Category: Nursing

  • PICOT Question Paper

    Reducing Infections in the Dialysis Department

    The PICOT Question

    For patients undergoing dialysis at the dialysis department (P),  can optimization of nursing infection preventive measures through direct supervision and step wise check-list use during and after dialysis (I) compared to the practices (absence of step-wise checklist use) (C) reduce the number of infections to the lowest cases possible and by at least 50%   (O) over a period of nine weeks (T)?.

    Dialysis Related BSIs and Evidence Based Solutions

    Center for Disease control (CDC), through research and evaluation has come up with interventions, auditing tools and checklists for use in BSI infection prevention (CDC, 2020). Strict implementation and adherence of such interventions and protocols have been shown to be a solution to BSIs. These interventions reduce infection rates by 20-50% (Fisher, 2020). Lee et al (2018) discovered that the main causative problem of BSIs was inconsistent hemodialysis tunneled catheter care (HTC) protocol in the dialysis units, lack of standardized audits for the protocols and lack of patient education. Through proper implementation of infection control protocols such as ‘scrub the hub’ protocols, standardized audits, nurse and patient education, infections were reduced by up to 50% (Lee K. G., 2018). Another investigation applied strict implementations of the aseptic techniques and sterile dressing coupled with nurses training and patient education towards infection control. This resulted to more than 50% infection reduction in a 24-chair dialysis unit within a month (Hoffman, 2018).

    Dialysis Related BSIs and Nursing Interventions

    The CDC in conjunction with the American Society of Nephrology’s Nephrologists Transforming Dialysis Safety Initiative came up with interventions which are considered the gold standard preventive measures for BSIs. When implemented strictly, nurses can optimally prevent BSIs. This study aims at carrying out full implementation of these interventions. These interventions include; hand hygiene, catheter exit-connection and disconnection using aseptic technique and antiseptic use, catheter lumen and hub care and the assessment of these techniques every three months with nursing staff training and audits. Other nursing interventions include early patient referral to nephrologists, more specialized teams, and vascular access coordinators, implantation of early-stick grafts and early peritoneal dialysis  (Fisher, 2020).

    Dialysis Related BSIs and
    Patient Care

    Patient care before, during and post-dialysis is key in infection prevention. Prior to vascular access, it is important to remove any restrictive jewelry and clothes from the patient’s arm. Other clinicians should be informed so as to avoid procedures such as blood pressure measurements and venipunctures on the same arm. When examining the patient, nurses should always disinfect their hands and put on gloves as an infection preventive measure. The vascular access should be checked for patency and smooth blood flow at least three times daily (Rushing, 2019).

    Post dialysis, the patient should be moved in a manner that will avoid any trauma or pressure on the arm. The vascular access should be checked on a daily basis for signs of infection such as swelling, tenderness, open sores and purulent discharge. Patent education on self-care and infection prevention is paramount and this is the responsibility of his/her nurse. Patient self-care is key in preventing infections associated with dialysis and proper practice effectively reduces infections (Rushing, 2019)

    Health Care Agency Involved in BSI Prevention

    CDC in collaboration with the National Safety Healthcare Network (NHSN) developed a surveillance and feedback platform for data sharing and comparisons from different facilities in the US. This plays a role in informing policy making towards mitigation methods (CDC, 2020). Agency for Healthcare Research and Quality also provides support to researches and facilities aiming at reducing BSIs (AHRQ, 2020).

    BSIs and Nursing Practice

    Dialysis associated BSIs is a significant issue in nursing practice. In the US, BSIs arise mainly due to the failure to strictly implement and stick to the nursing protocols put in place for dialysis infection control. This largely depends on nurses and can be solved through strict nursing practice, regulations and standardized audits in dialysis units. This will lead to reduced infections, reduced hospitalizations, better clinical outcomes and reduced hospital bill burdens to patients (Fisher, 2020).

    References

    AHRQ
    . (2020, June 08). Retrieved from https://www.ahrq.gov/patient-safety/settings/esrd/resource/clinicalcare.html

    CDC
    . (2020, June 07). Retrieved from https://www.cdc.gov/dialysis/prevention-tools/audit-tools.html

    Fisher, M. G. (2020). Prevention of Bloodstream Infections in Patients Undergoing Hemodialysis. .
    Clinical Journal of the American Society of Nephrology
    , 132-151.

    Hoffman, S. (2018). Reducing Blood Stream Infections from Tunneled Dialysis Catheters. . .
    Nephrology Nursing Journal.

    Lee, K. G. (2018). Reducing tunneled catheter-related infection in hemodialysis patients with nationwide standardization of catheter care protocol.
    The journal of vascular access
    , 110-111.

    Lee, K. G. (2018). Reducing tunneled catheter-related infection in hemodialysis patients with nationwide standardization of catheter care protocol. .
    The journal of vascular access
    , 110-111.

    Rushing, J. (2019). Caring for a patient’s vascular access for hemodialysis, .
    Nursing Management
    , 47.

     

    Review your problem or issue and the study materials to formulate a PICOT question for your capstone project change proposal. A PICOT question starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention used to address the problem must be a nursing practice intervention. Include a comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and specify the timeframe needed to implement the change process.  Formulate a PICOT question using the PICOT format (provided in the assigned readings) that addresses the clinical nursing problem.

    The PICOT question will provide a framework for your capstone project change proposal.

    In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

    Describe the problem in the PICOT question as it relates to the following:

    Evidence-based solution

    Nursing intervention

    Patient care

    Health care agency

    Nursing practice

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

    You are required to submit this assignment to LopesWrite. Refer to the 
    LopesWrite Technical Support articles
     for assistance.

     

    PICOT Question Paper

    No of Criteria: 
    9
     
    Achievement Levels: 
    5

    Criteria

    Achievement Levels

    Description

    Percentage

    Unsatisfactory

    0.00 %

    Less Than Satisfactory

    75.00 %

    Satisfactory

    79.00 %

    Good

    89.00 %

    Excellent

    100.00 %

    Content

    80.0

    PICOT Question

    20.0

    A PICOT question is not presented.

    An incomplete PICOT question is presented. The PICOT does not follow the correct format.

    A PICOT question is presented. The PICOT generally follows the correct format.

    A PICOT question is presented. Some detail is needed for clarity.

    A PICOT question is presented and provides a clear framework for the capstone project change proposal.

    Nursing Intervention

    20.0

    The intervention and comparison are omitted

    The intervention used to address the problem is not based on a nursing practice intervention. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are omitted.

    A nursing intervention used to address the problem is presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are summarized. Some information is needed. There are minor inaccuracies.

    A nursing intervention used to address the problem is presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are discussed.

    A nursing intervention used to address the problem is clearly presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are thoroughly discussed.

    Clinical Problem and Patient Outcome

    20.0

    The clinical problem and how it can result in a positive patient outcome are omitted.

    The clinical problem and how it can result in a positive patient outcome are incomplete.

    The clinical problem and how it can result in a positive patient outcome are summarized. More information and rationale are needed.

    The clinical problem and how it can result in a positive patient outcome are presented. Some minor detail is needed for clarity.

    The clinical problem and how it can result in a positive patient outcome are thoroughly discussed. Strong rationale is offered for support.

    PICOT Problem

    20.0

    The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is omitted.

    The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is incomplete.

    The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is summarized. More information and rationale are needed.

    The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is described. Some minor detail is needed for clarity.

    The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is described. Some minor detail is needed for clarity.

    Organization, Effectiveness, and Format

    20.0

    Thesis Development and Purpose

    5.0

    Paper lacks any discernible overall purpose or organizing claim.

    Thesis is insufficiently developed or vague. Purpose is not clear.

    Thesis is apparent and appropriate to purpose.

    Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

    Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

    Argument Logic and Construction

    5.0

    Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

    Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

    Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

    Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

    Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

    Mechanics of Writing (includes spelling, punctuation, grammar, language use)

    5.0

    Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

    Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

    Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

    Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

    Writer is clearly in command of standard, written, academic English.

    Paper Format (use of appropriate style for the major and assignment)

    2.0

    Template is not used appropriately, or documentation format is rarely followed correctly.

    Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

    Template is used, and formatting is correct, although some minor errors may be present.

    Template is fully used; There are virtually no errors in formatting style.

    All format elements are correct.

    Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

    3.0

    Sources are not documented.

    Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

    Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

    Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    Total Percentage  
    100

    PICOT question

               
    Any patient that answers yes to current smoker during a physical with their primary care physician will receive educational information from nursing staff on ways to quit smoking and resources to help them quit smoking to see if they are able to become and stay a non-smoker for 6 months versus how many patients become non-smokers with no interventions from nursing staff.

    Evidence-based Solution

               
    There is not enough easily accessible education for patients in regards to smoking cessation. Currently there is no information provided to patients when they answer yes to being a current smoker. Not only would there be tips available to help quit smoking but also additional resources. “Many people find support groups and hotlines helpful when quitting tobacco” (American Heart Association, 2020). There will also be information available on the dangers of smoking. This is important to share with patients as per The World Health Organization it is the cause for 7 million deaths annually (McWilliams, et al., 2019, p.1059).

    Nursing Intervention

               
    The nursing intervention will be completed by nursing staff within the clinical environment. When a patient answers yes to being a current smoker, the nursing staff will then provide the patient with education and resources to help them quit smoking. This should only take 3-5 minutes and the patient can take the pamphlet home with them. The pamphlet will include how to contact nursing staff with additional questions or support for the patient to use as needed.

    Patient Care

               
    This pamphlet will provide information on ways to quit smoking without the use of medication for patients. It will also provide resources for additional information available online. It will also allow patients to have access to nursing staff to ask questions and provide additional support.

    Health Care Agency

               
    The health care agency this program will assist is ProHealth Care Medical Group. There are generally classes offered from ProHealth Care but unfortunately due to COVID all classes are cancelled and there is no information online about what classes were previously offered to determine if smoking cessation classes were previously offered. This organization has 12 locations that offer family practice and/or primary care services. Once this project is complete this pamphlet for smoking cessation education can be used at all of the 12 locations.

    Nursing Practice

    Providing education to patients is a nurse’s duty. Having information available to assist the education can be beneficial to the nurse and the patient. The patient may have additional questions outside of the patient information pamphlet, if the nurse is unable to provide the patient an answer at that point, they can inform the patient they will find the answer, and call them at a later time. Providing the pamphlet ensures that all patients are getting the same information, as well as resources to use to help them with their smoking cessation.

     

     

     

     

     

    References

    American Heart Association. (2020). Help! I want to quit smoking. Retrieved from https://www.heart.org/en/healthy-living/healthy-lifestyle/quit-smoking-tobacco/help-i-want-to-quit-smoking

    McWilliams, L., Bellhouse, S., Yorke, J., Lloyd, K., & Armitage, C. J. (2019). Beyond “planning”: A meta-analysis of implementation intentions to support smoking cessation.
    Health Psychology
    , 38(12), 1059–1068. https://doi-org.lopes.idm.oclc.org/10.1037/hea0000768.supp

    ProHealth Care. (2020). Medical services. Retrieved from www.prohealthcare.com

  • Benchmark – Capstone Change Project Objectives

    Benchmark- Capstone Change Project Objectives

    The implementation of the project will help to increase awareness of urinary catheter use as evidenced by nurses being able to report proper indications for urinary catheter placement.

    Nurses will be provided education and understand proper criteria for urinary catheter placement. Proper aseptic technique will also be reviewed in addition to standardization of catheter supplies.

    The implementation of this project will assist inpatient nursing staff in close tracking and monitoring for early indication of urinary catheter removal as evidenced by decreased urinary catheter placement days.

    Inpatient nursing staff will be educated on tracking and monitoring of indications for continued use of urinary catheters. Inpatient nursing staff will discontinue urinary catheters once specific criteria is met by the patient utilizing the protocol.

    The implementation of this project will provide nursing staff with specific criteria for discontinuation and shorten urinary catheter days as evidenced by decreased rates of catheter associated urinary tract infections hospital-wide.

    All urinary catheters will be monitored for appropriate indication for use as well as proper timing for removal. Rates of CAUTI will be monitored hospital-wide by the infection prevention nurse.

     

    With the implementation of this project, patients will have decreased lengths of urinary catheter placement therefore have reduced risk of catheter associated urinary tract infections. This will directly affect all patients, regardless of their cultural background as every patient is at risk for CAUTI. It is essential to ensure risk of urinary catheter placement is discussed, along with including the patient in the decision to place a catheter to ensure patient autonomy. If a patient develops CAUTI, their hospital length of stay may be increased which will directly affect their ability to achieve wellness and recovery. With patients from diverse populations, their access to care and insurance coverage may be limited. It is essential to prevent extended length of stay for patients regardless of their ability to pay as hospital acquired infections affect all patients. Evidence-based, patient centered care should always be practiced to ensure safe outcomes are achieved.

     

     

     

    Review your problem or issue and the cultural assessment. Consider how the findings connect to your topic and intervention for your capstone change project. Write a list of three to five objectives for your proposed intervention. Below each objective, provide a one or two sentence rationale.

    After writing your objectives, provide a rationale for how your proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations.

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

    You are not required to submit this assignment to LopesWrite.

    Benchmark Information

    This benchmark assignment assesses the following programmatic competencies:

    RN to BSN

    1.5
    :
      Advocate for autonomy and social justice for individuals and diverse populations
    .

     

    Benchmark – Capstone Change Project Objectives

    No of Criteria: 
    8
     
    Achievement Levels: 
    5

    Criteria

    Achievement Levels

    Description

    Percentage

    1: Unsatisfactory

    0.00 %

    2: Less Than Satisfactory

    75.00 %

    3: Satisfactory

    79.00 %

    4: Good

    89.00 %

    5: Excellent

    100.00 %

    Content

    80.0

    Objectives

    25.0

    A list of objectives for the proposed intervention is omitted. Fewer than three objectives are presented.

    NA

    NA

    NA

    Three to five objectives are presented.

    Rationale for How Findings Relate to the Topic and Proposed Intervention

    30.0

    Rationale for each objective is omitted.

    Rationale is incomplete. There are omissions. Rationale provided does not explain the relationship of findings to the topic and proposed intervention.

    General rationale is provided for each objective and generally summarizes the relationship of most findings to the topic and proposed intervention. There are some inaccuracies or minor omissions.

    Rationale is provided for each objective and explains the relationship of findings to the topic and proposed intervention. Some detail is needed for clarity.

    Rationale is clearly provided for each objective and thoroughly explains the relationship of the findings to the topic and proposed intervention.

    Rationale for How Proposed Project and Objectives Advocate for Autonomy and Social Justice for Individuals and Diverse Populations (C1.5)

    25.0

    Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is omitted.

    Incomplete rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy is not established.

    Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is summarized. Some advocacy is established.

    Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy is generally established.

    Well-supported rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy for autonomy and social justice for individuals and diverse populations is clearly established.

    Organization and Effectiveness

    15.0

    Thesis Development and Purpose

    5.0

    Paper lacks any discernible overall purpose or organizing claim.

    Thesis is insufficiently developed or vague. Purpose is not clear.

    Thesis is apparent and appropriate to purpose.

    Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

    Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

    Argument Logic and Construction

    5.0

    Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

    Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

    Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

    Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

    Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

    Criteria 3Mechanics of Writing (includes spelling, punctuation, grammar, language use)

    5.0

    Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

    Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

    Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

    Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

    Writer is clearly in command of standard, written, academic English.

    Format

    5.0

    Paper Format (use of appropriate style for the major and assignment)

    2.0

    Template is not used appropriately or documentation format is rarely followed correctly.

    Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

    Template is used, and formatting is correct, although some minor errors may be present.

    Template is fully used; There are virtually no errors in formatting style.

    All format elements are correct.

    Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

    3.0

    Sources are not documented.

    Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

    Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

    Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    Total Percentage  
    100

    Objective:

     

    The implementation of a new graduate preceptorship will increase compliance with an organizations policies and procedures as evidenced by nurses being able to state understanding and provide descriptions to those procedures.

     

    Rationale:

    The project is based upon the compliance and understanding of how implementing the policy and procedures will illicit the care desired, prudent care, but also compliancy.

     

    Rationale:

    The nurses will be able to prove competency and demonstrate required tasks and standards of care outlined and regulated by JCACHO standards. (Joint Commission for Accreditation of Healthcare Organizations).

    Objective:

    The implementation of a new graduate preceptorship will increase job retention within the organization over a 3-year period.

     

    Rationale:

    The project focuses on assuring nurses are prepared and supported during their new graduate orientation by providing mentorship and a 12-week orientation with supplemental education opportunities.

     

    Rationale:

    The nurse will feel educated, supported, and competent as a part of the plan for check ins as well as performance reviews. This will be evidenced by he/she remaining in their current role or within the organization at the 3-year mark.

     

    Objective:

    The evaluation tool used to measure the effectiveness of the orientation and training program for mentors and mentees will be evaluated annually regarding efficacy and relevance to the program.

     

    Rationale:

    The purpose of the tool is to measure the outcome response and objectively find out if the program works for nurses. What improvements need to be made, adaptations or withdrawals.

     

    Rationale:

    Program feedback and implementation will be utilized to maintain a functioning program adaptable to all treatment areas.

     

    Rationale:

    Review of evidenced based practice, changes to policy, JCACHO standards will also be implemented into the program for continued development.

  • shadow health tina jones mental health assessment Subjective Data

    Subjective Data Collection: 44 of 44 (100.0%)

    Hover To Reveal…

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

    Found:

    Indicates an item that you found.

    Available:

    Indicates an item that is available to be found.

    Category

    Scored Items

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

    Patient Data

    Not Scored

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

    Chief Complaint

    Finding:

    Established chief complaint

    Finding:

    Reports difficulty sleeping and “feeling nervous”

    (Found)

    Pro Tip: Foundational questions to open an interview will help the patient tell you what’s bothering her in her own words.

    Example Question:

    What brings you in today?

    Finding:

    Reports seeking treatment because she has an upcoming exam and feels “too foggy to study”

    (Found)

    Pro Tip: Foundational questions will help the patient tell you what’s bothering her in her own words. It is important to ask Tina why she sought treatment to get an understanding of any recent changes with her complaint that could have made it more severe or urgent, prompting her to come in.

    Example Question:

    Why did you decide to seek treatment?

    Finding:

    Reports excessive worry and “racing thoughts” before bed

    (Available)

    Pro Tip: Foundational questions to open an interview will help the patient tell you what’s bothering her in her own words. Tina says that she “feels nervous” before bed, and it is interfering with her sleep. It is important to ask a follow-up question to gain more details about what feeling nervous means to her.

    Example Question:

    How do you feel just before bed?

    History of Present Illness

    Finding:

    Asked about onset and duration of symptoms

    Finding:

    Reports difficulty sleeping began 3 1/2 weeks ago

    (Found)

    Pro Tip: Determining if the onset of a complaint was gradual or acute is important for diagnosis. In Tina’s case, you will need this information to assess what could be causing her sleep disturbance.

    Example Question:

    How long have you been having trouble sleeping?

    Finding:

    Reports sleep difficulties have been occurring regularly during past 3 1/2 weeks

    (Found)

    Pro Tip: Knowledge of the duration of a complaint will help you assess if the issue is recent or chronic. In Tina’s case, you will need this information to assess if she is suffering from chronic insomnia or a more acute sleep disturbance.

    Example Question:

    How long have your sleeping difficulties lasted?

    Finding:

    Asked about frequency of symptoms

    Finding:

    Reports difficulty sleeping at least four or five times a week

    (Found)

    Pro Tip: A precise question the number of occurrences of the issue in an allotted span of time will give you the most accurate estimation of frequency. In Tina’s case, it is important to know that she is suffering sleep disturbances for the majority of nights in a given week.

    Example Question:

    How many nights a week do you have trouble sleeping?

    Finding:

    Asked about aggravating factors

    Finding:

    Reports sleeping becomes more difficult when she can not redirect her thoughts from the things she is worried about

    (Available)

    Pro Tip: An open question about aggravating factors can be used to assess what could be exacerbating the patient’s complaint, as well as her knowledge of those factors. For Tina, it is important to understand what she thinks makes it more difficult for her to fall asleep.

    Example Question:

    What makes it harder to sleep?

    Finding:

    Denies naps during the day

    (Found)

    Pro Tip: A closed question about factors that are known to aggravate the complaint will help you to eliminate the most salient possibilities. Though one short nap a day is fine, frequent or extended naps could have been making it more difficult for Tina to fall asleep, and could also indicate an inability to stay awake during her activities of daily living.

    Example Question:

    Do you take naps?

    Finding:

    Reports drinking caffeine to stay alert

    (Available)

    Pro Tip: A closed question about factors that are known to aggravate the complaint will help you to eliminate the most salient possibilities. Though caffeine helps Tina to stay alert, drinking too much caffeine could interfere with her sleep.

    Example Question:

    Do you drink caffeine?

    Finding:

    Reports stopping caffeine use after 4 P.M.

    (Available)

    Pro Tip: This follow-up question is needed to assess how likely it is that caffeine consumption is interfering with sleep. If Tina were drinking caffeine late in the afternoon or at night, it would very likely be aggravating, or even causing, her sleep disturbance.

    Example Question:

    When do you usually have your last caffeinated drink?

    Finding:

    Denies alcohol use before bed

    (Available)

    Pro Tip: A closed question about factors that are known to aggravate the complaint will help you to eliminate the most salient possibilities. Alcohol consumption before bed has been shown to interfere with homeostasis, which regulates sleep, and can even lead to insomnia, so it is important to know if Tina is drinking it to fall asleep.

    Example Question:

    Do you drink alcohol before bed?

    Finding:

    Denies drug use before bed

    (Available)

    Pro Tip: A closed question about factors that are known to aggravate the complaint will help you to eliminate the most salient possibilities. It is important to know if Tina is using drugs to help her fall asleep because they could, in fact, be contributing to her sleep disturbance.

    Example Question:

    Do you use drugs before bed?

    Finding:

    Reports respiratory problems are controlled and not interfering with sleep

    (Available)

    Pro Tip: A closed question about factors that are known to aggravate the complaint will help you to eliminate the most salient possibilities. Tina has asthma, and it is important to rule out respiratory issues as a contributing factor to, or even because of, her sleep disturbance. Tina also has an albuterol prescription, which, if she were using it before bed, could be aggravating or causing her anxiety.

    Example Question:

    Do you think your sleep problems could be due to breathing issues?

    Finding:

    Asked about relieving factors

    Finding:

    Reports sleeping more easily if she can distract herself from her “racing thoughts”

    (Found)

    Pro Tip: An open question about alleviating factors can be used to assess what brings relief to the patient, as well as her knowledge of those factors. For Tina, it is important to understand what she thinks makes it easier for her to fall asleep.

    Example Question:

    What helps you sleep?

    Finding:

    Reports no exercise

    (Found)

    Pro Tip: A closed question about factors known to alleviate the complaint will help you diagnose and treat the issue. Exercise is known to improve sleep, so it is important to assess Tina’s exercise level.

    Example Question:

    Do you exercise?

    Finding:

    Asked about impact of sleeping problems on daily living

    Finding:

    Reports feeling tired and “out of it” most of the time during the day due to lack of sleep

    (Found)

    Pro Tip: An open question about the effects of the complaint on a patient’s daily life will help you to get a general idea of the severity of the issue as well as allow you to understand how the patient is dealing with and affected by it. In Tina’s case, though her focus and energy is hampered by her sleep disturbance, she is able to perform all of her usual activities of daily living, meaning her insomnia is not severe, but it is debilitating.

    Example Question:

    How does your lack of sleep affect your daily life?

    Finding:

    Reports no increased chance of drifting off during the day despite lack of sleep

    (Found)

    Pro Tip: A closed question about a specific effect on daily life commonly seen with a patient’s complaint can help you to assess severity, diagnose, and treat it. If Tina were falling asleep without intending to, it could indicate a more severe sleep disorder as well as a more debilitating effect on her daily life.

    Example Question:

    Have you been falling asleep when you didn’t mean to?

    Finding:

    Followed up about patient’s experience feeling “out of it”

    Finding:

    Reports feeling slowed down and tired, having trouble focusing, and generally feeling “less sharp”

    (Found)

    Pro Tip: When a patient uses phrasing that is unclear or not specific enough, it is important to ask a follow-up to ensure your understanding of the issue. Asking Tina what she means by “out of it” will help you to gain a more detailed idea of her state of mind during the day, and how it is affected by her sleep disturbance.

    Example Question:

    What do you mean when you say you feel out of it?

    Finding:

    Asked about anxiety symptoms

    Finding:

    Reports feelings of anxiety as “thoughts she can’t turn off” and “being on edge”

    (Available)

    Pro Tip: If a patient may have anxiety, asking about symptoms will aid diagnosis and determine severity. An open question about how Tina’s anxiety feels will help you to get a general idea of its character.

    Example Question:

    Can you tell me about how your anxiety feels?

    Finding:

    Reports worry about the future, but no sense of impending doom

    (Available)

    Pro Tip: If a patient may have anxiety, a sense of impending doom could indicate a panic disorder. Asking Tina about this will help you to come to a diagnosis and to determine severity.

    Example Question:

    Do you ever have a sense of impending doom?

    Finding:

    Reports no panic attacks

    (Found)

    Pro Tip: If a patient may have anxiety, it is important to determine if she is having panic attacks. Asking Tina about this will help you to come to a diagnosis and to determine severity, especially if she is experiencing panic before bed.

    Example Question:

    Have you been having panic attacks?

    Finding:

    Reports difficulty concentrating due to fatigue from lack of sleep

    (Available)

    Pro Tip: Difficulty concentrating is an important indicator of generalized or situational anxiety. Asking Tina about this will help you to come to a diagnosis and to determine severity.

    Example Question:

    Have you been having trouble concentrating?

    Finding:

    Reports only restlessness occurs just before bed

    (Available)

    Pro Tip: Restlessness is an important indicator of generalized or situational anxiety. Asking Tina about this will help you to come to a diagnosis and to determine severity.

    Example Question:

    Do you feel restless?

    Finding:

    Reports slight irritability due to fatigue

    (Available)

    Pro Tip: Irritability is an important indicator of generalized or situational anxiety. Asking Tina about this will help you to come to a diagnosis and to determine severity.

    Example Question:

    Do you feel irritable?

    Finding:

    Asked about impact of anxiety on daily living

    Finding:

    Reports stress only interferes with daily life because it interrupts her sleep

    (Found)

    Pro Tip: The effects of any complaint on a patient’s daily life are important. Asking Tina about the effects of her anxiety on her daily life will help you to come to a diagnosis and to determine severity.

    Example Question:

    How does your anxiety interfere with your daily life?

    Finding:

    Reports stress does not prevent her from completing her usual activities

    (Found)

    Pro Tip: The effects of any complaint on a patient’s daily life are important. Asking Tina about the effects of her anxiety on her daily life will help you to come to a diagnosis and to determine severity.

    Example Question:

    Does your anxiety prevent you from completing your usual activities?

    Finding:

    Asked about sleep quality

    Finding:

    Reports falling asleep often takes more than an hour

    (Available)

    Pro Tip: Sleep disorders may manifest in different ways, including difficulty falling asleep. In Tina’s case, it is important to know that falling asleep takes more than an hour, while normal sleep latency is only 15-20 minutes.

    Example Question:

    How long does it take you to fall asleep?

    Finding:

    Reports waking up two or three times during the night for “at least ten minutes”

    (Available)

    Pro Tip: Sleep disorders may manifest in different ways, including frequent awakenings. In Tina’s case, it is important to know how often she is waking often during the night, as well as how long it takes her to fall back asleep.

    Example Question:

    How often do you wake during the night?

    Finding:

    Reports waking in the morning feeling “out of it” and not rested

    (Available)

    Pro Tip: In assessing the severity of a sleep disorder, it is important to determine how rested a patient feels when she wakes up in the morning. Tina is waking up feeling tired and “out of it,” meaning her sleep disturbance is having a noticeable effect on her quality of sleep.

    Example Question:

    How do you feel when you wake up in the morning?

    Finding:

    Asked about sleep habits

    Finding:

    Reports going to bed “around midnight,” but feeling “too nervous” to sleep

    (Found)

    Pro Tip: A specific question about a patient’s bed time will elicit the information you need about when they try to fall asleep. In Tina’s case, it is important to know that she is getting into bed long before she falls asleep.

    Example Question:

    When do you go to bed?

    Finding:

    Reports actually falling asleep at 2 or 3 AM

    (Available)

    Pro Tip: A specific question about when a patient falls asleep will determine sleep latency as well as how much sleep the patient is actually getting. In Tina’s case, it is important to know that she often falls asleep long after she gets into bed.

    Example Question:

    When do you fall asleep?

    Finding:

    Reports reading before bed

    (Found)

    Pro Tip: A specific question about what a patient does before bed will help you to assess whether something she is doing could be contributing to the sleep disturbance. In Tina’s case, it is important to know that she reads before bed rather than immediately trying to fall asleep.

    Example Question:

    What do you usually do before bed?

    Finding:

    Reports no screen use (television or computer) before bed

    (Available)

    Pro Tip: The use of electronics before bed has been shown to stimulate brain activity, which can disturb sleep, and the artificial light from most screens may also affect melatonin levels, which regulate sleep cycles. It is important to know that Tina does not watch television or use a computer before bed to eliminate screen use as a possible contributing factor to her sleep disorder.

    Example Question:

    Do you watch television or use the computer before bed?

    Finding:

    Reports average wake time of 8 AM

    (Available)

    Pro Tip: A specific question about when a patient wakes up can determine if their sleep disturbance is causing early awakening. It is important to know that Tina is waking up at 8 AM, and that it is due to her schedule, not a result of sleep disturbance.

    Example Question:

    When do you usually wake up?

    Finding:

    Reports sleeping an average of 4 or 5 hours a night

    (Available)

    Pro Tip: Asking for the average number of hours of sleep a patient gets in one night will elicit the specific information you need to assess the severity of her sleep disorder. In Tina’s case, she is getting less sleep per night than is considered healthy.

    Example Question:

    How many hours of sleep do you get a night?

    Finding:

    Reports sleeping alone in a quiet room

    (Available)

    Pro Tip: A patient’s sleep environment can interfere with sleep. It is important to know that Tina has a quiet bedroom to herself to rule out anything from her environment that could be interrupting her sleep with or without her knowledge.

    Example Question:

    Can you describe where you sleep?

    Finding:

    Asked about stress quality

    Finding:

    Reports feeling nervous and worrying about the future, with racing thoughts

    (Found)

    Pro Tip: Stress can mean different things to different patients, so understanding how a patient experiences stress is essential. In Tina’s case, gathering details about her stress can help you to understand if it is situational or chronic, and how it could be aggravating or causing her sleep disturbance.

    Example Question:

    How do you feel when you are stressed?

    Medical History

    Finding:

    Confirmed use of medications

    Finding:

    Confirms medications (no new medications reported)

    (Found)

    Pro Tip: Even if you have seen a patient before, it is important to ask about medications in case they have changed since the last visit. In Tina’s case, a new medication she is taking could be causing or aggravating her sleep disturbance.

    Example Question:

    Are you taking any new medications?

    Finding:

    Followed up about sleep medication use

    Finding:

    Denies taking OTC sleep medications

    (Found)

    Pro Tip: Even if you have seen a patient before, it is important to ask about medications in case they have changed since the last visit, especially if they are taking anything to treat their chief complaint. In Tina’s case, asking about over the counter sleep medications is important in understanding possible alleviating factors as well as if an over the counter sleep medication could be contributing to her drowsiness during the day.

    Example Question:

    Have you been taking over the counter medications to help you sleep?

    Finding:

    Denies taking prescription sleep medications

    (Found)

    Pro Tip: Even if you have seen a patient before, it is important to ask about medications in case they have changed since the last visit, especially if they are taking anything to treat their chief complaint. If Tina were taking prescription sleep medication, it could indicate that she has seen someone else about her sleep disturbance or that she has been treated for this problem in the past.

    Example Question:

    Have you been taking prescribed medication to help you sleep?

    Finding:

    Confirmed allergies

    Finding:

    Confirms allergies (no new allergies reported)

    (Found)

    Pro Tip: It’s best practice to ask a patient about her allergies each visit, even with an established patient, to uncover any new allergy triggers or symptoms.

    Example Question:

    Have you had any new allergies?

    Finding:

    Asked about history of sleep problems

    Finding:

    Reports usually falls asleep very easily and “sleeps like a log”

    (Found)

    Pro Tip: Assessing the history of a patient’s present illness is essential to diagnosis and treatment of the complaint. Knowing that until recently Tina hadn’t had similar sleep issues will help you narrow down possible causes.

    Example Question:

    Do you have a history of sleep problems?

    Finding:

    Reports only past sleep problems occurred for a few months after her father died, but they resolved on their own

    (Found)

    Pro Tip: Assessing the history of a patient’s present illness is essential to diagnosis and treatment of the complaint. Knowing that Tina had similar sleep problems during a difficult time in her life, and that the problem resolved itself, is integral to diagnosis and treatment.

    Example Question:

    Have you had difficulty falling asleep before?

    Psychological History

    Finding:

    Asked about history of psychiatric illness

    Finding:

    Denies history of depression

    (Found)

    Pro Tip: Differentiating between depression and anxiety can sometimes be difficult, and often a patient will have both. Depression is also often a contributing factor in sleep disturbance, and sleep disturbance can also often contribute to depression. If Tina had a history of depression, it could be contributing to her sleep issues.

    Example Question:

    Have you ever had depression?

    Finding:

    Denies history of anxiety

    (Found)

    Pro Tip: Anxiety is a common cause of sleep disturbance, and lack of sleep can also contribute to anxiety issues. If Tina had a history of anxiety, it could be causing or aggravating her current sleep disturbance.

    Example Question:

    Do you have a history of anxiety?

    Finding:

    Denies current psychiatric illness

    (Available)

    Pro Tip: When performing a mental health assessment, it is essential to do a complete mental status exam. However, asking a patient about possible current psychiatric illness in order to understand her mental health status is also important. In Tina’s case, you should ask her generally about her mental health, and you should also ask about specific psychiatric disorders to rule them out.

    Example Question:

    Do you have a psychiatric illness?

    Finding:

    Denies history of psychiatric illness

    (Available)

    Pro Tip: As with any patient interview, it is important to ask about any relevant medical history. Tina is here for her mental health, so asking about her history of psychiatric illness is essential.

    Example Question:

    Do you have a history of psychiatric illness?

    Finding:

    Denies bipolar disorder

    (Available)

    Pro Tip: When performing a mental health assessment, it is essential to do a complete mental status exam. However, asking a patient about possible current psychiatric illness in order to understand her mental health status is also important. In Tina’s case, you should ask her generally about her mental health, and you should also ask about bipolar disorder to rule it out.

    Example Question:

    Do you have bipolar disorder?

    Finding:

    Denies schizophrenia

    (Available)

    Pro Tip: When performing a mental health assessment, it is essential to do a complete mental status exam. However, asking a patient about possible current psychiatric illness in order to understand her mental health status is also important. In Tina’s case, you should ask her generally about her mental health, and you should also ask about schizophrenia to rule it out.

    Example Question:

    Do you have schizophrenia?

    Finding:

    Denies obsessive compulsive disorder

    (Available)

    Pro Tip: When performing a mental health assessment, it is essential to do a complete mental status exam. However, asking a patient about possible current psychiatric illness in order to understand her mental health status is also important. In Tina’s case, you should ask her generally about her mental health, and you should also ask about obsessive compulsive disorder to rule it out.

    Example Question:

    Do you have obsessive compulsive disorder?

    Finding:

    Denies past psychiatric treatment

    (Available)

    Pro Tip: Even if a patient has not been diagnosed with a psychiatric illness, she could have seen a counselor, therapist, psychologist, or psychiatrist in the past. Asking Tina about past treatment could give you important context for diagnosis.

    Example Question:

    Do you have a history of psychiatric illness?

    Finding:

    Denies past psychotropic medications

    (Available)

    Pro Tip: Knowledge of past medications is integral to the history of the present illness. Tina is here for a mental health assessment, so it is important to ask her about any past medications for psychiatric illness.

    Example Question:

    Have you ever taken psychotropic medication?

    Finding:

    Asked about symptoms to determine depression risk

    Finding:

    Reports belief she does not have depression symptoms

    (Available)

    Pro Tip: While a patient with depression does not always know she has it, it is important to ask. If Tina had depression, it could be contributing to her sleep disturbance, or her sleep disturbance could be causing or aggravating or depression.

    Example Question:

    Do you have symptoms of depression?

    Finding:

    Reports no difficulty making decisions

    (Found)

    Pro Tip: Difficulty making decisions is an important indicator of depression. Asking Tina about this will help you to come to a differential diagnosis and determine severity.

    Example Question:

    Do you have difficulty making decisions?

    Finding:

    Reports slightly decreased energy due to lack of sleep

    (Available)

    Pro Tip: An uncharacteristic lack of energy is an important indicator of depression. Asking Tina about this will help you to come to a differential diagnosis and determine severity.

    Example Question:

    Have you had less energy than usual?

    Finding:

    Denies feelings of guilt or worthlessness

    (Available)

    Pro Tip: Feelings of guilt or worthlessness are important indicators of depression. Asking Tina about this will help you to come to a differential diagnosis and determine severity.

    Example Question:

    Have you been feeling guilty for no reason?

    Finding:

    Denies feelings of hopelessness

    (Found)

    Pro Tip: Feelings of hopelessness are important indicators of depression. Asking Tina about this will help you to come to a differential diagnosis and determine severity.

    Example Question:

    Have you been feeling hopeless?

    Finding:

    Denies loss of enjoyment in activities usually found enjoyable

    (Available)

    Pro Tip: A loss of enjoyment in activities usually found enjoyable is an important indicator of depression. Asking Tina about this will help you to come to a differential diagnosis and determine severity.

    Example Question:

    Have you had trouble enjoying your usual activities?

    Finding:

    Reports slightly less appetite because she feels “a little queasy” from lack of sleep

    (Available)

    Pro Tip: An unusual increase or decrease in appetite is an important indicator of depression. Asking Tina about this will help you come to a differential diagnosis and determine severity.

    Example Question:

    Have you had a change in appetite?

    Finding:

    Denies feelings of sadness

    (Available)

    Pro Tip: Feeling sad is an important indicator of depression. Asking Tina about this will help you to come to a differential diagnosis and determine severity.

    Example Question:

    Have you been feeling sad?

    Finding:

    Asked about suicidal tendencies

    Finding:

    Denies suicidal thoughts

    (Found)

    Pro Tip: When assessing mental health risk factors, it is important to rule out your patient as a suicide risk. Tina would be considered a suicide risk if she had been thinking about or planning to commit suicide.

    Example Question:

    Have you ever had suicidal thoughts?

    Finding:

    Denies suicidal behaviors

    (Available)

    Pro Tip: When assessing mental health risk factors, it is important to rule out your patient as a suicide risk. Tina would be considered a suicide risk if she had ever engaged in suicidal behavior.

    Example Question:

    Have you ever done something that could end your life?

    Finding:

    Denies past suicide attempts

    (Available)

    Pro Tip: When assessing mental health risk factors, it is important to rule out your patient as a suicide risk. Tina would be considered a suicide risk if she had attempted suicide recently or in the past.

    Example Question:

    Have you attempted suicide in the past?

    Finding:

    Asked about self-harm

    Finding:

    Denies history of self-harm

    (Found)

    Pro Tip: Self-harm is an indicator of psychiatric disorders as well as a potential risk for suicide. Knowing if Tina has engaged in self-harm is important to assessing her mental health and her safety.

    Example Question:

    Have you ever intentionally hurt yourself?

    Finding:

    Asked about past trauma

    Finding:

    Denies past trauma

    (Found)

    Pro Tip: Recurring traumatic memories could indicate post-traumatic stress disorder, a significant aspect of a patient’s mental health and well-being. If Tina had traumatic memories, it would be important to assess PTSD as a risk factor.

    Example Question:

    Have you ever had repeated, disturbing memories of a stressful experience from the past?

    Finding:

    Asked about history of violent thoughts

    Finding:

    Denies angry outbursts

    (Available)

    Pro Tip: Difficulty controlling anger is an indicator of psychiatric illness as well as a potential risk to others. Asking Tina about anger is important in assessing her mental health and safety.

    Example Question:

    Have you ever had angry outbursts?

    Finding:

    Denies past violent behavior

    (Found)

    Pro Tip: Violence is an indicator of psychiatric illness as well as a potential risk to others. Asking Tina about violence is important in assessing her mental health and safety.

    Example Question:

    Have you ever behaved violently?

    Finding:

    Denies desire to harm others

    (Available)

    Pro Tip: Homicidal ideation or a desire to harm others is an indicator of psychiatric illness as well as a potential risk to others. Asking Tina about any potential desire to harm other people is important in assessing her mental health and safety.

    Example Question:

    Have you ever wanted to hurt someone else?

    Social History – Education and Work

    Finding:

    Asked about employment status

    Finding:

    Currently employed

    (Found)

    Pro Tip: It is important to know whether or not a patient is employed when assessing her mental status. In Tina’s case, a change in her employment status could be a result of her mental health, or could be affecting it. The fact that she is employed lets you know she is financially secure, but it could also mean work is a source of her stress.

    Example Question:

    Are you employed?

    Finding:

    Works for a shipping company

    (Found)

    Pro Tip: A patient’s employment can be an indicator of financial stability, education level, personal interests, and level of responsibility. In Tina’s case, a different workplace could signal instability in her life, which could be a source of her stress. The fact that she is still employed by the same company indicates stability in this area of her life.

    Example Question:

    Where do you work?

    Finding:

    Works 32 hours a week

    (Available)

    Pro Tip: A patient’s work schedule is an indicator of her financial situation, as well as how demanding her employment may be on her time. In Tina’s case, her work schedule could be contributing to her stress levels.

    Example Question:

    How many hours a week do you work?

    Finding:

    Reports rarely missing work

    (Available)

    Pro Tip: Mental health issues can cause a patient to miss work; anxiety and depression, for instance, can make a patient less able to perform her daily responsibilities. If Tina were missing work lately, it could be an important indicator of a change in her mental health status.

    Example Question:

    How often do you miss work?

    Finding:

    Asked about education and learning ability

    Finding:

    About to receive B.A. in Accounting

    (Found)

    Pro Tip: A patient’s educational history can be an important indicator of economic and mental status, as well as her personal history and interests and any past developmental issues she may have had. In Tina’s case, she is about to achieve an educational milestone, which is a partial source of her stress, so it is especially important to ask her about it.

    Example Question:

    What is your highest education level?

    Finding:

    Denies past special education courses

    (Available)

    Pro Tip: A patient’s past developmental issues can be important indicators of mental status. Asking Tina about past specialized education is an important part of understanding her development.

    Example Question:

    Did you ever take special education classes?

    Finding:

    Denies learning disabilities

    (Available)

    Pro Tip: A patient’s past learning issues can be important indicators of mental status. Asking Tina about learning differences is an important part of understanding her development.

    Example Question:

    Do you have any learning differences?

    Finding:

    Denies speech problems

    (Available)

    Pro Tip: A patient’s speech development can be an important indicator of mental status. Asking Tina about speech difficulties is an important part of understanding her development.

    Example Question:

    Do you have difficulties with speech?

    Finding:

    Denies hearing problems

    (Available)

    Pro Tip: A patient’s hearing ability can be an important indicator of her mental status. Asking Tina about her hearing is an important part of understanding her development.

    Example Question:

    Do you have hearing difficulties?

    Finding:

    Asked about hobbies

    Finding:

    Hobbies are reading and watching television

    (Found)

    Pro Tip: A patient’s hobbies can help you to get to know her personality and interests better. Any recent change in hobbies, or a loss of interest in them, could indicate a change in mental health. Asking Tina about hobbies is also important in assessing her stress levels and the demands of her current schedule.

    Example Question:

    What do you do for fun?

    Finding:

    Asked about legal history

    Finding:

    Denies past legal issues

    (Found)

    Pro Tip: Recent or past legal issues are considered a significant indicator of mental status. If Tina had had any recent legal issues, it could indicate an important change in her mental health.

    Example Question:

    Have you ever had a legal problem?

    Finding:

    Asked about military service

    Finding:

    Denies military service

    (Found)

    Pro Tip: The demands and experiences of military service can have a profound effect on a patient’s mental health. If Tina had a history of military service, it would be an important part of understanding her feelings of stress and anxiety, and would indicate a need to explore the possibility of PTSD and other trauma.

    Example Question:

    Have you served in the military?

    Social History – Housing and Support Network

    Finding:

    Asked about living situation

    Finding:

    Lives in a house

    (Found)

    Pro Tip: A patient’s housing is an indicator of finances and comfort. If Tina had recently undergone a change in housing, it could be contributing to her stress.

    Example Question:

    Can you tell me about your housing?

    Finding:

    Lives at home with mother and sister

    (Found)

    Pro Tip: A patient who lives with friends or family has a definite support system, so it is important to ask her about her living situation. If Tina had recently stopped living with her mother and sister, or if living with family were causing problems, this could be contributing to her stress.

    Example Question:

    Do you live with anyone?

    Finding:

    Asked about family dynamics

    Finding:

    Has a brother and a sister

    (Available)

    Pro Tip: A patient’s siblings can form part or all of her support network, and her relationship with them can indicate mental health status and/or childhood experiences, so asking about them is important. Tina lives with her sister and sees her brother often, which means they could be a source of support or stress for her.

    Example Question:

    Do you have siblings?

    Finding:

    Father died in a car accident almost two years ago

    (Available)

    Pro Tip: A patient’s parents can form part or all of her support network, and her relationship with them can indicate mental health status and/or child experiences, so asking about them is important. Tina lost her father almost two years ago, so assessing her feelings about that loss is important to assessing her mental health. Tina also lives with her mother, so their relationship could be an important source of support or stress.

    Example Question:

    Can you tell me about your parents?

    Finding:

    Reports family is “tight knit” and gets along well

    (Found)

    Pro Tip: How a patient gets along with family is an important indicator of the existence of a support network, childhood experiences, and/or mental health. Tina sees her family as her responsibility, but also as a source of support, so it is important to ask her about them in order to assess if they could be contributing to her stress.

    Example Question:

    Does your family get along well?

    Finding:

    Asked about support network

    Finding:

    Reports close group of friends from middle and high school as well as from church

    (Found)

    Pro Tip: It is important to ask a patient about her support network, including her friends. Asking Tina about her relationships with her friends is also important in assessing her stress levels and the demands of her current schedule.

    Example Question:

    Who are your friends?

    Finding:

    Spends time with friends “a few times a month,” though less so with her recent schedule

    (Available)

    Pro Tip: It is important to ask a patient about her support network, including her friends. Asking Tina about her relationships with her friends is also important in assessing her stress levels and the demands of her current schedule.

    Example Question:

    How often do you spend time with friends?

    Finding:

    Asked about spirituality

    Finding:

    Identifies as Baptist

    (Found)

    Pro Tip: Spirituality can be a significant factor in a patient’s mental status and coping strategies. Tina is a lifelong Baptist and regularly attends church, so it is important to ask her about her spirituality in order to assess her mental health.

    Example Question:

    What are your religious beliefs?

    Finding:

    Reports attending Baptist church regularly since childhood

    (Found)

    Pro Tip: Spirituality can be a significant factor in a patient’s mental status and coping strategies. Tina is a lifelong Baptist and regularly attends church, so it is important to ask her about her spirituality in order to assess her mental health.

    Example Question:

    Do you attend church regularly?

    Social History – Substance Use

    Finding:

    Asked about substance use

    Finding:

    Reports past marijuana use

    (Found)

    Pro Tip: Substance abuse can be an indicator of, or a contributing factor to, psychiatric illness. Assessing Tina’s history of drug use is important to understanding her risk factors.

    Example Question:

    Have you ever used drugs?

    Finding:

    Denies current substance use

    (Found)

    Pro Tip: Substance abuse can be an indicator of, or a contributing factor to, psychiatric illness. Assessing Tina’s current drug use is important to understanding her risk factors.

    Example Question:

    Do you currently use drugs?

    Finding:

    Followed up on past marijuana use

    Finding:

    Reports smoking marijuana for “five or six years”

    (Available)

    Pro Tip: How long a patient used drugs can help you to assess any possibilities of addiction or relapse, as well as any potential negative effects on her physical or mental health. Asking Tina how long she smoked marijuana could help you to understand how her past drug use fits into her psychiatric history.

    Example Question:

    How long did you smoke marijuana?

    Finding:

    Reports last smoked marijuana when she was “20 or 21” years old

    (Found)

    Pro Tip: Any past substance use can be considered a risk factor, but if a patient had recently stopped using drugs it could indicate a potential for relapse or that drug use could still be affecting her mental health. Asking Tina how long ago she stopped smoking marijuana could help you to understand how her past drug use fits into her psychiatric history.

    Example Question:

    When did you stop smoking marijuana?

    Finding:

    Reports quitting marijuana because it “just wasn’t fun anymore” and was bad for her asthma

    (Available)

    Pro Tip: A patient may have stopped using substances due to adverse effects on her mental and physical wellbeing. Asking Tina why she stopped smoking marijuana could help you to understand how her substance use affected her mentally and physically.

    Example Question:

    Why did you stop smoking marijuana?

    Finding:

    Reports marijuana use was for recreation, not to treat or mitigate specific symptoms

    (Available)

    Pro Tip: A patient may use substances as a form of self-medication for psychiatric illness. Asking Tina why she smoked marijuana could help you to understand how her past drug use fits into her psychiatric history.

    Example Question:

    Why did you smoke marijuana?

    Finding:

    Asked about alcohol use

    Finding:

    Confirms alcohol use

    (Found)

    Pro Tip: Alcohol abuse can be an indicator of, or a contributing factor to, psychiatric illness. Tina’s alcohol use could be a risk factor, so it is important to assess her alcohol consumption in order to rule out addiction or dependency.

    Example Question:

    Do you drink alcohol?

    Finding:

    Reports going out “a couple times a month”

    (Found)

    Pro Tip: Alcohol abuse can be an indicator of, or a contributing factor to, psychiatric illness. Tina drinks alcohol, so it is important to ask her follow-up questions in order to rule out dependency and addiction when assessing her mental health. Knowing how often she drinks alcohol will help you to asses if her use of it is a risk factor.

    Example Question:

    How often do you drink alcohol?

    Finding:

    Reports having “a few drinks” when she goes out

    (Found)

    Pro Tip: Alcohol abuse can be an indicator of, or a contributing factor to, psychiatric illness. Tina drinks alcohol, so it is important to ask her follow-up questions in order to rule out dependency and addiction when assessing her mental health. Knowing how much alcohol she drinks will help you to asses if her use of it is a risk factor.

    Example Question:

    How much alcohol do you drink?

    Finding:

    Reports 10-12 alcoholic drinks per month

    (Found)

    Pro Tip: Alcohol abuse can be an indicator of, or a contributing factor to, psychiatric illness. Tina drinks alcohol, so it is important to ask her follow-up questions in order to rule out dependency and addiction when assessing her mental health. It is essential, when checking for risk of alcohol dependency, to ask specific questions in order to discern exactly how many drinks she has per month.

    Example Question:

    How many drinks do you have per month?

    Finding:

    Reports drinking to “relax and blow off steam”

    (Available)

    Pro Tip: Alcohol abuse can be an indicator of, or a contributing factor to, psychiatric illness. Asking Tina why she drinks alcohol can help you to rule out self-medication and/or dependency.

    Example Question:

    Why do you drink alcohol?

    Finding:

    Denies that anyone has asked her to stop drinking

    (Available)

    Pro Tip: Alcohol abuse can be an indicator of, or a contributing factor to, psychiatric illness. If people close to Tina had asked her to stop drinking, it would be an important indicator of possible alcohol dependency.

    Example Question:

    Has anyone asked you to stop drinking?

    Finding:

    Denies guilt associated with drinking

    (Available)

    Pro Tip: Alcohol abuse can be an indicator of, or a contributing factor to, psychiatric illness. If Tina felt guilty after drinking, it could indicate she was drinking too much, and/or engaging in risky or uncharacteristic behavior when under the influence, which would be an important indicator of possible alcohol dependency.

    Example Question:

    Do you ever feel guilty after drinking?

    Finding:

    Asked about drinking and driving

    Finding:

    Reports that she and her friends “usually take a cab”

    (Found)

    Pro Tip: Driving under the influence is dangerous, and it can indicate alcohol dependency. If Tina were driving drunk, or riding in cars with a drunk driver, it would indicate alcohol dependency as a risk factor.

    Example Question:

    How do you get home when you have been drinking?

    Finding:

    Asked about tobacco use

    Finding:

    Denies history of tobacco use

    (Found)

    Pro Tip: Tobacco can affect mental health, so it is important to ask a patient about her tobacco use. Asking Tina about tobacco is recommended because it can contribute to stress and feelings of anxiety.

    Example Question:

    Have you ever used tobacco?

    Finding:

    Denies current tobacco use

    (Found)

    Pro Tip: Tobacco can affect mental health, so it is important to ask a patient about her tobacco use. Asking Tina about tobacco use is recommended because tobacco can contribute to stress and feelings of anxiety.

    Example Question:

    Do you use tobacco?

    Finding:

    Asked about prescription drug abuse

    Finding:

    Denies prescription drug abuse

    (Found)

    Pro Tip: Abuse of prescription drugs can be an indicator of, or a contributing factor to, psychiatric illness. If Tina were abusing prescription drugs it would be a definite risk factor for her mental health.

    Example Question:

    Have you taken drugs not prescribed to you?

    Social History – Relationship and Sexual History

    Finding:

    Asked about relationship status

    Finding:

    Currently single

    (Found)

    Pro Tip: Romantic and sexual relationships are an important part of a patient’s support system, but they can also be a source or indicator of stress. If Tina were in a relationship, it would be important to follow-up for more details on the nature and quality of that relationship.

    Example Question:

    Are you in a relationship?

    Finding:

    Asked about relationship history

    Finding:

    Reports past relationships

    (Found)

    Pro Tip: Understanding a patient’s relationship history is integral to assessing her mental health. In Tina’s case, a change in her relationship status could be a source of her current stress.

    Example Question:

    Have you been in a relationship in the past?

    Finding:

    Last relationship ended three years ago

    (Found)

    Pro Tip: Understanding a patient’s relationship history is integral to assessing her mental health. In Tina’s case, a change in her relationship status could be a source of her current stress.

    Example Question:

    When was your last relationship?

    Finding:

    Most recent relationship lasted three years

    (Available)

    Pro Tip: Understanding a patient’s relationship history is integral to assessing her mental health. In Tina’s case, a change in her relationship status could be a source of her current stress.

    Example Question:

    How long was your last relationship?

    Finding:

    Reports she has never been married

    (Available)

    Pro Tip: Understanding a patient’s marital history is integral to assessing her mental health. If Tina had been married, it could be a current source of her stress.

    Example Question:

    Have you ever been married?

    Finding:

    Asked about sexual history

    Finding:

    Reports past sexual relationships

    (Available)

    Pro Tip: Understanding a patient’s sexual history and experiences is integral to assessing her mental health. If Tina had anxiety about her sexual history, it could indicate past trauma, or if Tina had a recent change in her sexual pattern it could indicate a change in her mental status.

    Example Question:

    Have you had sex in the past?

    Finding:

    Reports three previous sexual partners

    (Available)

    Pro Tip: Understanding a patient’s sexual history and experiences is integral to assessing her mental health. If Tina had anxiety about her sexual history, it could indicate past trauma, or if Tina had a recent change in her sexual pattern it could indicate a change in her mental status.

    Example Question:

    How many sexual partners have you had?

    Finding:

    Reports last sexual encounter was with boyfriend three years ago

    (Available)

    Pro Tip: Understanding a patient’s sexual history and experiences is integral to assessing her mental health. If Tina had anxiety about her sexual history, it could indicate past trauma, or if Tina had a recent change in her sexual pattern it could indicate a change in her mental status.

    Example Question:

    When did you last have sex?

    Finding:

    Asked about abuse history

    Finding:

    Denies history of abuse

    (Found)

    Pro Tip: A history of abuse can have an enormous effect on a patient’s mental health. If Tina had suffered abuse, it could mean her feelings of stress and anxiety were related to that past trauma.

    Example Question:

    Do you have a history of abuse?

    Finding:

    Denies past physical abuse

    (Found)

    Pro Tip: Physical abuse can have an enormous effect on a patient’s mental health. If Tina had suffered abuse, it could mean her feelings of stress and anxiety were related to that past trauma.

    Example Question:

    Have you ever been physically abused?

    Finding:

    Denies past verbal abuse

    (Found)

    Pro Tip: Verbal abuse can have an enormous effect on a patient’s mental health. If Tina had suffered abuse, it could mean her feelings of stress and anxiety were related to that past trauma.

    Example Question:

    Have you ever been verbally abused?

    Social Determinants of Health

    Finding:

    Asked about stress causes

    Finding:

    Reports feeling stressed about studying and the future

    (Found)

    Pro Tip: Asking a patient about Social Determinants of Health (SDOH) can unearth underlying social, political, or economic barriers to their health and wellbeing. Recognizing a patient’s SDOH can lead you to provide more informed and empathetic care for your patients, because you will have a greater understanding of the challenges they face.

    Example Question:

    What seems to be causing your stress?

    Finding:

    Reports CPA professional qualifying exam in one month

    (Found)

    Pro Tip: Asking a patient about Social Determinants of Health (SDOH) can unearth underlying social, political, or economic barriers to their health and wellbeing. Recognizing a patient’s SDOH can lead you to provide more informed and empathetic care for your patients, because you will have a greater understanding of the challenges they face.

    Example Question:

    What test are you trying to study for?

    Finding:

    Reports upcoming graduation from college and need to secure employment

    (Found)

    Pro Tip: Asking a patient about Social Determinants of Health (SDOH) can unearth underlying social, political, or economic barriers to their health and wellbeing. Recognizing a patient’s SDOH can lead you to provide more informed and empathetic care for your patients, because you will have a greater understanding of the challenges they face.

    Example Question:

    What about the future is causing you stress?

    Finding:

    Asked about stress coping

    Finding:

    Reports coping with stress by going to church

    (Found)

    Pro Tip: Asking a patient about Social Determinants of Health (SDOH) can unearth underlying social, political, or economic barriers to their health and wellbeing. Recognizing a patient’s SDOH can lead you to provide more informed and empathetic care for your patients, because you will have a greater understanding of the challenges they face.

    Example Question:

    How do you cope with stress?

    Finding:

    Reports coping with stress by staying organized

    (Found)

    Pro Tip: Asking a patient about Social Determinants of Health (SDOH) can unearth underlying social, political, or economic barriers to their health and wellbeing. Recognizing a patient’s SDOH can lead you to provide more informed and empathetic care for your patients, because you will have a greater understanding of the challenges they face.

    Example Question:

    How do you manage stress?

    Finding:

    Reports coping with stress by talking to friends and family

    (Found)

    Pro Tip: Asking a patient about Social Determinants of Health (SDOH) can unearth underlying social, political, or economic barriers to their health and wellbeing. Recognizing a patient’s SDOH can lead you to provide more informed and empathetic care for your patients, because you will have a greater understanding of the challenges they face.

    Example Question:

    Who do you talk to about stress?

    Finding:

    Reports usual stress coping strategies are less effective

    (Found)

    Pro Tip: Asking a patient about Social Determinants of Health (SDOH) can unearth underlying social, political, or economic barriers to their health and wellbeing. Recognizing a patient’s SDOH can lead you to provide more informed and empathetic care for your patients, because you will have a greater understanding of the challenges they face.

    Example Question:

    Do your coping strategies help your stress?

    Family History

    Finding:

    Asked about relevant family history

    Finding:

    Denies psychiatric illness in the family

    (Found)

    Pro Tip: Many psychiatric illnesses are hereditary, so knowing the patient’s family psychiatric history is essential to assessing her mental health. In Tina’s case, a family history of anxiety or depression could be significant in reaching a diagnosis.

    Example Question:

    Has anyone in your family had a psychiatric illness?

    Finding:

    Reports uncle has a “problem with alcohol”

    (Available)

    Pro Tip: Substance abuse and addiction often runs in families, so knowing the patient’s family history of substance abuse is essential to assessing her mental health. In Tina’s case, a significant family history of addiction could be considered a risk factor.

    Example Question:

    Do you have a family history of alcohol dependency?

    Finding:

    Denies family history of drug addiction

    (Available)

    Pro Tip: Substance abuse and addiction often runs in families, so knowing the patient’s family history of substance abuse is essential to assessing her mental health. In Tina’s case, a significant family history of addiction could be considered a risk factor.

    Example Question:

    Do you have a family history of drug addiction?

    Finding:

    Denies family history of suicide

  • NUR 665 E -Professional Nursing Portfolio Template

    xxx

    Professional Nursing Portfolio

     

    Table of Contents

    Professional Nursing Portfolio 1

    Professional Goal Statement 3

    Resume 4

    Personal Reference Letters 8

    Boyer’s Model for Scholarship 10

    NLN Nurse Educator Competencies 11

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Professional Nursing Portfolio

    Professional Goal Statement

    As a little girl constantly surrounded by animals growing up, kindness and compassion came at an early age. As I grew, so did my empathy and love towards all living creatures. A wonderful opportunity presented my junior year in high school working as a volunteer for the San Diego Humane Society. They need assistance with cleaning kennels, walking dogs, and helping to maintain the happiness of the animals by offering them love while they awaited their forever homes. My hard work and dedication paid off, as I was offered a permanent paying position as an adoption counselor. I was now an instrument in helping these loving creatures find their forever home, and this is where the seed for educating was planted. Before deciding to move to Arizona, I was fortunate to be a member of this team for several years. Once in Arizona, I continued this path with the AZ Humane Society for an additional five years in the capacity of an Emergency Animal Medical Technician (EAMT) assisting with rescue and cruelty investigations. Over the course of a rewarding 10+ year career with animals, I realized a deep-seated passion towards providing care. The thought that this passion would be beneficial to people was born, and so began the pursuit of my nursing career.

    My nursing journey began in 2009, and since then, I have grown tremendously not only as a person, but also within my chosen career field. I have accomplished goals that I once only dreamt of and have far exceeding any of my wildest expectations. In my opinion I have been a strong student graduating with Phi Theta Kappa Honors for my ADN, the Dean’s List for Academic Excellence with my BSN, and with gods good graces, will shortly be completing my graduate degree. I am confident that my intellectual and professional interests have taken shape, and I have begun progressing towards my professional development as a Nurse Educator. My short-term goal includes completing my Master’s Degree with emphasis in Nursing Education. My long-term goals are obtaining an adjunct facility position, possibly with Grand Canyon University, or a facility educator role within my current hospital. As an educator, it is my responsibility to create an atmosphere of excitement and opportunity. I will express my passion for learning and inspire students to provide excellent care and knowledge to their patients. I will function as a valuable resource to guide the students through challenging situations, and strive to instill the value of life-long learning.  I am anxious to begin this new chapter in life, I truly love being a nurse and making a difference, what more valuable way to make a better world than to educate.

     

     

     

     

    Xxx L. X, BSN, RN

    18603 W. Mackenzie Drive

    Goodyear, AZ, 85395

    (623) 760-6179

    email

     

    OBJECTIVE

     

     

    Seeking a long-term association that will benefit from academic preparation, nursing experience and a driving work ethic. A position which will allow me to expand my practical experience and knowledge at the same time as providing quality education to patients.

     

    PROFESSIONAL EXPERIENCE

     

     

    Banner Thunderbird Medical Center, Phoenix, AZ.                          Dec. 2017- Present

    Banner Core Orthopedic Nurse Navigator

     

    Leads the Independence Expedition for the Banner CORE Orthopedic Service lines, and facilitates patient education and follow through. Serves on process improvement teams, increasing efficiency in operations. Collaborates and/or delegate with other professional disciplines to ensure effective patient care delivery and achievement of desired patient outcomes.  Review month to month data for compliance and communicate performance to surgery schedulers.

    Demonstrates a pleasant, helpful and caring demeanor to be an effective patient advocate.

    Speaks clearly and is easily understood.

    Excellent verbal and written communication skills.

    Demonstrates solid public speaking abilities.

    Effectively problems solves for the orthopedic service line providers.

    Collaborate and/or delegate with other professional disciplines to ensure effective patient care delivery and achievement of desired patient outcomes.

    Prepares and teaches up to four Orthopedic Pre-Surgical classes each week, and provides orthopedic education to all departments.

    Assist to expedite care for hip fracture patients.

    Lead for ED to OR and Care Reliability maintenance and reporting.

    Attends bimonthly perioperative sub-group meetings when indicated.

    Coordinate care for non-elective orthopedic patients throughout the facility.

    Communicate all patient care concerns with perioperative management.

     

    Banner Estrella Medical Center, Phoenix, AZ.                                  Dec. 2013- Dec. 2017

    Registered Nurse, Orthopedics, Oncology, Bariatrics

     

    Renders professional nursing care in accordance with physician’s treatment plans and standards of evidence based practice/care.  In doing so, assesses patient’s condition, plans patient care, administers prescribed drugs, provides treatments, provides appropriate patient education, and evaluates patient’s progress, records pertinent observations and report responses to drugs and treatments.

    Good verbal and written communication skills necessary to be clearly and easily understood.

    Demonstrates a pleasant, helpful and caring demeanor to be an effective patient advocate.

    Uses professional judgment and critical thinking to prepare, prioritize and execute the patient’s plan of care consistent with patient assessment data and physician’s treatment plans.

    Incorporates the patient’s physiological, psychological, cultural, developmental and spiritual needs into the plan of care.  Consistently follows patient care and facility guidelines and procedures in performance of one’s duties.

    Collaborate and/or delegate with other professional disciplines to ensure effective patient care delivery and achievement of desired patient outcomes.

    Provide care for adult patients before and after surgical procedures, and attend to those who are being treated with pharmaceuticals to manage their illness.  As a medical-surgical nurse, I am well-versed in a large variety of health conditions.

     

    Scottsdale Heritage Court, Scottsdale, AZ.                           July 2013- November 2013

    Registered Nurse, Sub-Acute Care

     

    Provided care for post-op orthopedic, renal, cardiac rehab, diabetic, and infectious process patients. Along with many other patients that have simply had a fall or come down with pneumonia and are unable to provide for themselves in a home setting.  We also saw our fair share of comfort-care/hospice patients.  I have developed excellent assessment skills, as well as time management with an ability to work autonomously and part of a team.  Accomplishments include:

    Consult and coordinate with healthcare team members to assess, plan, implement, or evaluate patient care plans.

    Order, interpret, and evaluate diagnostic tests to identify and assess patient’s condition.

    Administer all medications and treatments as prescribed by physician, monitor, record, and report symptoms or changes in patients’ conditions.

    Maintain accurate, detailed reports and records.

    Direct or supervise less-skilled nursing or healthcare personnel or supervise a particular unit.

    Modify patient treatment plans as indicated by patients’ responses and conditions.

    Monitor all aspects of patient care, including diet and physical activity.

    Conduct specified laboratory tests.

    Wound care and Pain management

    Receive report from off going nurse, exchange includes new orders review, skin and change of condition alerts, including counting narcotics per shift change.

    Do initial total body assessment on each new patient.

    Working knowledge of IV pumps, prepares and administers medications, performs IV line care per protocol. Monitors all infusing IV’s for signs and symptoms of infection every 2 hours and report appropriately.

     

    EDUCATION

     

     

    Grand Canyon University,                                          Expected Completion February 2019

    MSN in Education

     

    Grand Canyon University                                                                             Graduated 2017 Bachelor of Science in Nursing                                   Dean’s List for Academic Excellence

     

    Registered Nurse, State of Arizona                                                                       June 2013

    Estrella Mountain Community College                                         January 2009- May 2013

    Associate in Applied Science in Nursing                       Phi Theta Kappa Honors GPA 3.85

     

    Licensed Practical Nurse, State of Arizona                                                           June 2012

    HONORS – ASSOCIATIONS

    2018 Banner Health Nursing Award Winner

    Banner Health Daisy Award Winner and 4 Time Nominee

    Member of the Phi Theta Kappa Honor Society

     

     

     

    Xxx L. X, BSN, RN

    18603 W. Mackenzie Drive

    Goodyear, AZ, 85395

    (623) 760-6179

    email

     

    Professional Work Reference

     

    X D. Young MHA, RN

    Business Development Director

    Banner CORE Center for Orthopedics

    Banner Thunderbird Medical Center

    5555 West Thunderbird Road

    Phoenix, AZ 85306

    602.865.5xxx office

    602.501.6xxx mobile

    X.Young@x.com

     

    Professional School Reference

     

    X J. Waryck III MSN, RN, OCN, CMSRN

    RN Clinical Education Specialist

    BDWMC Acute Care Team (ARC)

    Banner Del E. Webb Medical Center

    14502 W. Meeker Blvd.

    Sun City West, AZ 85375

    Office: 623.524.4xxx

    Mobile: 602.931.8xxx

    X.WaryckIII@x.com

     

    Personal Reference

     

     

    X Stott MSN-ED, RN, CCRN

    Clinical Education Specialist

    Facility Education Team

    Banner Del Webb Medical Center

    14502 W. Meeker Blvd.

    Sun City West, AZ 853xx

    Office: 623-524-3xxx

    xtt@x.com

     

     

    Letter of Reference

     

    November 2, 2018

     

    To whom it may concern:

     

    This letter is to support Xxx X in her career and academic journey. Xxx X is the Orthopedic Nurse Navigator for Banner Thunderbird Medical Center. Xxx exemplifies Banner’s mission and values through her commitment to our patients. She is a force to reckon with, customer obsession runs through her veins. No matter what she is doing, whether she is teaching our elective orthopedic patients in our Independence Expedition classes, care planning with the multidisciplinary teams, solving pre and post-operative issues, she is always focused on the patient. Xxx considers this exemplary performance as “just doing her job”. However, I beg to differ. Doing what is expected is a given, but she approaches every responsibility with an extraordinary sense of ownership and brings 120% to her patients, teams and work every day. She consistently goes above and beyond to make sure that our healthcare teams and patients are taken care of. Not only does she round on all of our patients, as her job description entails, but she spends extra time with each and every patient to make sure that they are prepared for the surgery ahead or are feeling confident to leave the facility. The Medical Surgical staff, providers and leadership relay on Xxx’s clinical expertise as well as her great working relationship with our patients to provide the best possible care. This compassion and commitment also follows her off the unit or out of the facility. I have often found her in the halls escorting or helping patients, families or staff. I have also known her to take calls from our providers after hours to help solve immediate care issues for the next day. She does all this while pursuing her Masters in Nursing Education and maintaining a busy family life with her husband and young son. Therefore, I full heartedly support her in anything she wishes to pursue.

    X D. Young MHA, RN

    Banner CORE Center for Orthopedics

    Business Development Director

     

     

     

    Letter of Reference

    The Nursing Education Staff,                                                                                             11/8/2018

    I have had the pleasure of working with Xxx X at Banner Thunderbird Medical Center for the past 2 years. She has done an excellent job as the Orthopedic Nurse Navigator with expanding her role and responsibilities within the Banner-CORE Center for Orthopedics at Banner Thunderbird Medical Center. Additionally, she has an excellent bedside manner and ensures thorough patient care to optimize patient experience and quality of care received.

    In her direct role as a patient educator she holds several preoperative classes for patients undergoing various types of elective total joint procedures. Despite many patient barriers including hearing impairment, dementia and English as a second language, she successfully guides the patients through the surgical process and improves their health literacy. Xxx is committed to working with families and care givers to ensure her patients have a safe and successful rehabilitative environment upon discharge from the hospital.

    In our monthly quality meetings, she reports out her programmatic compliance and patient outcomes for continued improvement. She provides suggestions for process improvement and positively receives feedback about work flow opportunities. Xxx’s role as a clinical educator has positively impacted the Banner-CORE program. She is an excellent resource for patient and staff alike. We are fortunate to have Xxx as our programmatic educator and look forward to working with her for years to come.

     

    Sincerely,

    xxx, PA-C

    BCCO Lead PA for BTMC and BDMC

    Grand Canyon University

    18444 N. 25th Ave

    Phoenix, AZ 850xx

    623-537-5xxx

     

     

     

    Boyer’s Model for Scholarship

     

    In his now famous publication of
    Scholarship Reconsidered
    , Boyer (1990) challenged the teaching verses research debates by advocating for the scholarship of discovery, teaching, integration, and application which has become an important model in which university academics and institutions now frame their scholarship. Boyer’s Model of Scholarship critically highlighted that while there are universally expected mandates for scholars in higher education, such as remaining professionally active in their discipline and being credentialed researchers, it is vital to recognize creativity, innovation and diversity in scholarship (Moser, Ream, & Braxton, 2016).  The American Association of Colleges of Nursing defines scholarship in nursing as “those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that (a) is significant to the profession, (b) is creative, (c) can be documented, (d) can be replicated or elaborated, and (e) can be peer-reviewed through various methods” (AACN, 1999).

     

    Scholarship of Discovery

    The first element refers to the pursuit of inquiry and investigation in search of new knowledge, the vitality of the academic environment is dependent on new research contributions (Wittmann-Price & Godshall, 2009). Although I have not produced my own original research, during my undergraduate studies I did developed an evidence-based practice project proposal for the prevention of Deep Vein Thrombosis.  I feel this proposal has the potential to influence the nursing practice.

    Scholarship of Integration

    The second element refers to making connections across disciplines and advancing knowledge through synthesis to bring new insights into original research (Wittmann-Price & Godshall, 2009).  One of the biggest aspects is understanding that you have committed to a lifelong process of learning, as nurses are continuous acquiring new skills and growth throughout their careers. I have demonstrated this by not only valuing life-long learning in pursuing a higher education, but also working to build trusting relationship and open communication between the different interdisciplinary teams.

    Scholarship of Application

    The third element focuses on applying research findings and innovations to social issues of the times in a dynamic process that generates and examines new theory and knowledge to improve current practice (Wittmann-Price & Godshall, 2009).  Throughout my nursing career, I have always strived to engage in community service projects, and just recently I finished teaching a quarterly community education class at the local community center on Falls Prevention and Diabetic Foot Wounds.

    Scholarship of Teaching

    The final element focuses on the scholarship of teaching, which involves not only transmitting knowledge, but also transforming and extending it to improve the educational process (Wittmann-Price & Godshall, 2009).  Throughout my education, I have learned the importance of putting the needs of the learner first and foremost.  I recognize my responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role (NLN, 2018). As a nurse educator, I will strive to promote student learning and their individual desired outcomes by providing encouragement and support in obtaining their goals.

    NLN Nurse Educator Competencies

    Competency 1:  Facilitate Learning

    Just as every person is unique, so too is their learning styles, the one style fits all is not true in this regard. According to the National League for Nursing (2018) nurse educators can facilitate learning by understand “they are responsible for creating an environment in the classroom, laboratory, and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes. There are numerous ways an educator can make learning easier, including “developing a person teaching style, use different teaching methods, have clinical competence, and having knowledge of the content they are teaching” (Halstead, 2007). During my clinical practicum I will fulfill this competency by understanding and adapting to the various learning styles allowing every student an equal opportunity to comprehend the material being taught. In order to accommodate all these different learning styles, the course must be taught using a variety of mixed techniques. I have demonstrated my passion for teaching and learning by providing an environment of open communication to inspire and motive the students to set and achieve both personal and professional goals.
     

    It is crucial that an educator understanding that not all people process information in the same manner, and previous experiences may affect a student’s readiness to learn. There are multiple different teaching approaches to presenting education, and as an educator the goal is to be able to reach through to the entire class of adult learners using all levels of various learning styles. The blanket one style fits all approach will not adequately cover all aspects towards the complex nursing concepts. Capturing and holding the attention of a class is an art form within itself, and as an educator a large portion of your student’s successful understanding of the materials is identifying and aligning your curriculum with the styles the students are most comfortable with.

    Competency 2:  Facilitate Learner Development and Socialization

    The nurse educator is responsible for mentoring and role modeling the expected behaviors, values, and responsibilities of being a nurse to provide a greater understanding of the expectations of a professional nurse (Halstead, 2007). As an educator, understanding that not all people process information in the same manner, and previous experiences may affect their readiness to learn the first competency. There are multiple different teaching approaches to presenting education, and as an educator the goal is to be able to reach through to the entire class of adult learners using all levels of various learning styles. The blanket one style fits all approach will not adequately cover all aspects towards the complex nursing concepts. Understanding and adapting to the various learning styles, allows every student an equal opportunity to comprehend material taught. Mastering this step as a novice educator allows me to “recognize the responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role (NLN, 2018). During my online practicum, I was able to encourage socialization by encouraging the learners to think critically and to reflect on past experiences to provide class enrichment and development.  I was exposed to a diversity of learners with different backgrounds and cultures, allowing me to utilize a variety of learning styles to address the different needs of the learners.

    Competency 3:  Use Assessment and Evaluation Strategies

    According to the National League for Nursing “nurse educators use a variety of strategies to asses and evaluate student learning in classroom, laboratory and clinical settings, as well as in all domains of learning” (NLN, 2018, para 5). Nurse educators need to utilize evidence base practice to develop assessments and evaluations (Halstead, 2007). As an educator, a large portion of your student’s successful understanding of the materials is identifying and aligning your curriculum with the styles the students are most comfortable with. The same rule applies to using different evaluation methods like student questions, quizzes, instructor observations, and demonstrations in the hopes that using these different techniques, the objectives of the course would be accomplished. As an instructor, an evaluation method I would use is a randomized sampling of students to check for understanding of the material being taught before moving on from that subject. This will allow me to grasp in real-time whether or not the students are comprehending the material. Another evaluation method would be observing students during interactive labs, which would allow me to not only provide immediate feedback, but also a chance for the student to refine their efforts. Then the student will need to demonstrate competency of his/her skills without instructor assistance based on the rubric check-off list towards his or hers overall performance.

     

    Competency 4: Participate in Curriculum Design and Evaluation of Program Outcomes

    According to the National League for Nursing (2018) educators are responsible for designing, implementing, evaluating and revising academic and continuing education for nurses. In order for educators to truly be successful in their roles, they need to possess movement within their curriculums, and be able to self- reflect on areas that the curriculum and /or educator may continuously improve on. Also having clear expectations and guidelines will help to determine if the material being taught is truly educating and enlightening the students, or if there is room for improvements. This is why it is so important for educators to be actively involved with the design and evaluation of the course curriculum, thus ensuring students are meeting the course objectives. According to Halstead (2007), an effective educator must know the content of their course, and utilize multiple styles to present lessons, ensuring different learning methods for their students. There are multiple different teaching approaches to presenting education, and as an educator the goal is to be able to understand and adapt to the various learning styles giving every student an equal opportunity to comprehend the material. As my hospitals Orthopedic Nurse Navigator, I am meeting this competency as I am directly involved in the designing and implementation of our total joint curriculum. After I am done teaching a class, I have students complete a post-assessment, allowing me to self-reflect on my teaching abilities and look for area of improvement.

    Competency 5: Function as a Change Agent and Leader

    Competency V: Function as a Change Agent and Leader states “nurse educators function as change agents and leaders to create a preferred future for nursing education and nursing practice“ (NLN, 2018, para 7). Educators are at the forefront in terms of leadership, especially in the realms of education and research which is constantly shaping their image to the changing ways of medical advances. As educators, we are responsible for designing, implementing, evaluating and revising academic education, and as the profession changes, so does the needs of the nursing curriculum. Throughout my practicum, I have acted as a role model and change agent by demonstrating cultural sensitivity with our diverse patient populations, participating in interdisciplinary quality improvement efforts, and evaluating preceptor courses for areas of improvement.

    Competency 6: Pursue Continuous Quality Improvement in the Nurse Educator Role

    I am currently meeting this competency by pursuing lifelong learning, participating in professional development opportunities, using feedback from my preceptor and participants in my lectures to improve my teaching. I engage in socialization both at work and my practicum to get to know them staff better, see what their needs are and how I can better support them. Using the socialization helps the work environment because it encourages teamwork, builds relationships and enhances human relations throughout the workforce.

    Competency 7: Engage in Scholarship

    According to Competency VII: Engage in Scholarship “nurse educators acknowledge that scholarship is an integral component of the faculty role, and that teaching itself is a scholarly activity” (NLN, 2018, para 9). The very heart of this role is education, and to integrate evidence-based research into practice. I am meeting this competency because in my current nursing role as an Orthopedic Nurse Navigator, I teach several classes to pre-surgical patients a week. I use evaluations and quizzes to measure the effectiveness of my teaching techniques and the ability of understanding the educational material presented.

    Competency 8: Function within the Educational Environment

    I have meet this competency because during my practicum, I engaged in building an environment that encouraged development by modeling respect, professionalism, and compassion while functioning as an educator. I also helped facilitate the learning process in our diverse learners by first recognizing and respecting their individual differences. Also collaborated on designing diverse sets of learning activities to insure that all staff could attain achieve appropriate learning.

     

     
    References:

    American Association of Colleges of Nursing. (1999). Position
    statement on defining scholarship for the discipline of nursing.  
    Retrieved from
    http://www.aacn.nche.edu/publications/positions/scholar.htm

    Boyer, E. L. (1990).
    Scholarship reconsidered: Priorities of the professoriate.
    New York, NY: Carnegie Foundation for the Advancement of Teaching with Jossey-Bass.

    Halstead, J. A. (Ed.). (2007). Nurse educator competencies: Creating an evidence-based practice for nurse educators. New York, NY: National League for Nursing.

    Moser, D., Ream, T., & Braxton, J. (2016).
    Expanded Edition of Scholarship reconsidered: Priorities of the professoriate. 
    New York, NY: Carnegie Foundation for the Advancement of Teaching with Jossey-Bass.

    National League for Nursing (NLN) (2018). Nurse Educator Core Competency. Retrieved from: 
    http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency

    Wittmann-Price, R. A. & Godshall, M. (2009). 
    Certified nurse educator (CNE) review manual
    .  New York, NY: Springer Publishing Company, LLC.

  • APA Scavenger Hunt Worksheet Example

    APA Scavenger Hunt Worksheet

    CLICK HERE FOR A TUTORIAL ON HOW TO EDIT THIS DOCUMENT

     

     

     

    APA Element/Requirement

     

     

    Answer

    Page Numbers of Answer and Example (if available in the sample paper)

     

     

    Points

    Title Page

    1. List the elements of a title page.

     

    To get you started on this scavenger hunt – here is the first answer.

     

    Running head (with page number), title, byline, and institutional affiliation

    Pages 23-24; 41 (sample paper)

    1

    2.
    Describe the format and location for the
    Running head.

    typed flush left at the top of the title page

    P.229-230

    1

    3.
    Describe the format and location for the
    title.

     

    The title should be typed in uppercase and lowercase letters, centered between the left and right margins and positioned in the upper half of the page. If the title is two or more lines, double-space between the lines.

     

     

    1

    4.
    Describe what a
    byline
    is, how it should be typed and how to include more than one author.

     

    Names of the authors should be typed in the order of their contributions using uppercase and lowercase letters, centered between the side margins, one double-spaced line below the title. Type the institutional affiliation, centered under author’s name, on the next double-spaced line.

    P.3

     

    1

    5.
    What is your
    institutional affiliation
    ? How should it be typed?

     

    centered under author’s name, on the next double-spaced line.

    P.23

     

    1

    6.
    Where is the
    page header
    located? What format is prescribed?

     

    The name of the title of the article and it goes at the top of each page displayed or printed

     

     

    P.230

     

    1

    Body of Paper/General Formatting Rules

    7.
    The manual contains a miniaturized “picture” of
    sample papers
    with title page, narrative and a reference list. How can you use this for your papers?

     

    Title page à abstract à text à references à tables à figures à appendices

     

    P.229

     

     

    1

    8. Margins
    : What setting is prescribed for margins in the body of text and reference page?

     

    Uniform margins at least 1 inch, double spaced text, flush left style with right margin uneven

    P.229

     

    1

    9. Spacing:

    1) How many spaces between lines should appear in the body of the text and references?

    2) How many
    spaces
    are used in text after a comma, colon, semicolons, punctuation marks at the end of a sentence, periods in a reference citation, or periods after initials in a personal name? (Hint: The answer is the same for all).

     

    1.)    Double spacing.

    2.)    One space

     

     

     

     

     

    1

    10. Font & Typeface
    : What is the acceptable font size and typeface?

     

    Times new roman with 12 pt. font size

    P.228

     

    1

    11. Levels of Heading:
    What format is used for a Level 1 and Level 3 heading?

     

    Level 1: the first heading is “Literature Overview,” so it goes at Level 1. Your writing style and subject matter will determine what your first heading will be.

    Level 3: headings are indented, followed by a period, and run in with the text that follows.

     

     

    1

    12.
    Is it allowed in APA for the author to refer to self by using the pronoun
    “I”
    ?

     

    Yes. you can use the first-person point of view when discussing your research steps

     

     

    1

    Citations, Quotations and References List

    13. In-text Citations
    : What is an in-text citation and how is it formatted?

     

    is to help readers easily find the sources in the Works Cited page that correspond to your referenced passage

     

     

    1

    14.
    When do you use “and” to join the authors and when do you use “&” to join the authors in a citation?

     

    Citation is when you credit a work for your influences and information you drew from to write your paper. And is used when just joining 2 authors.

    p.169

     

    1

    15. Quotations:
    How are quotations with fewer than 40 words formatted?

     

    When quoting, what must always be included with the quote?

     

    Place direct quotations longer than 40 words in a free-standing block of typewritten lines and omit quotation marks. Start the quotation on a new line, indented five spaces from the left margin

     

     

     

    1

    16. References
    : What is the purpose of a reference list?

     

    it provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper.

     

     

    1

    17.
    What does “agreement of text and
    reference
    list” mean?

     

    APA style suggests using a reference list for references cited in the text of a paper rather than a bibliography. A reference list includes only those references which were cited in the text of one’s paper. There must be total agreement between the two

     

     

    1

    18.
    How are
    references
    ordered in the reference list? Do you double space?

     

    Alphabetical order. No

     

     

    1

    19.
    In the reference list, what is the acceptable abbreviation for “edition,” “Editor,” “Editors,” “page,” “pages,” and “no date?”

    edition: ed.

    Editor: Ed

    Editors: Eds

    page: p.

    pages: pp.

    no date: n.d

     

     

    1

    20.
    What rule governs whether a state is given in the reference list publisher location?

     

    USA publishers give the city in full and the abbreviation for the state.

     

     

    1

    21.
    How do you cite a work discussed in a secondary source? Provide answers for both in-text and on the reference page?

     

    In-text: (last name, date of year).

     

    Reference list: (last name, first initial).

     

     

    1

    22. Format Examples for References

     

    For the following types of references, locate the page(s) with the examples of how to format the references in the next column.

    List page(s) where you can find examples of how to format references for the following:

    page #/s: __ Journal article with two authors (paper form)

    page #/s: __ Journal article with two authors (electronic version)

    page #/s: __ Entire Book

    page #/s: __ Chapter in an edited book

    page #/s: __ Non-periodical documents on the internet

     

     

     

     

     

     

    1

    23. doi Numbers

    Describe what a doi is and where and when a doi number can be used.

     

    Alphanumeric string assigned by a registration agency to identify content and provide a link to its location on the internet. Include for both print and electronic sources.

     

     

    1

    24. Semi colon

    Where can you find a description of a semi colon is and how to use it correctly! What is it?

     

    a semicolon should be used to separate two independent clauses (or complete sentences) that are closely related in meaning.

     

     

    1

    25. Protection of research participants

    Where can you find information about protecting the rights and welfare of research participants? What standards are psychologists held to? What is the most recent publication year of this document?

     

    Chapter 1, Section 11

     

     

     

    1

     Total Points:    
             
    /25

  • Debbie O’Connor COPD shadow health

    Education & Empathy
    : 5 of 6 (83.3%)

    During the patient interview, there are a number of opportunities to provide patient education and empathy. The opportunities listed below are those identified by nursing experts to be of particular importance to this patient. A
    Model Statement
    is provided as an example of an appropriate response to each opportunity.

    Opportunities marked as
    Not Encountered
    are opportunities that were not elicited in the interview

    Opportunities marked as
    Not Followed Up
    are missed opportunities that were present in the interview, but where no statements were made

    Opportunities marked as
    Followed Up
    were followed up by students, and include the dialogue between student and patient

    1 Anxiety Over Worsening Symptoms

    Followed Up

    Description:
    Ms. O’Connor reports anxiety and distress over her worsening health.

    What brings you in today?

    Question

    03:44 PM CDT

    I’m having so much trouble just trying to breathe. And I’ve had these terrible coughing fits. A few days ago, a bronchospasm. My health is going downhill fast . . . I know it has to do with my smoking habit. It’s so hard to kick. I was hoping I could get something to help me.

    I’m sorry to hear that you are experiencing anxiety over your current health conditions. Not being able to breathe is a scary condition. With the right therapy, and if you quit smoking, you’ll begin to feel better.

    Empathize

    03:47 PM CDT

    That’s very kind.

    Model Statement:
    “I’m sorry to hear that you are experiencing anxiety over your current health conditions. Not being able to breathe is a scary condition. With the right therapy, and if you quit smoking, you’ll begin to feel better soon.”

    2 Life Tragedy

    Not Followed Up

    Description:
    Ms. O’Connor reports details of her difficult life, including the loss of her husband.

    Any family history of illness?

    Question

    04:24 PM CDT

    My parents died from smoking their whole lives. It was a different time . . . my father had a heart attack at 42. My mother edged him out, but she eventually got pneumonia.

    Changes in your weight? (Clarified to: Has your weight changed recently?)

    Question

    04:24 PM CDT

    Model Statement:
    “I’m sorry that you lost your husband and your other family members. That sounds like it must have been very difficult for you.”

    3 Pneumonia and Flu Vaccines

    Followed Up

    Description:
    Ms. O’Connor reports that she has not had a recent flu or pneumococcal vaccine.

    Have you had any vaccines?

    Question

    04:05 PM CDT

    I’ve had vaccines before, but . . . it’s been a long time.

    At your age, and with your health conditions, it’s vital that you get an annual flu shot, and that you receive a pneumococcal vaccine every ten years. These two infections could have terrible effects on your health because your respiratory system is already compromised.

    Educate

    04:08 PM CDT

    That’s good to know.

    Model Statement:
    “At your age, and with your health conditions, it’s vital that you get an annual flu shot, and that you receive a pneumococcal vaccine every ten years. These two infections could have terrible effects on your health because your respiratory system is already compromised.”

    4 Smoking Cessation

    Followed Up

    Description:
    Ms. O’Connor reports that she has relapsed into smoking and would like assistance quitting.

    What brings you in today?

    Question

    03:44 PM CDT

    I’m having so much trouble just trying to breathe. And I’ve had these terrible coughing fits. A few days ago, a bronchospasm. My health is going downhill fast . . . I know it has to do with my smoking habit. It’s so hard to kick. I was hoping I could get something to help me.

    I’m sorry to hear that you are experiencing anxiety over your current health conditions. Not being able to breathe is a scary condition. With the right therapy, and if you quit smoking, you’ll begin to feel better.

    Empathize

    03:47 PM CDT

    That’s very kind.

    Do you use home oxygen?

    Question

    04:01 PM CDT

    I don’t use oxygen . . . it could probably help me. But I’d blow myself up, smoking near it.

    Oxygen therapy could help alleviate some of your symptoms of breathlessness and fatigue. Unfortunately, you cannot use oxygen therapy if you smoke. It’s too dangerous. Once you quit smoking, you can seek this treatment.

    Educate

    04:04 PM CDT

    You certainly know your stuff.

    how long have you been a smoker

    Question

    04:12 PM CDT

    I started smoking when I was 15. I’ve smoked for a long time. Had a little success quitting. I stopped for ten years when my daughter was born. But, I picked up the habit again. I’ve tried quitting since my husband died, but . . . it’s hard.

    I’m sorry that you lost your husband. That sounds like it must have been very difficult for you.

    Empathize

    04:15 PM CDT

    Thanks.

    how many cigarettes do you smoke per day

    Question

    04:15 PM CDT

    Typically I smoke between three and five cigarettes a day. It’s been that way for the last four months. Ever since I relapsed. Smoking makes my breathing worse, so . . . I try to hold off as long as I can between cigarettes.

    It’s vital that you quit smoking as soon as possible in order to get some relief from you COPD symptoms. Smoking is putting your life in danger and making your symptoms worse. I can point you towards community or national smoking cessation programs that can help support you while you are quiting

    Educate

    04:20 PM CDT

    I’ll be sure to keep that in mind.

    Model Statement:
    “It is vital that you quit smoking as soon as possible in order to get some relief from your COPD symptoms. Smoking is putting your life in danger and making your symptoms much worse. I can point you towards community or national smoking cessation programs that can help support you while you are quitting.”

    5 Diet and Exercise

    Followed Up

    Description:
    Ms. O’Connor reports she mainly eats frozen food, and that she is not capable of exercise.

    Do you exercise?

    Question

    04:20 PM CDT

    I can’t exercise. I can’t even move around the house without feeling fatigued and out of breath. Exerting myself in any way makes me feel worse.

    Tell me about your diet?

    Question

    04:21 PM CDT

    Well, I’m too weak to cook. I eat microwavable meals if I’m alone. Pasta, pizza, rice, all that. My daughter cooks nice food . . . quinoa, salads, salmon.

    When you COPD symptoms have been alleviated it is important that you try to eat well and get some light exercise. Not exercising can exacerbate your symptoms, and some exercise will help you breathe easier and build lung capacity

    Educate

    04:23 PM CDT

    Oh! That makes sense.

    Model Statement:
    “When your COPD symptoms have been alleviated it is important that you try to eat well and get some light exercise. Not exercising can exacerbate your symptoms, and some exercise will help you breathe easier and build lung capacity.”

    6 Oxygen Therapy

    Followed Up

    Description:
    Ms. O’Connor expresses that she would like oxygen therapy but is unable to use it while smoking.

    Do you use home oxygen?

    Question

    04:01 PM CDT

    I don’t use oxygen . . . it could probably help me. But I’d blow myself up, smoking near it.

    Oxygen therapy could help alleviate some of your symptoms of breathlessness and fatigue. Unfortunately, you cannot use oxygen therapy if you smoke. It’s too dangerous. Once you quit smoking, you can seek this treatment.

    Educate

    04:04 PM CDT

    You certainly know your stuff.

    Model Statement:
    “Oxygen therapy could help alleviate some of your symptoms of breathlessness and fatigue. Unfortunately, you cannot use oxygen therapy if you smoke. It’s too dangerous. Once you quit smoking, you can seek this treatment.”

  • APA Scavenger Hunt Worksheet

    APA Scavenger Hunt Worksheet

    Name:

     

     

     

    APA Element/Requirement

     

     

    Answer

    Page Numbers of Answer and Example (if available in the sample paper)

     

     

    Points

    Title Page

    1. List the elements of a title page.

     

    Running head (with page number), title, byline, and institutional affiliation

    Pages 23-24; 41 (sample paper)

    1

    2.
    Describe the format and location for the
    Running head.

    Abbreviated title on the top left of the title page and all the following pages. It should only have a max. of 50 characters and all uppercase.

    Pages 23, 41, 229-230

    (sample paper)

    1

    3.
    Describe the format and location for the
    title.

     

    Concise statement of the main topic & fully explanatory when alone. No abbreviations & no more than 12 words. Upper & lower case centered between the left & right margin on the upper half of the page.

    Pages 23, 41

    (sample paper)

     

    1

    4.
    Describe what a
    byline
    is, how it should be typed and how to include more than one author.

     

    It is the name of the author. Preferred name is first name, middle initial, & last name. If more than 1 author use ‘and’ between the authors, if more than two, use comma between the names, then comma ‘and’ after the final name.

    Pages 23-24, 41

    (sample page)

     

    1

    5.
    What is your
    institutional affiliation
    ? How should it be typed?

     

    The location of the author when the research was taking place. Mine is Loma Linda, California

     

    Rizelle L. Murao

    Loma Linda, California

    Pages 23-24, 41

    (sample page)

     

    1

    6.
    Where is the
    page header
    located? What format is prescribed?

     

    It is located at the top of the page and is the title of the article.

    Page 230

     

    1

    Body of Paper/General Formatting Rules

    7.
    The manual contains a miniaturized “picture” of
    sample papers
    with title page, narrative and a reference list. How can you use this for your papers?

     

    It can be used as a reference of how to format my papers. It’s a quick tip sheet that can be referenced of where each part of the paper is located and how it is formatted.

    Pages 41-59

    (sample pages)

     

     

    1

    8. Margins
    : What setting is prescribed for margins in the body of text and reference page?

     

    At least 1 in. at the top, bottom, left, & right of every page. The same font and size as the rest of the paper.

    Page 229

     

    1

    9. Spacing:

    1) How many spaces between lines should appear in the body of the text and references?

    2) How many
    spaces
    are used in text after a comma, colon, semicolons, punctuation marks at the end of a sentence, periods in a reference citation, or periods after initials in a personal name? (Hint: The answer is the same for all).

     

    1) Double-space in between all text lines

    2) One space

    1) page 229

    2) pages 87-88, 115

     

     

     

     

    1

    10. Font & Typeface
    : What is the acceptable font size and typeface?

     

    Times New Roman with 12-point font size.

    Pages 228-229

     

    1

    11. Levels of Heading:
    What format is used for a Level 1 and Level 3 heading?

     

    Level 1: Centered, boldface, uppercase & lowercase heading.

    Level 3: Indented, boldface, lowercase paragraph heading ending with a period.

    Pages 62-63

     

    1

    12.
    Is it allowed in APA for the author to refer to self by using the pronoun
    “I”
    ?

     

    Yes, personal pronouns are encouraged.

    Page 80

     

    1

    Citations, Quotations and References List

    13. In-text Citations
    : What is an in-text citation and how is it formatted?

     

    Identifies source in the text for the readers & allows them to locate source of information. It is the formatted in text with the author’s last name followed by the year of publication in parenthesis.

    Pages 174-179

     

    1

    14.
    When do you use “and” to join the authors and when do you use “&” to join the authors in a citation?

     

    “and” is used in a multiple-author citation in running text. “&” is used in a parenthetical material, in tables and captions, & in the reference list.

    Page 175

     

    1

    15. Quotations:
    How are quotations with fewer than 40 words formatted?

     

    When quoting, what must always be included with the quote?

     

    If less than 40 words incorporate it into text and enclose with double quotation marks.

     

    Author, year, & specific page citation or paragraph number for nonpaginated material in the text & include complete reference in the reference list.

    Pages 170-174

     

     

    1

    16. References
    : What is the purpose of a reference list?

     

    To provide the necessary information to identify & retrieve each source.

    Page 180

     

    1

    17.
    What does “agreement of text and
    reference
    list” mean?

     

    It means that only sources used in the research/text are listed in the reference list. Reference data must be correct & complete.

    Page 180

     

    1

    18.
    How are
    references
    ordered in the reference list? Do you double space?

     

    Alphabetical order by surname of the first author’s last name and double-spaced.

    Pages 180-181

     

    1

    19.
    In the reference list, what is the acceptable abbreviation for “edition,” “Editor,” “Editors,” “page,” “pages,” and “no date?”

    edition: ed.

    Editor: Ed.

    Editors: Eds.

    page: p.

    pages: pp.

    no date: n.d.

    Page 180

     

    1

    20.
    What rule governs whether a state is given in the reference list publisher location?

     

    Publisher locations provided as noted on the title page for books, reports, brochures, & other separate, nonperiodical publications.

    Pages 186-187

     

    1

    21.
    How do you cite a work discussed in a secondary source? Provide answers for both in-text and on the reference page?

     

    In-text: name the original work & then cite the secondary source.

     

    Reference list: cite secondary source

    Page 178

     

     

    1

    22. Format Examples for References

     

    For the following types of references, locate the page(s) with the examples of how to format the references in the next column.

    List page(s) where you can find examples of how to format references for the following:

    page #/s: 199- Journal article with two authors (paper form)

    page #/s: 198-199- Journal article with two authors (electronic version)

    page #/s: 202-203- Entire Book

    page #/s: 202-204- Chapter in an edited book

    page #/s: 203-206- Non-periodical documents on the internet

     

    Pages 198-224

     

     

     

     

    1

    23. doi Numbers

    Describe what a doi is and where and when a doi number can be used.

     

    Doi stands for digital object identifiers. It identifies information/sources/articles on digital networks. It begins with a 10 & contain a prefix & a suffix separated by a slash. It is located on the 1
    st
    page of the electronic journal article, by the copyright notice. A doi number can be used to locate the article or publication online by clicking the link or entering it in the doi resolver.

    Pages 188-189

     

    1

    24. Semi colon

    Where can you find a description of a semi colon is and how to use it correctly! What is it?

     

    It is used to separate two independent clauses not joined by a conjunction. It can also separate element in a series already including commas.

    Pages 89-90

     

    1

    25. Protection of research participants

    Where can you find information about protecting the rights and welfare of research participants? What standards are psychologists held to? What is the most recent publication year of this document?

     

    Personal information about participants are to remain confidential. Written consent must be obtained or sensitive aspects of participants are disguised to make them unidentifiable. This is all part of the APA Ethics Code Standard. Psychologists are held to the Standards 8.01-8.09 of the APA Ethics Code. These standards state that psychologists are required to provide accurate information about their research, obtain consent from participants, inform participants of the what the research entails, protecting the participant’s privacy, information, and participant as a whole, not offer any kind of inducement that can coerce the participants participation, avoid deception in research, and provide way for participants to see conclusion of research. The most recent publication year is 2002.

    Pages 16-18, 233-234

     

     

    1

     Total Points:    
             
    /25

  • COPD Debbie O’Connor shadow health Subjective Data

    Subjective Data Collection: 32 of 32 (100.0%)

    Hover To Reveal…

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

    Found:

    Indicates an item that you found.

    Available:

    Indicates an item that is available to be found.

    Category

    Scored Items

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

    Patient Data

    Not Scored

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

    Chief Complaint

    Finding:

    Established chief complaint and reason for admittance

    Finding:

    Reports a bronchospasm three days ago

    (Found)

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

    Example Question:

    When did your symptoms start?

    Finding:

    Reports increased difficulty breathing

    (Found)

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

    Example Question:

    What are your symptoms?

    Finding:

    Reports desire for smoking cessation aids

    (Found)

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

    Example Question:

    What can I do for you?

    History of Present Illness

    Finding:

    Asked about additional symptoms

    Finding:

    Reports fatigue and weakness

    (Found)

    Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    Do you feel fatigued?

    Finding:

    Reports purulent sputum

    (Found)

    Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    Do you have purulent sputum?

    Finding:

    Reports cough

    (Found)

    Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    Do you have a cough?

    Finding:

    Reports feeling anxious about symptoms and worsening health issues

    (Found)

    Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    How do you feel about your symptoms?

    Finding:

    Asked about onset and duration of symptoms

    Finding:

    Reports most severe fatigue and difficulty breathing began three days ago

    (Available)

    Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    When did your fatigue begin?

    Finding:

    Reports purulent sputum production started two weeks ago

    (Found)

    Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    When did your productive cough begin?

    Finding:

    Reports respiratory symptoms increased in the last four months

    (Available)

    Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    How long have you had your symptoms?

    Finding:

    Followed up on characteristics of respiratory distress

    Finding:

    Reports sputum is mostly clear with occasional yellow, gray, or dark color

    (Found)

    Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    What does your sputum look like?

    Finding:

    Reports wheezing

    (Available)

    Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    Are you wheezing?

    Finding:

    Reports cough sounds like crackling

    (Available)

    Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    What does your cough sound like?

    Finding:

    Asked about aggravating factors

    Finding:

    Reports exertion worsens symptoms

    (Available)

    Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    Does exertion make your symptoms worse?

    Finding:

    Reports coughing fits after smoking

    (Found)

    Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    When do you have coughing fits?

    Finding:

    Asked about treatment and relieving factors of respiratory symptoms

    Finding:

    Reports trying to hold off on smoking cigarettes as long as possible

    (Found)

    Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    How long do you wait between cigarettes?

    Finding:

    Asked about severity of respiratory distress

    Finding:

    Reports breathing difficulty and associated discomfort is a 6/10

    (Found)

    Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    Can you rate your symptoms on a scale of 1 to 10?

    Finding:

    Asked about effects of health on social activity

    Finding:

    Reports low social activity – doesn’t feel up to getting out and about

    (Found)

    Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

    Example Question:

    How do your symptoms prevent you from social activities?

    Past Medical History

    Finding:

    Asked about existing health conditions

    Finding:

    Reports chronic bronchitis related to COPD

    (Found)

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

    Example Question:

    Do you have chronic bronchitis?

    Finding:

    Followed up on chronic bronchitis COPD diagnosis

    Finding:

    Reports diagnosed with “Class B” COPD

    (Found)

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

    Example Question:

    What class of COPD were you diagnosed with?

    Finding:

    Reports diagnosed after respiratory distress episode

    (Found)

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

    Example Question:

    What was your respiratory episode?

    Finding:

    Asked about ER visits or hospitalizations

    Finding:

    Reports hospitalization after miscarriage at age 24

    (Available)

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

    Example Question:

    When were you hospitalized?

    Finding:

    Reports most recent hospitalization was two years ago

    (Found)

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

    Example Question:

    When was your most recent hospitalization?

    Finding:

    Reports most recent hospitalization was for respiratory distress episode

    (Found)

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

    Example Question:

    What was your recent hospitalization for?

    Home Medications

    Finding:

    Asked about home medications

    Finding:

    Reports taking a long-acting beta-agonist (LABA)

    (Found)

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

    Example Question:

    Do you take a LABA?

    Finding:

    Followed up on LABA

    Finding:

    Reports the LABA is formoterol inhaler

    (Found)

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

    Example Question:

    Do you use a LABA inhaler?

    Finding:

    Reports formoterol dose of 12 micrograms

    (Found)

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

    Example Question:

    What is the dosage of your inhaler?

    Finding:

    Reports only using once every 12 hours, once in the morning and once at night

    (Found)

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

    Example Question:

    How often do you take your inhaler?

    Finding:

    Reports using LABA this morning

    (Available)

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

    Example Question:

    When is the last time you used your inhaler?

    Finding:

    Reports the LABA is not very effective

    (Available)

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

    Example Question:

    Is the inhaler effective?

    Finding:

    Denies medication side effects

    (Available)

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

    Example Question:

    Do you have any side effects from your inhaler?

    Finding:

    Asked about supplements and vitamins

    Finding:

    Denies use of supplements or vitamins

    (Found)

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

    Example Question:

    Do you take vitamins?

    Finding:

    Asked about medication regimen adherence

    Finding:

    Denies missing doses

    (Found)

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

    Example Question:

    Do you miss doses of your medication?

    Finding:

    Asked about spirometry

    Finding:

    Reports sporadic spirometry readings at home

    (Found)

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

    Example Question:

    Do you take spirometry readings at home?

    Finding:

    Reports most recent FEV1 reading was 1.37 L, 49% of her predicted FEV1

    (Found)

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

    Example Question:

    What is your most recent spirometry reading?

    Finding:

    Asked about oxygen use

    Finding:

    Denies oxygen therapy due to cigarette smoking

    (Found)

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

    Example Question:

    Do you use oxygen even though you smoke?

    Finding:

    Asked about allergies

    Finding:

    Denies allergies

    (Found)

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

    Example Question:

    Do you have any allergies?

    Finding:

    Asked about vaccines

    Finding:

    Denies recent influenza vaccine

    (Available)

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

    Example Question:

    Have you had a flu shot?

    Finding:

    Denies recent pneumococcal vaccines

    (Available)

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

    Example Question:

    Have you had a pneumonia vaccine?

    Social History

    Finding:

    Asked about living environment

    Finding:

    Reports she lives with her daughter

    (Found)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    Who do you live with?

    Finding:

    Reports recently moving in with her daughter because of her declining health

    (Found)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    When did you move in with your daughter?

    Finding:

    Reports stress from arguments with daughter over smoking

    (Available)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    Is your home stressful?

    Finding:

    Asked about substance use

    Finding:

    Reports cigarette smoking

    (Found)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    Do you smoke cigarettes?

    Finding:

    Denies drinking alcohol

    (Found)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    Do you drink alcohol?

    Finding:

    Denies using illegal substances

    (Found)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    Do you use illegal drugs?

    Finding:

    Followed up on current cigarette smoking

    Finding:

    Reports three to five cigarettes a day for the past four months

    (Found)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    How many cigarettes do you smoke a day?

    Finding:

    Reports stressful situations trigger her smoking

    (Available)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    What triggers your smoking?

    Finding:

    Reports daughter convinced her to quit smoking because of declining health issues

    (Available)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    Why do you want to quit smoking?

    Finding:

    Reports husband’s death of lung cancer makes her want to quit

    (Available)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    What was your husband’s cause of death?

    Finding:

    Followed up on history of cigarette smoking

    Finding:

    Reports started smoking at age 15

    (Found)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    When did you start smoking?

    Finding:

    Reports quit smoking when her daughter was young but started smoking again in her 30s

    (Found)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    Have you ever quit smoking?

    Finding:

    Reports 37 pack years according to an online calculator her daughter used

    (Available)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    How many pack years do you have?

    Finding:

    Followed up on smoking cessation

    Finding:

    Reports trying to quit several times unsuccessfully with nicotine replacement therapy

    (Available)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    Have you ever quit smoking using nicotine replacement therapy?

    Finding:

    Reports having tried nicotine gum, lozenges, and patches

    (Available)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    What kind of nicotine replacement therapy have you tried?

    Finding:

    Reports nicotine replacement therapy failed because she did not want to deal with the required compliance

    (Available)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    Why didn’t nicotine replacement therapy work?

    Finding:

    Reports her longest period without smoking was 10 years

    (Found)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    What is the longest amount of time you quit smoking?

    Finding:

    Asked about exercise

    Finding:

    Denies exercise due to fatigue, exhaustion, exacerbated symptoms upon exertion

    (Found)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    Why don’t you exercise?

    Finding:

    Asked about diet

    Finding:

    Reports eating mostly frozen meals when daughter is at work

    (Found)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    What do you eat at home?

    Finding:

    Reports her daughter cooks healthy meals for her

    (Found)

    Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

    Example Question:

    Do you cook?

    Family Medical History

    Finding:

    Asked about relevant family history

    Finding:

    Reports father, smoker, died of a heart attack

    (Found)

    Pro Tip: A patient’s family medical history can indicate if the patient is at a higher risk for certain illnesses and disorders. Gathering this information can contextualize a patient’s current complaint and how their family’s health history might be influencing it.

    Example Question:

    Did your father smoke?

    Finding:

    Reports mother died of smoking-related pneumonia

    (Found)

    Pro Tip: A patient’s family medical history can indicate if the patient is at a higher risk for certain illnesses and disorders. Gathering this information can contextualize a patient’s current complaint and how their family’s health history might be influencing it.

    Example Question:

    Did your mother smoke?

    Finding:

    Reports husband smoked and died of lung cancer

    (Available)

    Pro Tip: A patient’s family medical history can indicate if the patient is at a higher risk for certain illnesses and disorders. Gathering this information can contextualize a patient’s current complaint and how their family’s health history might be influencing it.

    Example Question:

    Did your husband smoke?

    Finding:

    Reports daughter is a “health nut” non-smoker

    (Available)

    Pro Tip: A patient’s family medical history can indicate if the patient is at a higher risk for certain illnesses and disorders. Gathering this information can contextualize a patient’s current complaint and how their family’s health history might be influencing it.

    Example Question:

    Does your daughter smoke?

    Review of Systems

    Finding:

    Asked about weight changes

    Finding:

    Reports weight gain of 30 pounds in the last two years

    (Found)

    Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

    Example Question:

    How much weight have you gained?

    Finding:

    Asked about review of systems for HEENT

    Finding:

    Reports vision is nearsighted

    (Found)

    Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

    Example Question:

    Are you nearsighted?

    Finding:

    Reports wearing glasses

    (Found)

    Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

    Example Question:

    Do you wear glasses?

    Finding:

    Asked about review of systems for integumentary

    Finding:

    Reports yellowing of skin, nails, and teeth

    (Found)

    Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

    Example Question:

    Have you noticed changes in your skin color?

    Finding:

    Denies cyanosis

    (Found)

    Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

    Example Question:

    Are your fingernails blue?

    Finding:

    Asked about review of systems for genitourinary

    Finding:

    Reports being postmenopausal

    (Found)

    Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

    Example Question:

    Are you postmenopausal?

    Finding:

    Reports not sexually active

    (Available)

    Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

    Example Question:

    Are you sexually active?

    Activities of Daily Living

    Finding:

    Asked about ADLs

    Finding:

    Reports difficulty moving around home

    (Found)

    Pro Tip: Information about a patient’s activities of daily living will help you determine if their wellbeing is at risk. Questions about your patient’s ability to bathe themselves, feed themselves, or walk without assistance will help you determine whether the patient can care for themselves at home.

    Example Question:

    Do you have trouble moving around your home?

    Finding:

    Reports difficulty with activities like dressing or cooking due to exhaustion

  • APA Scavenger Hunt Template

    APA Scavenger Hunt Template

    Student Name:
                                                             
    Date:
    January 25, 2014

    Directions:

    Carefully read the APA Scavenger Hunt Guidelines found in Doc Sharing. This provides specific details on how to complete this assignment.

    Rename this document by clicking “Save As.” Change the file name so it reads
    Your Last Name APA Scavenger Hunt.docx
    . For example, if your last name is Smith, type “Smith APA Scavenger Hunt.docx”.

    Save the document in a file format compatible with Microsoft Word 2010 or later.

    Type your name and date at the top of this template.

    Type your answers directly on the template. Follow all instructions. Save frequently to prevent loss of your work.

    Submit to the Dropbox by the end of Week 3, Sunday at 11:59 p.m. MT.

    Post questions about this assignment to the Q & A Forum so your classmates can read the advice, too. You may also e-mail questions to your instructor.

     

    APA Element/Rule

    Answer

    APA Manual
    Location

    (Page Number and Reference Point)

    Points Earned

     

    Title Page

    1.    Running head: Using correct capitalization, alignment, and punctuation, type a running head used for a
    title page
    in the Answer box for this item.

    On the line below that, using correct capitalization, alignment, and punctuation, demonstrate a running head used for
    subsequent pages.

     

    (10 points answer)

     

    APA SCAVENGER HUNT ASSIGNMENT              1

    APA SCAVENDER HUNT ASSIGNMENT              2

     

     

     

     

     

     

    p. 229–230, 8.03

    p. 41, Fig. 2.1.

     

    2.    Byline and institutional affiliation: Using correct alignment, capitalization, and line spacing, type your byline and institutional affiliation in the box to the right.

    (6 points answer, 4 points location)

     

    Kevin Corner

    Chamberlain: College of Nursing

     

    p. 23-24, 2.02 Table 2.1

     

     

     

    Body of Paper and General Formatting Rules

    3.    Margins: What setting is prescribed for margins in the body of the paper and reference page?

     

    (10 points answer)

     

    Margins should be uniformly set at 1 inch on the top, bottom, left, and right of every page.

    p. 229, 8.03.

     

    4.    Line spacing and typeface: What line spacing should be used for the title, body of the paper, and references?

    What is the preferred typeface and size?

     

    (6 points answer, 4 points location)

     

    The appropriate line spacing that should be used in the title, body, and references of your paper is double space.  The preffered typeface and size is Times New Roman, with a 12 point font size.

    p. 228-229, 8.03.

     

    5.    Headings: What are headings and how are they formatted?

     

    (6 points answer, 4 points location)

     

    Headings helps to organize your ideas and highlight important items within the section.  Headings also help the reader  identify key points within a manuscript.

    p.  62, 3.02.

     

    6.    Commas: Where are commas used in separating the following words in a series within a sentence? After explaining the rule, demonstrate correct comma use by retyping the words below in the answer block.

    height width or depth

     

    (6 points answer, 4 points location)

     

    Commas are used to separate elements including before
    and
    and or in a series of three or more items. Commas are also used to separate two independent clauses, setting of the year in exact dates, and to separate groups of three digits in most numbers.

    height, width, or depth

     

    p. 88-89, 4.03,

    p. 94, 4.10, p89, 114.

     

     

    Citations, Quotations, and Reference List

    7.    Citations: What is a citation? How is it formatted?  When do you use “and” to join the authors and when do you use “&” to join the authors in a citation?

     

    (10 points answer)

     

    Citations are key elements that gives background information, supports your thesis and offers critical definitions and data.  In text citations are formatted with the author’s last name and the year of the publication.  A page number is also required for direct quotations. When citing multiple authors’  Use the word “and” between author’s names within the body of the text and use “&” in parentheses.

    p. 169,

    p. 174, 6.11,

    p. 175, 6.12.

     

    8.    Quotations: How are quotations formatted? How are quotations cited?

     

    (6 points answer, 4 points location)

     

    When formatting a direct quote, you must include the author, year of the publication, and page number.  If the quote contains fewer than 40 words, incorporate it into the text and use double quotation marks. Ensure that you use open quotation at the beginning of  the quoted material and close quotation at the end of a quoted material. If the quotation comprises of more than 40 words, display in freestanding block text and do not include quotation marks  Block quotations must be started on a new line and indented.  Also, the sentence should be grammatically correct.

    p. 15, 1.10,

    p. 170-171, 6.03,

    p. 92, 4.08.

     

     

    9.    Secondary source citation: You read an article by John Brown (published in 2013) who credited an idea to Susan Johnson (published in 2010). How do you cite Susan Johnson’s idea in your paper? HINT: This is known as a secondary source citation.

     

    (6 points answer, 4 points location)

     

    In this example, you should list the secondary source (Susan Johnson) in the reference list.  In text, name the original work (John Brown) but give citation for the secondary source (Susan Johnson), for example:

    In Browns article (as cited in Johnson, 2010).

    p. 178, 6.17.

     

    10. Citation and reference: Explain the relationship between what is cited and what is on the References page.

     

    (10 points answer)

     

    The citation briefly describes the source for readers, usually bibliographic information.  The reference is what guides the reader to the source you have selected.  Each citation in your text must have a reference source to avoid plagiarism.

    p. 174, 6.10.

     

    11. Reference italics: What portions of a reference for a book are
    italicized
    ? What portions of a reference for a journal article are
    italicized
    ?

     

    (6 points answer, 4 points location)

     

    For a book reference, Italicize the entire title of the book excluding information within parenthesis.  For an article, do not italicize anything within the reference.  Lastly, for a journal reference, italicize the the name of the periodicals.

    p. 185, 6.29.

     

    12. Author information on the reference page: You have read one article by C. William Howard, Lu L. Kim, and Samuel L. Colton. Demonstrate the correct author information in the correct order that should be placed on the reference page.

     

    (10 points answer)

     

    Colton, L. S.

    Howard, C. W.

    Kim, L. L.

    p. 184, 6.27,

    p. 181, 6.25.

     

    13. Letter case in article titles on reference page: When typing the title of the article on the reference page, when do you use UPPERCASE letters and when do you use lowercase letters?

     

    (6 points answer, 4 points location)

     

    When typing the title of an article on the reference page, capitalize the first word of the title, sub title, and periodical only.  All other letters should be lowercase.

    p. 185, 6.29.

     

    14. Reference page format for periodical: Type the general reference form shown in the
    APA Manual
    as the basic formula for periodical.

    Use correct line spacing, spacing between elements, capitalization, indentation, and italics as you would on the Reference page of a paper.

     

    (6 points answer, 4 points location)

     

    Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Titile of Periodical, xx, pp-pp. doi:xx.xxxxxxxxxx

    p. 198, 7.01.

     

    15. Reference examples by type: In the
    APA Manual
    , on what page do the “examples  by type” of reference begin?

    How will you use this section as you create references?

     

    (6 points answer, 4 points location)

     

    Examples of references begins on page 198 in the APA Manual.  This section is priceless.  It is a step by step go by of how to reference books, journals, magazines, etc.  I can use this section as a quick reference for my advanced English class as well as my other nursing courses to help me with properly formatting references from different sources.

    p. 198, 7.01.

     

    16. Entire paper location: The
    APA Manual
    contains a miniaturized picture of an entire paper with title page, body of the paper, and a reference list.

    On what page does this miniature paper begin? How will you use this section when you need to write a paper?

     

    (6 points answer, 4 points  location)

     

    The sample papers within the APA Manual starts on page 41.  I can use these papers as outlines and go-bys to properly format my writing assignments and ensure that I am abiding by the APA rules.

    p. 41, figure 2.1.

     

    17. DOI numbers: What does DOI stand for? Explain its use. When you are writing a paper, where will you include the DOI for articles you used?

     

    (6 points answer, 4 points location)

     

    DOI stands for digital object identifiers.  The DOI is a unique alphanumeric string assigned by a registration agency to identify content and provide a persistent link to its location on the internet.  The DOI is included in the reference list.

    P 189, 6.31.

     

     

    Grammar and Sentence Structure

    18. Referring to author tense: If you are referring to a statement made by an author, do you write “Smith claims” or “Smith claimed”?

     

    (6 points answer, 4 points location)

     

    Referring to author tense and even the example, you would write, “Smith claimed.”

    p. 78, 3.18.

     

    19. Gender-biased language: What are some ways to avoid gender-biased language?

     

    (10 points answer)

     

    You can avoid gender-biased language by choosing nouns, pronouns, and adjectives that specially describe the participants.  You should also be clear about whether you are referring

    p. 73, 3.12.

     

    20. Abbreviations: What are the rules for properly using abbreviations the first time and subsequent times in the body of the paper?

     

    (10 points answer)

     

    An abbreviation must be written out on it’s first appearance of your paper followed immediately by it’s abbreviation in parenthesis.  You may use the abbreviated version thereafter, keeping in mind not to constantly switch from the abbreviated version to the complete version.

    p. 107, 4.23.

     

    TOTAL Points Possible: 200

    TOTAL Points Earned:

  • Focused Exam: COPD Debbie O’Connor shadow health transcript

    Transcript

    Started:
    Mar 30, 2020 |
    Total Time:
    125 min

    Hello Debbie O’Connor, My name is Danielle Scott. I will be your provider today.

    Greet

    03/30/20 3:44 PM CDT

    Hello.

    Can you verify your Name and birthday?

    Question

    03/30/20 3:44 PM CDT

    I was born on October 5 . . . [Ms. O’Connor reports the correct birth year.]

    What brings you in today?

    Question

    03/30/20 3:44 PM CDT

    I’m having so much trouble just trying to breathe. And I’ve had these terrible coughing fits. A few days ago, a bronchospasm. My health is going downhill fast . . . I know it has to do with my smoking habit. It’s so hard to kick. I was hoping I could get something to help me.

    I’m sorry to hear that you are experiencing anxiety over your current health conditions. Not being able to breathe is a scary condition. With the right therapy, and if you quit smoking, you’ll begin to feel better.

    Empathize

    03/30/20 3:47 PM CDT

    That’s very kind.

    Are you experiencing any other symptoms?

    Question

    03/30/20 3:48 PM CDT

    I feel exhausted. I’m just so weak now, that even walking up the stairs feels exhausting. I had this awful coughing fit three days ago. But I’ve had trouble breathing for several months now. I’ve also been coughing up some nasty phlegm.

    When did you start coughing up the phlegm

    Question

    03/30/20 3:50 PM CDT

    I cough up sputum all the time. It’s been like this for a couple of weeks. It’s this dark gray — or sometimes yellow color.

    Any aggravating factors?

    Question

    03/30/20 3:51 PM CDT

    Honestly, smoking makes my breathing worse. I have these terrible coughing fits afterwards. Kind of a no-brainer, but I can’t help myself. I can’t handle the withdrawal, so I just try to hold out between cigarettes as long as I can.

    Is there anything that relieves the symptoms?

    Question

    03/30/20 3:52 PM CDT

    Nothing seems to make my symptoms feel better — not even my inhaler. I know for sure that smoking makes it worse. I try to hold off as long as I can between cigs. But still . . . I think if I quit I’d feel better.

    How bad is you breathing? (Clarified to How severe are your breathing problems?.)

    Question

    03/30/20 3:52 PM CDT

    Breathing is so hard, all the time. I guess I’d put it at a 6 out of 10. (Clarified to how severe my breathing problems are.)

    How does your health affect your social life?

    Question

    03/30/20 3:53 PM CDT

    My breathing problems sure aren’t helping my social life any. I was never exactly a social butterfly, but now I’m not up to going out. Even normal things–shopping, picking up my meds.

    Do you have any other existing health conditions?

    Question

    03/30/20 3:54 PM CDT

    I’ve only got Group B COPD. The chronic bronchitis kind. [AUDIO COMING SOON]

    Any recent hospitalizations?

    Question

    03/30/20 3:55 PM CDT

    I haven’t been to the hospital in about two years. I had a bad breathing episode and they said I had COPD.

    What medications are you currently taking?

    Question

    03/30/20 3:57 PM CDT

    I have an inhaler that I use for my COPD — a formoterol inhaler.

    How often you do you use your inhaler?

    Question

    03/30/20 3:58 PM CDT

    I use it twice a day, morning and night. Every 12 hours.

    Whats the dosage of the inhaler?

    Question

    03/30/20 3:58 PM CDT

    I take 12 micrograms of formoterol.

    Do you take any supplements or vitamins?

    Question

    03/30/20 3:59 PM CDT

    I don’t take any vitamins or supplements or any of that stuff.

    Are you complaint with your medicine? (No matching questions found.)

    Question

    03/30/20 3:59 PM CDT

    Do you miss doses of medications? (Clarified to Do you miss doses of your medication?.)

    Question

    03/30/20 4:00 PM CDT

    No, I never miss doses. I use my inhaler once in the morning and once at night. I find that easy enough to remember. (Clarified to if I miss doses of my medication.)

    Do you use a spirometer?

    Question

    03/30/20 4:00 PM CDT

    I have a spirometer, yes. Only use it sometimes. Got an FEV1 reading of 1.37 L the other day. That’s 49%.

    Do you have any allergies?

    Question

    03/30/20 4:01 PM CDT

    I don’t have any allergies, never had an allergic reaction . . . nothing like that.

    Do you use home oxygen?

    Question

    03/30/20 4:01 PM CDT

    I don’t use oxygen . . . it could probably help me. But I’d blow myself up, smoking near it.

    Oxygen therapy could help alleviate some of your symptoms of breathlessness and fatigue. Unfortunately, you cannot use oxygen therapy if you smoke. It’s too dangerous. Once you quit smoking, you can seek this treatment.

    Educate

    03/30/20 4:04 PM CDT

    You certainly know your stuff.

    Have you had any vaccines?

    Question

    03/30/20 4:05 PM CDT

    I’ve had vaccines before, but . . . it’s been a long time.

    At your age, and with your health conditions, it’s vital that you get an annual flu shot, and that you receive a pneumococcal vaccine every ten years. These two infections could have terrible effects on your health because your respiratory system is already compromised.

    Educate

    03/30/20 4:08 PM CDT

    That’s good to know.

    Do you live at home alone?

    Question

    03/30/20 4:11 PM CDT

    I live with my daughter, Ava. I moved in when my health started getting worse. She takes care of me.

    do you drink alcohol?

    Question

    03/30/20 4:11 PM CDT

    I don’t touch the stuff. My daddy was a drinker, and I saw what it did to him.

    Any substance abuse?

    Question

    03/30/20 4:12 PM CDT

    No, that never appealed to me.

    how long have you been a smoker

    Question

    03/30/20 4:12 PM CDT

    I started smoking when I was 15. I’ve smoked for a long time. Had a little success quitting. I stopped for ten years when my daughter was born. But, I picked up the habit again. I’ve tried quitting since my husband died, but . . . it’s hard.

    I’m sorry that you lost your husband. That sounds like it must have been very difficult for you.

    Empathize

    03/30/20 4:15 PM CDT

    Thanks.

    how many cigarettes do you smoke per day

    Question

    03/30/20 4:15 PM CDT

    Typically I smoke between three and five cigarettes a day. It’s been that way for the last four months. Ever since I relapsed. Smoking makes my breathing worse, so . . . I try to hold off as long as I can between cigarettes.

    It’s vital that you quit smoking as soon as possible in order to get some relief from you COPD symptoms. Smoking is putting your life in danger and making your symptoms worse. I can point you towards community or national smoking cessation programs that can help support you while you are quiting

    Educate

    03/30/20 4:20 PM CDT

    I’ll be sure to keep that in mind.

    Do you exercise?

    Question

    03/30/20 4:20 PM CDT

    I can’t exercise. I can’t even move around the house without feeling fatigued and out of breath. Exerting myself in any way makes me feel worse.

    Tell me about your diet?

    Question

    03/30/20 4:21 PM CDT

    Well, I’m too weak to cook. I eat microwavable meals if I’m alone. Pasta, pizza, rice, all that. My daughter cooks nice food . . . quinoa, salads, salmon.

    When you COPD symptoms have been alleviated it is important that you try to eat well and get some light exercise. Not exercising can exacerbate your symptoms, and some exercise will help you breathe easier and build lung capacity

    Educate

    03/30/20 4:23 PM CDT

    Oh! That makes sense.

    Any family history of illness?

    Question

    03/30/20 4:24 PM CDT

    My parents died from smoking their whole lives. It was a different time . . . my father had a heart attack at 42. My mother edged him out, but she eventually got pneumonia.

    Changes in your weight? (Clarified to Has your weight changed recently?.)

    Question

    03/30/20 4:24 PM CDT

    I’ve gained 30 pounds these past two years. (Clarified to if I have had weight changes recently.)

    Do you have any problems with your vision

    Question

    03/30/20 4:26 PM CDT

    I’m nearsighted, but my glasses work fine.

    have you noticed any shin issues (No matching questions found.)

    Question

    03/30/20 4:26 PM CDT

    Any skin changes?

    Question

    03/30/20 4:27 PM CDT

    Skin’s been turning yellow around my mouth and fingers. From cigarettes, I’m sure. At least I haven’t turned blue.

    Any issues with your menses (No matching questions found.)

    Question

    03/30/20 4:28 PM CDT

    WHen was you last period

    Question

    03/30/20 4:28 PM CDT

    I haven’t had a period since I went through menopause.

    Do you work?

    Question

    03/30/20 4:28 PM CDT

    I’m retired. Used to be an office manager.

    Hello, I have written some prescriptions

    Question

    03/30/20 5:02 PM CDT

    Sure thing, honey.

    For the tiotropium inhaler, take missed dose as soon as possible.

    Question

    03/30/20 5:03 PM CDT

    Ok. I understand.

    use the rescue inhaler for acute symptoms

    Question

    03/30/20 5:03 PM CDT

    I’ll be sure to do just that.

    do not swallow the capsules, they should be inhaled with the inhaler

    Question

    03/30/20 5:04 PM CDT

    I understand.

    Inhale the capsule twice to get the full dose

    Question

    03/30/20 5:04 PM CDT

    Alright.

    stop the medication and contact the doctor if you experience bronchospasm immediately after a treatment

    Question

    03/30/20 5:06 PM CDT

    Isn’t this inhaler supposed to keep that from happening?

    yes, youre right. thats why it is important to contact us

    Question

    03/30/20 5:06 PM CDT

    Alright. I think I understand.

    common side effects will be dry mouth

    Question

    03/30/20 5:07 PM CDT

    Alright.

    keep the capsules inside the packaging

    Question

    03/30/20 5:07 PM CDT

    Understood.

    be sure to use the medication as recommended

    Question

    03/30/20 5:08 PM CDT

    Okay.

    prep the inhaler before use

    Question

    03/30/20 5:08 PM CDT

    I’ll be sure to keep that in mind.

    seek help if you can not control your breathing

    Question

    03/30/20 5:09 PM CDT

    I sure hope that doesn’t happen.

    you might feel nervous

    Question

    03/30/20 5:09 PM CDT

    Thank you for letting me know. I’ll keep an eye out for that.

    for the varenicline take missed dose as soon as possible

    Question

    03/30/20 5:10 PM CDT

    I’ll be sure to do just that.

    begin smoking cessation counseling immediately

    Question

    03/30/20 5:11 PM CDT

    I won’t stop trying to quit, no matter what. I have to make it happen this time.

    it will cause dry mouth

    Question

    03/30/20 5:11 PM CDT

    I can try to deal with that if it happens.

    stop medication if you experience an allergic reaction

    Question

    03/30/20 5:12 PM CDT

    I’ll keep an eye out for those side effects.

    contact provider if you have thoughts of hurting yourself or depression

    Question

    03/30/20 5:13 PM CDT

    That’s awful scary. Are you sure I should be taking this medicine?

    Its rare, we just want to be safe

    Question

    03/30/20 5:13 PM CDT

    Alright. As long as you think it will work.

    anything else?

    Question

    03/30/20 5:13 PM CDT

    Ok. See you later.