, such as age, ethnic group, past medical history (PMH), socio-economic status, cultural background, etc.

Note
: All Focused Notes must be signed, and each page must be initialed by your preceptor. When you submit your Focused Notes, you should include the complete Focused Note as a Word document and pdf/images of each page that is initialed and signed by your preceptor. You must submit your Focused Notes using Turnitin.

Note
: Electronic signatures are not accepted. If both files are not received by the due date, faculty will deduct points per the Walden Late Policies.

Resources

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

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

tO prepare

Reflect on your practicum experience and select a female patient whom you have examined with the support and guidance of your Preceptor.

Think about the details of the patient’s background, medical history, physical exam, labs and diagnostics, diagnosis, and treatment and management plan, and education strategies and follow-up care.

Use the “Guidelines for Comprehensive History and Physical SOAP Note” document found in this week’s Learning Resources to guide you as you complete this Assignment.

Assignment:

Write an 8- to 10-page Comprehensive Well-Woman Paper that addresses the following:

Age, race and ethnicity, and partner status of the patient

Current health status, including chief concern or complaint of the patient

Contraception method (if any)

Patient history, including medical history, family medical history, gynecologic history, obstetric history, and personal social history (as appropriate to current problem)

Review of systems

Physical exam

Labs, tests, and other diagnostics

Differential diagnoses

Management plan, including diagnosis, treatment, patient education, and follow-up care

Provide evidence-based guidelines to support treatment plan. 
Note
: Use your Learning Resources and evidence from scholarly sources from your personal search to support your treatment plan of care.

Reflection

Reflect on some additional factors for your patient:

What are implications if you have observed or know of some domestic violence? Would this change your plan of care? If so, how?

Use your Learning Resources and evidence from scholarly sources from your personal search to support your reflection.

Reminder
Links to an external site.
: 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 http://writingcenter.waldenu.edu/57.htm).

Note
: Your Comprehensive Well-Woman Paper must be signed by Day 7 of Week 10.

By Day 7

Submit 
your Comprehensive Well-Woman Paper
 by Day 7
. (
Note
: You will submit two files, your Comprehensive Well-Woman Paper, and a Word document of pdf/images of each page that is initialed and signed by your preceptor by Day 7 of Week 10.)

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 
WK10Assgn2_LastName_Firstinitial

Then, click on 
Start Assignment
 near the top of the page.

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

Rubric

PRAC_6552_Week10_Assignment2_Rubric – PRAC 6552 – Comprehensive History and Physical SOAP Note

PRAC_6552_Week10_Assignment2_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeWrite an 8- to 10-page Comprehensive Well-Woman Exam that addresses the following: • Age, race and ethnicity, and partner status of the patient• Current health status, including chief concern or complaint of the patient• Contraception method (if any) • Patient history, including medical history, family medical history, gynecologic history, obstetric history, and personal social history (as appropriate to current problem) • Social Determinants of Health assessment• Review of systems• Physical exam• Labs, tests, and other diagnostics• Differential diagnoses• Management plan, including diagnosis, treatment, patient education, and follow-up care• Provide evidence-based guidelines to support treatment plan.

45 to >40.0 ptsExcellent
All required points are addressed, with results that are presented fully and clearly … Provides 5 current and credible scholarly sources to support the treatment plan of care.

40 to >35.0 ptsGood
At least 8 points are addressed with results that are presented clearly. … Provides at least 4 current and credible scholarly sources to support the treatment plan of care.

35 to >34.0 ptsFair
No fewer than 7 points are addressed. One or more results presented in a manner that is vague or incomplete. … Provides at least 3 current and credible scholarly sources to support the treatment plan of care.

34 to >0 ptsPoor
Fewer than 7 points are addressed. One or more results are presented in a manner that is vague, incomplete, or inaccurate. … Provides at least 2 current and credible scholarly sources to support the treatment plan of care.

45 pts

This criterion is linked to a Learning OutcomeReflect on the following: Reflect on some additional factors for your patient: • What are implications if you have observed or know of some domestic violence? Would this change your plan of care? If so, how?

40 to >39.0 ptsExcellent
Reflection is clearly presented, with implications that are well-formed, clear, and fully expressed. … Provides at least 3 current and credible scholarly sources to support reflection.

39 to >31.0 ptsGood
Reflection is clearly presented, with implications that are clearly expressed. … Provides at least 3 current and credible scholarly sources to support reflection.

31 to >30.0 ptsFair
Reflection is presented in manner that is vague or unclear. Implications are not fully or clearly expressed. … Provides at least 2 current and credible scholarly source to support reflection.

30 to >0 ptsPoor
Reflection is presented in manner that is vague or unclear. Implications are unclear, or one or both implications not expressed. … Provides at least 1 current and credible scholarly source to support reflection.

40 pts

This criterion is linked to a Learning OutcomeWritten 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 is provided which delineates all required criteria.

5 to >4.0 ptsExcellent
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. … A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 to >3.5 ptsGood
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3.5 to >3.0 ptsFair
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time. … Purpose, introduction, and conclusion of the assignment is vague or off topic.

3 to >0 ptsPoor
Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. … No purpose statement, introduction, or conclusion was provided. 5 pts This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 to >4.0 ptsExcellent
Uses correct grammar, spelling, and punctuation with no errors.

4 to >3.5 ptsGood
Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3.5 to >3.0 ptsFair
Contains several (3 or 4) grammar, spelling, and punctuation errors.

3 to >0 ptsPoor
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

5 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.

5 to >4.0 ptsExcellent
Uses correct APA format with no errors.

4 to >3.5 ptsGood
Contains a few (1 or 2) APA format errors.

3.5 to >3.0 ptsFair
Contains several (3 or 4) APA format errors.

3 to >0 ptsPoor
Contains many (≥5) APA format errors.

5 pts

Total Points: 100

FPX 4025 Assessment 1 – Evidence Based Research Modalities and Pt assessment on Jose Sanchez Diabetic Ketoacidosis (DKA)

Analyzing a Research Paper: Diabetic Ketoacidosis (DKA)

The diagnosis of interest for this Sentinel U simulation is diabetic ketoacidosis (DKA) as seen in Jose Sanchez’s case. DKA symptoms include hyperglycemia, acidosis, ketosis, and confusion. Evidence-based practice (EBP) is essential in the care of high-acuity patients to inform practice with the best available evidence to improve patient outcomes. The article by Elendu et al. (2023) provides a review of DKA, and this paper assesses its validity and clinical relevance.

Evaluation of Credibility

Fig. 1: Abstract

Table for Article Evaluation

Criteria

Analysis

Type of Study & Level of Evidence

This is a comprehensive review (secondary research study). It’s a Level I evidence on the Johns Hopkins Evidence-Based Practice (JHEBP) model, high in the evidence hierarchy due to multiple studies. The research method is a literature analysis of DKA.

Credibility Factors

The article is peer-reviewed, published in a credible journal, is up-to-date (2023), has multiple expert authors, and includes a DOI. It refers to evidence-based sources and adheres to a scholarly writing format.

Importance of Diagnosis (DKA)

The article describes the key factors of DKA (hyperglycemia, ketosis, and metabolic acidosis), which are present in Jose Sanchez. It discusses common precipitating factors, including infection and diabetes, and the need for rapid treatment, which fits the patient’s symptoms.

Application to Practice/Patient Population

The findings apply to acute care settings, including emergency and critical care units. For example, interventions such as IV fluids, insulin therapy, and electrolyte monitoring can be directly applied to Jose Sanchez. The article also supports patient education and prevention strategies, including culturally appropriate care (e.g., interpreter use).

 

Summary of Findings and Relevance to Diagnosis

DKA is the most common hyperglycemic crisis and a common cause of death in people with diabetes, according to the article. It notes some of the classic signs and symptoms, such as hyperglycemia, metabolic acidosis, and ketosis, all of which are evident in Jose Sanchez. It also describes the usual precipitating factors, which include infection and insulin deficiency, both of which are present in the patient’s case. Crucially, it stresses the need for prompt hospitalization, administration of intravenous fluid, insulin, and electrolyte replacement, which are all part of the patient’s management. In addition, the article cites altered mental status, which is associated with serum osmolality, as related to the patient’s confusion. The results also confirm that DKA is potentially life-threatening if incorrectly diagnosed or improperly managed, and the need for continuous monitoring. This information is important as it supports the care being delivered to Jose Sanchez and emphasizes the need to identify and rapidly treat DKA.

Generalizability to Practice and Patient Population

This article is very generalizable for clinical practice, acute care, and emergency departments. The protocols for management, including fluid replacement, insulin administration, and electrolyte monitoring, can be applied to many patients presenting with DKA, regardless of where they live. This is particularly important in a variety of health care settings, including resource-poor settings where mortality from DKA remains high. The article also highlights the importance of education and the prevention of recurrent DKA. In the Sentinel U scenario, Jose Sanchez needs an education translation into Spanish to understand the management of diabetes and the importance of insulin. This article justifies culturally sensitive discharge and follow-up arrangements. It also emphasizes the need to identify triggers, such as infection, which can help nurses to prevent such triggers in other patients. Therefore, the results of the article can be readily applied to improve patient care and reduce hospital readmissions.

Conclusion

The article discussed is credible, has a high level of evidence, and is relevant to a diagnosis of diabetic ketoacidosis. The article’s conclusions align with the diagnosis and treatment of Jose Sanchez and highlight the need for evidence-based care, including fluid replacement, insulin administration, and monitoring. Additionally, the article offers valuable insights that can be applied across the spectrum of health care and is a useful resource for nursing. Using credible evidence to guide patient care supports sound clinical practice, patient safety, and positive outcomes.

References

Elendu, C., David, J. A., Udoyen, A.-O., Egbunu, E. O., Ogbuiyi-Chima, I. C., Unakalamba, L. O., Temitope, A. I., Ibhiedu, J. O., Ibhiedu, A. O., Nwosu, P. U., Koroyin, M. O., Eze, C., Boluwatife, A. I., Alabi, O., Okabekwa, O. S., Fatoye, J. O., & Ramon-Yusuf, H. I. (2023). Comprehensive review of diabetic ketoacidosis: An update.
Annals of Medicine and Surgery
,
85
(6), 2802–2807.
https://doi.org/10.1097/ms9.0000000000000894

 

FPX 4025 Assessment 1 – Evidence Based Research Modalities and Pt assessment on Jose Sanchez Diabetic Ketoacidosis (DKA)

Assessment 1 – Analyzing a Research Paper

Instructions:

Identify and write a summary of the various factors that contribute to the credibility of a research article related to a diagnosis of interest that you identified from the Sentinel U simulation on Patient Management & Delegation. In the module, there are 10 patients listed with various diagnosis. Select one diagnosis of interest to you from the simulation.

Collapse All

Introduction

Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as make decisions regarding the content of the scholarly resources.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible evidence, determining the type of evidence and being able to make decisions based on the findings of credible evidence is the foundation of evidence-based care.

Preparation

Review the 
What Is Scholarly?
 Campus page. Specifically, look at the following two items on the page:

What Are Peer-Reviewed Articles?

Anatomy of a Scholarly Article.

These will give you the factors that contribute to credibility, which you will need to identify in the article you choose for this assessment.

Also, look at the “Find EPB Articles” section of the 
Evidence-Based Practice in Nursing & Health Sciences
 library guide (found in the guide’s left-hand menu). This may help you locate an article to use for this assessment.

Instructions

Write a 2-page analysis of a scholarly research article, demonstrating your ability to locate credible, useful evidence related to a diagnosis of interest selected from the Sentinel U simulation on Patient Management & Delegation. There are 10 patients, each with a different medical diagnosis. Select one patient with a diagnosis of interest to you.

Once you have chosen your diagnosis of interest from the Sentinel U simulation, complete the following:

Use a credible search engine to locate a research article on your topic.

Review the article for the following criteria:

Type of study (quantitative or qualitative, the level on the pyramid of evidence, methodology).

Credibility factors.

Importance of content to selected diagnosis.

The ability to apply the content in your current workplace or patient population.

Take a screenshot of the abstract and paste it into a Word document (see the 
Example of Screenshot [PDF]
document). You can refer to the instructions in the 
Taking Screenshots [PDF]

Create a table or series of text boxes next to or below the screenshot and use that to label each criterion.

Also take a screenshot of the patient and the diagnosis from Sentinel U simulation you used.

Write up a summary of your findings on the second page. Note what information is important to your specified diagnosis. How credible is the article you’ve found and how useful is it related to your specified diagnosis and your ability to apply it?

Include a link to your article. FPX 4025 Assessment 1 – Evidence Based Research Modalities and Pt assessment on Jose Sanchez Diabetic Ketoacidosis (DKA)

Include a reference to your article in APA format.

Review the Analyzing a Research Paper scoring guide for specific details of grading prior to submission.

Competencies Measured

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

Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.

Determine the type of study and the level of evidence according to the pyramid of evidence.

Identify the credibility factors of an article.

Summarize the findings of an article, noting what information is important to a specified diagnosis.

Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.

Summarize the ability to generalize article findings in a specified work space and patient population.

Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

Provide an APA-formatted reference and link to an article.

Scoring Guide

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

 

Criterion 1

Determine the type of study and the level of evidence according to the pyramid of evidence.

Distinguished

Determines the type of study and the level of evidence according to the pyramid of evidence, providing reasons for the determinations.

 

Criterion 2

Identify the credibility factors of an article.

Distinguished

Identifies the credibility factors of an article, including if the article is peer-reviewed.

 

Criterion 3

Summarize the findings of an article, noting what information is important to a specified diagnosis.

Distinguished

Summarizes the findings of an article, noting what information is important to a specified diagnosis, and the information’s implications.

 

Criterion 4

Summarize the ability to generalize article findings in a specified work space and patient population.

Distinguished

Summarizes the ability to generalize article findings in a specified work space and patient population, providing examples.

 

Criterion 5

Provide an APA-formatted reference and link to an article.

Distinguished

Provides a flawless APA-formatted reference and link to an article. FPX 4025 Assessment 1 – Evidence Based Research Modalities and Pt assessment on Jose Sanchez Diabetic Ketoacidosis (DKA)

Autism Spectrum Disorders and Emotions Essay

Discussion: People with certain disorders like autism spectrum disorders may have difficulty identifying people’s emotions from their faces. What kind of challenges might this problem create?

 

Autism Spectrum Disorders and Emotions Essay

People with certain disorders like autism spectrum disorders may have difficulty identifying people’s emotions from their faces. What kind of challenges might this problem create?

Individuals with autism spectrum disorders (ASD) and related developmental disorders may experience some difficulties in recognizing people’s emotions from their facial expressions. This has a significant impact, creating occupational, academic, emotional, and social difficulties as facial expressions are an essential aspect of human communication. People typically rely on facial expressions and cues to understand emotions such as confusion, fear, anger, sadness, and happiness. Individuals are likely to face communication barriers and misunderstandings when they struggle to interpret facial expressions accurately (Tamas et al., 2024).

A major challenge faced by individuals with ASD involves relationship development and social interactions. They may misinterpret the emotional states of others, leading to inappropriate responses during conversations. For instance, they may fail to recognize when someone is joking, uncomfortable, or upset. As a result, others may perceive them as socially disconnected or insensitive. These misunderstandings can contribute to social isolation, difficulties forming friendships, and reduced opportunities for meaningful interpersonal relationships (Riddiford et al., 2022). Recent research reveals that emotional recognition impairments may increase anxiety in social situations as the interactions become difficult to navigate and unpredictable (Meyer-Lindenberg et al., 2022).

In addition, difficulties interpreting facial expressions and recognizing emotions can affect educational and workplace functioning. Classmates, teachers, coworkers, and supervisors frequently communicate non-verbally through facial cues. A person who cannot accurately interpret facial expressions may misunderstand instructions, fail to recognize encouragement or criticism, or respond inappropriately in group settings. Consequently, it becomes more difficult to participate in academic collaboration and workplace teamwork. Individuals may also experience reduced self-confidence, stress, or frustration because of repeated social misunderstandings (Zhao et al., 2026).

Yet another important concern is emotional well-being and personal safety. Recognizing discomfort, anger, or fear in another person’s face helps individuals to identify manipulative or dangerous situations. People who struggle with emotional recognition may be more vulnerable to unsafe social interactions, exploitation, or bullying. In family settings, misunderstanding emotional expressions can create tensions between persons with ASD and caregivers, affecting communication and emotional support (Masoomi et al., 2025) Autism Spectrum Disorders and Emotions Essay.

Recent studies suggest that the challenges in recognizing and interpreting facial expressions are not solely experienced by individuals with ASD. Non-autistic individuals may face similar challenges as they misunderstand the communication styles and emotional expressions of individuals with ASD. This is a “double empathy problem”, which highlights the need for mutual understanding and supportive interventions rather than blaming any single group – autistic or non-autistic individuals (Riddiford et al., 2022). Therapies such as technology-assisted emotional-recognition programs, behavioral interventions, and social skills training may help improve communication and social functioning for individuals with ASD (Liu et al., 2025; Nejati et al., 2024).

References

Liu, Y., Li, S., Huang, Y., & Li, D. (2025). Information Technology-Based Intervention on the Socio-Emotional Competence of Individuals with Autism Spectrum Disorders: A Systematic Review and Meta-Analysis.
Journal of Intelligence, 13
(8), 98.
https://doi.org/10.3390/jintelligence13080098

Masoomi, M., Saeidi, M., Cedeno, R., Shahrivar, Z., Tehrani-Doost, M., Ramirez, Z., Gandi, D. A., & Gunturu, S. (2025). Emotion recognition deficits in children and adolescents with autism spectrum disorder: a comprehensive meta-analysis of accuracy and response time.
Frontiers in child and adolescent psychiatry, 3
, 1520854.
https://doi.org/10.3389/frcha.2024.1520854

Meyer-Lindenberg, H., Moessnang, C., Oakley, B., Ahmad, J., Mason, L., Jones, E. J. H., … & Loth, E. (2022). Facial expression recognition is linked to clinical and neurofunctional differences in autism.
Molecular Autism, 13
(1), 43.
https://doi.org/10.1186/s13229-022-00520-7

Nejati, V., Peyvandi, A., Nazari, N., & Abadi, F. (2024). The effectiveness of social training in individuals with autism spectrum disorder (ASD): a systematic review and transfer analysis.
Scientific Reports, 14
(1), 32131.
https://doi.org/10.1038/s41598-024-83953-9

Riddiford, J. A., Enticott, P. G., Lavale, A., & Gurvich, C. (2022). Gaze and social functioning associations in autism spectrum disorder: A systematic review and meta-analysis.
Autism research: official journal of the International Society for Autism Research, 15
(8), 1380–1446.
https://doi.org/10.1002/aur.2729

Tamas, D., Brkic Jovanovic, N., Stojkov, S., Cvijanović, D., & Meinhardt-Injac, B. (2024). Emotion recognition and social functioning in individuals with autism spectrum condition and intellectual disability.
PloS one, 19
(3), e0300973.
https://doi.org/10.1371/journal.pone.0300973 
 Autism Spectrum Disorders and Emotions Essay

IQ tests on children psychology essay

Assignment: Should IQ tests be used on children? State both the advantages and disadvantages of administering IQ tests to children. Would there be any special advantages or disadvantages of using IQ tests on children with disabilities?

IQ tests on children psychology essay

Should IQ tests be used on children? State both the advantages and disadvantages of administering IQ tests to children.

Intelligence quotient (IQ) tests are useful tools for evaluating cognitive abilities. However, their use among children is controversial. Supporters of IQ tests use on children argue that it helps in identifying intellectual strengths, giftedness, and learning difficulties. The results allow psychologists and educators to provide appropriate, targeted educational interventions and support services. In addition, the tests help with diagnosing learning and developmental disorders, and guiding individualized education plans for children who need special assistance (Fletcher & Miciak, 2024). Besides that, IQ assessments can reveal patterns of strengths and weaknesses in processing speed, memory, and reasoning that may not be obvious in classroom performance and social environments (Baglieri, 2023).

Despite the mentioned advantages, IQ testing on children has significant disadvantages. IQ tests are standardized tests. The tests cannot fully measure intelligence as it is too complex. The tests can be influenced by testing conditions, motivation, anxiety, socioeconomic background, culture, and language. These influences can potentially lead to inaccurate conclusions about a child’s abilities (Torres van Grinsven, 2022). Besides that, overreliance on IQ tests and scores can result in the child being labelled and stigmatized, even as they face reduced expectations from parents and teachers. Additionally, the test scores may fluctuate over time, especially as the child grows older and has greater exposure to the environment IQ tests on children psychology essay. This results in reduced reliability of the test scores for long-term predictions (Baglieri, 2023).

Would there be any special advantages or disadvantages of using IQ tests on children with disabilities?

For children with disabilities, IQ tests can offer special advantages and disadvantages. An advantage is that the tests can help to identify specific learning disabilities, intellectual disabilities, or autism spectrum disorder, thereby guiding specialized interventions and accommodations. This is important for improving access to therapies and
educational
resources tailored to the needs of the child (Babiker et al., 2025). A disadvantage is that the test scores may not be reliable. Motor, behavioral, language, or sensory impairments can interfere with the child’s performance, hindering the tests’ ability to accurately measure the abilities of children with disabilities. Children with learning disabilities or autism may show uneven cognitive profiles, making the test scores misleading (Stephenson et al., 2026). As such, IQ tests should be used on children with disabilities to leverage the advantages, but cautiously interpreted and combined with behavioral, educational, and psychological assessments to minimize the disadvantages.

Reference

Babiker, R., Sami, M. M., Ahmed, H. K., & Salama, R. A. (2025). Types and Diagnosis of Childhood Intellectual Disabilities: Advancing Accuracy for Better Outcomes.
Children (Basel, Switzerland), 12
(12), 1585.
https://doi.org/10.3390/children12121585

Baglieri, S. (2023). 
Disability Studies and the Inclusive Classroom: Critical Practices for Embracing Diversity in Education
(3rd ed.). Taylor & Francis.

Fletcher, J. M., & Miciak, J. (2024). Assessment of Specific Learning Disabilities and Intellectual Disabilities.
Assessment, 31
(1), 53–74.
https://doi.org/10.1177/10731911231194992

Stephenson, K. G., Norris, M., Kim, S. Y., Russell, N. C. C., Levine, A., Murphy, C., Youngstrom, E. A., & Butter, E. M. (2026). Long-Term Stability of IQ Scores for Children With Neurodevelopmental Disabilities: Stable Global IQ But Unstable Index, Subtest, and Profile IQ Scores.
Journal of Autism and Developmental Disorders
, 10.1007/s10803-026-07352-x. Advance online publication.
https://doi.org/10.1007/s10803-026-07352-x

Torres van Grinsven, V. (2022). Sources of measurement error in pediatric intelligence testing.
Methodological Innovations, 15
(1), 1–12.
https://doi.org/10.1177/20597991221077919
 IQ tests on children psychology essay

Learning Disabilities Psychology Essay

Discussion: What are learning disabilities? How are they classified? How can they impact an individual not just in school but throughout life?

What are learning disabilities? 

Learning disabilities are neurologically based disorders that interfere with an individual’s ability to effectively process, retain, or communicate information. They are not related to educational opportunity, motivation, or intelligence. Rather, they are linked to the differences in brain functioning that affect learning processes, such as mathematics, listening, reasoning, writing or reading. In healthcare diagnostics, they are categorized as specific learning disorders under neurodevelopmental disorders. Examples include dyscalculia, dysgraphia, and dyslexia (American Psychiatric Association, 2022). Overall, individuals with learning disabilities may experience difficulties in reasoning, speaking, listening, mathematical, writing, or reading skills.

How are they classified? 

Learning disabilities are classified based on the area of difficulty affected. Dyscalculia and other mathematical disorders involve difficulties in understanding numbers, calculations, and mathematical reasoning from impaired numerical understanding and problem-solving skills. Dysgraphia and other writing disorders affect spelling, handwriting, and written expression, interfering with spelling, handwriting, and written expression. Dyslexia and other reading disorders affect word recognition and reading comprehension causing impairments in reading accuracy, fluency, and comprehension (Chieffo et al., 2023). Some of the disabilities present as non-verbal learning disabilities that affect visual-spatial processing, coordination, and social interpretation. Classifying learning disabilities aids professionals in determining the appropriate interventions and accommodations to support daily functioning and learning (American Psychiatric Association, 2022).

How can they impact an individual not just in school but throughout life?

Learning disabilities impact individuals beyond their school performance. In schools, it has
academic impacts
as individuals struggle to read, comprehend, complete assignments, and complete standardized tests. This can lead to frustration and reduced self-esteem. The repeated academic difficulties have emotional and social impacts as they contribute to low confidence, depression, anxiety, and challenges with peer relationships (Bonuomo et al., 2024). The impacts extend to adulthood as they influence independent living skills, financial stability, workplace performance, and employment opportunities. The difficulties may extend across the lifespan, including difficulties processing information, organization, and communication, affecting social interactions and daily responsibilities. Besides that, persons with learning disabilities may experience broader health and quality of life disparities throughout the life (American Psychiatric Association, 2022). Early identification for learning disabilities, supportive interventions, and accommodations can significantly improve outcomes and quality of life learning disabilities psychology essay.

References

American Psychiatric Association (2022).
Diagnostic and statistical manual of mental disorders
(5th ed., text rev.). Author.

Bonuomo, M., Marini, M., Vegni, N., Melogno, S., Torregiani, G., Livi, S., & Di Filippo, G. (2023). Analysis of Psychological and Social Functioning in Undergraduate Students with a Specific Learning Disorder (SLD).
Brain sciences, 13
(7), 1020.
https://doi.org/10.3390/brainsci13071020

Chieffo, D. P. R., Arcangeli, V., Moriconi, F., Marfoli, A., Lino, F., Vannuccini, S., Marconi, E., Turrini, I., Brogna, C., Veredice, C., Antonietti, A., Sani, G., & Mercuri, E. M. (2023). Specific Learning Disorders (SLD) and Behavior Impairment: Comorbidity or Specific Profile?.
Children (Basel, Switzerland), 10
(8), 1356.
https://doi.org/10.3390/children10081356
  learning disabilities psychology essay

Problem-Solving Psychology Essay

Discussion: Why do you think some people are better at solving problems than others? Is it a learned skill, or are some people just more gifted in this area? If you wanted to create a really good “problem solver” in a child, what things would you do? How can you improve your own problem-solving abilities now that you are an adult?

Problem-Solving Psychology Essay

Problem-solving is a psychological term which explains how an individual develops the problems in the mind, investigates the answer to the problem and makes a decision about the best action required to be taken. Others seem to be more suited to solve problems due to variations in cognitive capability, personality, emotional control, and life experiences. Inquisitive individuals, individuals who are patient, flexible and self-confident individuals approach problems more than those who are overcome easily. The point of intelligence can provide an advantage, but according to psychological studies, learning as well as the environment is also a necessity in problem solving.

I would like to believe that problem-solving is an innate ability and a skill. It is possible that genetic differences and brain development lead to some individuals being more naturally swift in information processing or that they are more creative in their thinking. But, despite being very intelligent individuals may not be able to solve problems when they are not practiced, not motivated or not in control of their emotions. Cognitive psychology holds that as people are exposed on a repetitive fashion to challenges, it helps them to develop critical thinking and reasoning skills in addition to securing skills in decision making. Thus, education, experience, and training can help to enhance problem-solving considerably.

I would encourage curiosity and critical thinking at a tender age in order to raise a child who is a good problem solver. I would not give the direct answers but pose some guiding questions that would prompt the child to think and come up with alternative ways of solving the problem. Activities such as puzzles, story telling, building games, teamwork and creative play can be used to improve reasoning and cognitive flexibility. One should also
learn
by showing kids how to make mistakes and they should learn to be resilient. Creating a culture of confidence and growth can be realized through applauding persistence, effort and creativity rather than just success.

Being an adult, I will have the opportunity to improve my problem-solving skills on a personal level through critical thinking and being open to new ideas. Decision making can be enhanced by reflecting on previous errors, learning through other people and stress management. I will be able to reinforce these skills through reading, furthering my education, and challenging myself with new experiences that demand analysis and adaptability as well. With time, anyone can be a better problem solver with consistent practice Problem-Solving Psychology Essay.

Recall and Recognition Memory Psychology Essay

Assignment: How do you prepare for tests? Which of your strategies are typical of recall, and which are typical of recognition? Do you study differently for essay tests versus multiple choice tests? What are the differences? Why might learning material using recall strategies be beneficial even during a recognition test, such as a multiple choice test?

Assignment – Recall and Recognition Memory Psychology Essay

Preparing for tests involves combining strategies that strengthen both understanding and memory retention. One of the most effective approaches is active engagement with the material, such as reviewing notes, summarizing key concepts, and practicing retrieval. Personally, I prepare by revisiting class materials and then testing myself without looking at notes to see what I can remember. This assists in revealing areas of knowledge deficiency and strengthens learning.

Some of these strategies are based on recall, while others rely on recognition. Recall strategies are active strategies that use no cues to evoke information in the memory. Examples include writing down all the remembered facts about a subject, answering open-ended questions, or discussing concepts out loud. These techniques enhance memory since they involve more cognitive work. On the other hand, recognition strategies involve identifying correct information when it is presented. These include rereading notes, highlighting text, or answering multiple-choice questions where the correct answer is among several options Recall and Recognition Memory
Psychology Essay
.

The mode of study also varies according to the kind of test. For essay tests, recall strategies are more important because they require generating, organizing, and explaining information independently. I focus on practicing how to structure answers and express ideas clearly from memory. In the case of the multiple-choice tests, I still go through the content but spend more time in recognition, which can be identifying key terms, and eliminating the wrong answers. Nonetheless, when recognition is solely applied, it may lead to development of false familiarity which may not necessarily translate to high performance.

Using recall strategies is beneficial even when preparing for recognition-based tests. Studies indicate that retrieval practice can be used to improve long-term retention and performance levels in various kinds of assessments, such as multiple-choice tests (Corral & Carpenter, 2025). This is due to the fact that recall enhances memory pathways and encourages better comprehension, which makes it easier to recognize correct answers later. As such, the integration of recall and recognition techniques results in more effective and flexible learning in general.

References

Corral, D., & Carpenter, S. K. (2025). Effects of retrieval practice on retention and application of complex educational concepts. 
Learning and Instruction
, 
100
, 102219. 
https://doi.org/10.1016/j.learninstruc.2025.102219 
 Recall and Recognition Memory Psychology Essay

Human Instincts Psychology Essay

Discussion: Identify three human instincts, explain why these behaviors are instincts, and discuss their importance to survival

Identify three human instincts, explain why these behaviors are instincts, and discuss their importance to survival.

Human instincts are innate behavioral patterns that are biologically driven and occur without prior learning. They are essential for survival and reproduction. They are not acquired through experience. Rather, they are considered instincts because they are automatic, universal, and genetically influenced. They are externally provoked and do not require conscious awareness (Stults-Kolehmainen, 2023). Three human instincts that stand out are the fight-or-flight response, hunger, and parental care.

First, the fight-or-flight response is a defensive instinct that prepares the body to respond to dangerous situations that can cause injury or death by either fighting or running away. It is automatically triggered when a threat is perceived, leading to psychological changes such as heightened alertness and increased heart rate. Through complex mechanisms, the nervous system models, predicts, avoids, and responds to potential threats by building on active (fight-or-flight) and inactive (freeze or immobility) defensive responses. This is instinctive behavior because it is involuntary and presents without prior training. Fight-or-flight is important for survival because it enables individuals to either confront the danger or escape a life-threatening situation, consequently increasing survival chances (Burback et al., 2024) Human Instincts Psychology Essay.

Second, hunger is an instinct that prompts an individual to seek the energy needed to sustain bodily functions. It is a response to the need to maintain the body’s energy homeostasis. It is an innate response: an individual experiences hunger without being taught, motivating eating behavior to obtain energy. It is a fundamental motivation necessary for sustaining life. Without a hunger instinct, individuals may fail to obtain energy, leading to starvation and death (Perrin & Klein, 2025).

Third, parental care is a caregiving instinct that ensures offspring are protected and nurtured. It is evident in parental behaviors such as protecting, feeding, and bonding with infants. It involves knowing instinctively that there is something wrong with the child, something that may not be apparent to others. It is experienced as natural and instinctive, and cannot be ignored, conveying a signal discernible only to the parent or caregiver. It is instinctive behavior because it is universal among humans and emerges naturally, even for those without prior experience. It is important because it ensures that humans survive, an important aspect because human infants are highly dependent on parental care and require it for a prolonged period (Shaw et al., 2025).

In conclusion, instincts such as the fight-or-flight response, hunger, and parental care are crucial adaptive mechanisms. They are universal, automatic, and innate behaviors that promote both individual survival and the continuation of the human species.

References

Burback, L., Forner, C., Winkler, O. K., Al-Shamali, H. F., Ayoub, Y., Paquet, J., & Verghese, M. (2024). Survival, Attachment, and Healing: An Evolutionary Lens on Interventions for Trauma-Related Dissociation.
Psychology Research and Behavior Management, 17
, 2403–2431.
https://doi.org/10.2147/PRBM.S402456

Perrin, F. A. C., & Klein, D. B. (2025). 
Psychology: Its Methods and Principles
. Taylor & Francis.

Shaw, R. L., Heath, G., Eatough, V., & Thackeray, L. (2025). Parental intuition: a phenomenological structure of intuitive knowing in the context of child illness and shared decision-making in healthcare.
International journal of qualitative studies on health and well-being, 20
(1), 2491925.
https://doi.org/10.1080/17482631.2025.2491925

Stults-Kolehmainen M. A. (2023). Humans have a basic physical and psychological need to move the body: Physical activity as a primary drive.
Frontiers in Psychology, 14
, 1134049.
https://doi.org/10.3389/fpsyg.2023.1134049
 Human Instincts
Psychology
Essay