Tag: Clinical-Nursing

  • Top Trending Personal Narrative Essay Topics To Write About

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

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

    Definition of a Narrative Essay

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

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

    How to Choose Narrative Essay Topics?

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

    •         Simple and relatable topics

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

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

    •         Feel at ease with your ideas and style

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

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

    •         Increase the complexity of your story

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

    Tips for Writing a First-Class Narrative Essays

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

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

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

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

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

    2.     
    Properly format your essay

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

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

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

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

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

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

    4.     
    Make an effort to capitalize on your personal experiences

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

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

    5.     
    Use the first-person perspective when writing

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

    6.      Always pre-write your essay

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

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

    7.      Be clear

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

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

    8.      Edit and proofread your narrative essay

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

    Is the transformation between events flawless?

    Will readers be drawn to the story?

    Will the story compels your audience to keep reading?

    Is every detail of every situation and person vividly described?

    Will readers comprehend the main point of the stories?

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

    Narrative Essay Topic Ideas

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

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

    Narrative Paper Topics about Personality

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

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

    My very first concert 

    Actual life situation that put me at risk

    My first time taking an international trip

    How I lost bonds with my best friends

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

    My greatest accomplishment

    My day spent exploring the city’s sights

    A time when I volunteered to help someone in need

    An embarrassing tale that made me stronger

    Moving around a lot as a child

    One of the most challenging choices I’ve ever had

    Why learning a significant family secret completely changed me

    My favorite childhood tale

    The relative with whom I identified most strongly.

    The most motivational class I’ve ever taken

    Narrative Essay Topics for High School Students

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

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

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

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

    My emotions after receiving poor grades

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

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

    The digital experience that stands out the most to me

    A typical after-school hour and an unusual companion

    What makes me anxious about prom night?

    The most bizarre party incident.

    Which occasions have math saved your life?

    My idea of the ideal day if classes were canceled

    The incident when I got into serious trouble

    The most shocking incident that has ever occurred at school

    My feelings after a sporting event

    Struggles juggling schoolwork and social life

    How the inclement weather affects my desire to attend class

    Narrative Argument Essay Topics

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

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

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

    My encounter with bullying

    The incident involving the car;

    The occasion when I felt utterly humiliated

    My most instructive life lessons to date

    Is listening acceptable?

    The decision I later regretted

    Acquiring knowledge of right and wrong

    Following moral principles even when it’s against the law

    How serious is accepting and assigning blame?

    Interesting Narrative Essay Topics

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

    My life’s most influential person

    A day I wish I could relive

    My first run-in with the law

    Making the hardest decision I’ve ever had to make

    Coming home after spending a lot of time away from home

    My very first prize was won.

    My first visit to the emergency room

    How I helped save someone’s life

    My first solo trip

    My first job experiences

    The difficulties of the first day at a new school

    My favorite activities when I’m home alone are

    Making my first meal by myself

    Experiencing my first flat tire.

    The most memorable vacation experience

    Cultural Narrative Essay Topics

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

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

    The distinctive customs in my family

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

    A custom that never ceases to surprise me

    How does culture define an individual?

    My most memorable occasion

    Working on a holiday

    Being alone during a holiday

    Going to a foreign cultural event

    Spending holidays with friends rather than family

    The evolution of cultures and traditions

    Narrative Essay Topics Gender and Sexuality

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

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

    Do women experience too much pressure to maintain ideal bodies?

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

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

    The fundamental tenets and goals of the feminist movement

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

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

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

    Have you ever encountered gender bias in the workplace?

    Narrative Essay Topics Moral and Ethical Dilemmas

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

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

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

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

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

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

    40 Best Narrative Essay Topics

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

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

    How enduring unjust treatment helped me become resilient

    Facing my fears after letting them rule me for years

    The first time I saw snow

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

    My favorite beach day.

    My best friend’s introduction

    At the time I offered assistance to a stranger.

    The tragic incident that forever altered my life

    A lesson I’ll never forget in life

    The encounter with racial prejudice I had

    Going through a natural disaster and its effects

    My very first bicycle ride

    I had never sat behind the wheel before.

    The story of how I got my pet

    My favorite vacation

    The worst punishment I ever received

    The trip I’ll always cherish and remember

    My most improbable method of making friends

    The best birthday celebration I’ve ever attended

    The best day I’ve ever experienced

    The moment I misjudged someone

    Getting the assistance, I didn’t know I needed

    My experience giving to those in need

    My first flight

    Starting a new relationship

    Breaking up with a partner

    Suffering my worst injury

    The gift I’ll keep forever

    My favorite family vacation

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

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

    The moment I felt depressed overtaken me

    My coping strategy for anxiety

    Lessons I learned about life after an accident

    Final remarks

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

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

  • What Is Nursing Informatics and Why Is It So Important

    If there is one major lesson learned in the covid 19 pandemic is that healthcare workers are very crucial for the functionality of our society. The help of nurses has been highly demanding and similarly critical. Nursing informatics in particular have provided vast tools and resources to help nurses fulfill their duty and meet the required healthcare standard. What Is Nursing Informatics and Why Is It So Important:

    A nursing career entails working for long periods in facilities, homes, doctor’s offices, and hospitals and handling various tasks. Nursing informatics experts use high-tech applications in duties such as administering treatment, patient and caregiver education, care plan development, and diagnostics. In this article, you will learn more about nursing informatics, Nursing informatics definition, how to be nurse informatics, the duties, and nursing informatics topics.

    Nursing informatics definition

    Nursing informatics is a nursing field that entails computer technology, nursing, and information science to develop and maintain medical data and systems to boost and support nursing activities and improve the patient care experience. Some of the advancements in nursing health informatics include;

    Electronic medical records (E.M.R.s)

    Progress notes

    Test results

    Medication records

    Nursing notes

    Computerized provider order entry (CPOE)

    Nursing communication

    Nursing communication has three pillars or building blocks, i.e., data, information, and knowledge.

    Data entails straight observations, for example

    Age

    Patient’s name

    Disease history

    Vital signs

    Information is the interpretation made from data

    For example, the rate of patient waiting time in various hospitals.

    Knowledge is the of combining information. Knowledge can be used to uncover relationships that provide additional insight into an issue.

    For instance: Nurse-to-patient ratios and the impact on healthcare

    Even though nurses use all the building blocks listed above in their everyday activities, they have to be stored in a computer and high-tech software programs to help healthcare workers provide top-quality patient care.

    Why is nursing informatics so important?

    What is the nursing informatics importance? Most healthcare organizations have a designated staff team committed to helping provide excellent care to the patients. Thanks to technological advancements, it is now easier for nurses to offer top-quality patient care. Some of the benefits of the incorporation of nursing informatics in healthcare facilities are:

    Build robust relationships  

    Nursing informatics professionals have helped establish a solid relationship between several systems within the healthcare arena, making it easier for healthcare providers to offer their services effectively. Some of the benefits of nursing health informatics include:

    Effective clinical practices

    Clinical practices that are more proficient: nursing informatics is all about productivity. The purpose of technology solutions is to reduce healthcare workers’ workloads and enhance clinical processes. Nursing informatics ensure that these solutions are properly configured and implemented.

    Simplifies the processes

    One of the numerous benefits of introducing technology into healthcare is that it simplifies physicians’ gathering more data and information on patients, which leads to better healthcare and health experience. However, this data is only helpful if it is collected, processed, utilized, and distributed effectively, which is only possible if the organization’s E.H.R. system is user-friendly.

    Nursing informatics ensure that E.H.R.s are best tailored to the organization’s operations and user-friendly for practitioners. The less time doctors spend managing cumbersome or ineffective technology; hence more time they have to focus on obtaining and communicating accurate patient information.

    Nursing informatics are pioneers in process and change management within organizations. By:

    keeping momentum by assuming responsibility and furthering progress to facilitate the implementation of reforms

    Predicting the movement of situations

    Patient care coordination: Coordination of patient care is not a simple undertaking. It encompasses multiple moving elements (providers, patients, pharmacists, specialists, billing departments, therapists, etc.) that, if not handled efficiently, can rapidly deteriorate into a confused jumble that jeopardizes patient care quality and increases unnecessary risk.

    Nursing informatics are capable of viewing complex systems holistically. They possess the clinical information required to predict patient and nurse demands and know how well these systems operate. They can easily anticipate possible weak spots in the patient care cycle beforehand. By proactively addressing these impediments, nursing health informatics could deliver a seamless and productive patient experience.

    Advancements in telemedicine and other technologies

    The COVID-19 epidemic has dramatically enhanced the need for healthcare companies to have an effective and efficient telehealth solution. Nursing health informatics has been essential in evaluating telehealth systems to assure people that the innovation complies with clinical guidelines in outpatient services and inpatient care. They also assist with implementing and rolling out these system applications and training providers to utilize them effectively.

    As technology in healthcare keeps growing, so will the significance of nursing informatics in assisting healthcare organizations in successfully adapting and integrating new technologies. A comprehensive and information strategy for patient care and healthcare management is advantageous for employees, patients, clinicians, and organizations; nursing informatics plays a significant role in assuring the effectiveness of this strategy.

    Well-organized clinical processes

    Healthcare institutions have been for a long time transitioning from a fee-for-service approach to offering value-based service. Informatics contributes to these attempts to provide organized, evidence-based care that avoids unnecessary or costly treatments.

    Leaders can develop and implement best practices while fulfilling the particular demands of each patient by evaluating analytics. Systems for clinical decision support are a vital tool for standardizing care and eliminating waste by utilizing information gathered from electronic records and widespread medical products.

    Information scientists use these software tools to evaluate patient data and provide relevant information such as clinical guidelines. A decision-making support system can help with cues, diagnosis, and prompts throughout therapy.

    Telehealth advances

    The emergence of social distance during the COVID-19 epidemic has highlighted the importance of consistent access to adequate healthcare from home. The increasing use of digital sensors to monitor patients’ states signals a significant shift in how medical professionals monitor diseases, improve patient compliance, and eliminate risky situations.

    Most healthcare facilities, homes, and hospitals have embraced health information technology into their systems to store patient information that helps to make better healthcare decisions.

    Communication and Coordinated Care

    Healthcare workers working in several departments, locations, or organizations must collaborate to provide their clients with the most outstanding care. Anyone involved in diagnosis and treatment can combine their efforts and share data thanks to caring communications and coordination.

    Digital infrastructure is essential to maximize these efforts. When caregivers, specialists, and other healthcare providers have easy access to patient needs information, they can focus on safety and make better decisions. Thanks to stringent security safeguards and privacy regulations, practitioners can share the required health records to guarantee they provide the best care and prevent duplicative procedures.

    Accurate patient result

    Error-free and detailed health records are the key to effective healthcare treatment. Nursing informatics help to ensure that the set systems cover all the necessary details of a patient accurately while also maintaining the patient’s privacy. The digital systems use security measures such as biometrics to help ensure the security of patients’ data. The information will always be a few clicks away, and the healthcare providers can access the information in a split second.

    Healthcare workers integrate informatics solutions to know which patients might be at a higher risk for severe conditions and adopt early preventive measures. When using auto alerts, it becomes easier to avoid medical errors by issuing warnings about any potential dangers such as allergies.

    The information gained from the healthcare information technology system records will help nurses in their day-to-day activities and spearhead transformation throughout the organization. Nursing informatics depend on data to make informed decisions and devise ways to meet their duty and responsibilities. By incorporating nursing informatics in the healthcare field, the healthcare arena has become more effective than at any time in history.

    Nursing informatics requirements

    Are pondering how to become nurse informatics? Do you want to work in nursing informatics? Here are the nursing informatics requirements.

    Become a registered nurse with a Bachelor of Science in Nursing degree

    Learn about healthcare informatics by pursuing a Master of Science in the field

    Completing a practicum in nursing informatics will give you hands-on experience in the profession

    Study for certification in Informatics Nursing from the American Board of Nursing Credentialing Center and complete all other prerequisites

    Master’s degree programs in healthcare informatics prepare students from various backgrounds to deploy electronic medical record systems, analyze data for improving care, and harness the promise of remote patient monitoring systems. You can help countless patients’ health and welfare by mastering the information nurses use daily.

    Nursing informatics topics

    It can be difficult for nursing informatics students to come up with a topic. The field of nursing informatics includes a wide range of subjects. When attempting to select the most intriguing one, it is easy to become confused.

    First and foremost, it’s crucial to focus more specifically. It can be impossible to analyze the issue thoroughly if it is too big. Keep in mind that you don’t have to address global issues to advance medical knowledge. Pick a contentious subject that has already received a lot of literary analysis and add something fresh to it. Below are some nursing informatics topics.

    Isomorphism and external support in conflicting institutional environments: a study of drug misuse treatment facilities

    Assessment of female genital mutilation

    Prevalence of HIV/AIDS: Strategies for enhancing prevention

    Effect of maternal literacy on the nutritional status of children 0 to 5 years of age

    Self-assessed level of nursing skills possessed by graduating nursing students; and Evaluation of female genital mutilation

    Factors impacting the utilization of prevention of mother-to-child transmission (PMTCT) services among pregnant women attending an antenatal clinic at the teaching hospital of the University of Calabar (UCTH)

    Students’ awareness of nursing and their future profession

    Utilization of mobile technologies to update nurses’ knowledge in basic and secondary healthcare settings

    Abortion is a contributing reason to the increase in the teen death rate

    A study of the increase in the death rate among young women as a result of abortion

    The accountable conduct of nursing students

    Exploratory research on the development of a marketing strategy for nonprofit organizations

    Consumption of alcohol by nursing students in Honduras

    Knowledge of the effect of regular pelvic floor exercises on maternal health among women of reproductive age

    Continuing regular exercise during pregnancy: effect of exercise volume on fetoplacental growth

    The endurance exercise and pregnancy outcome

    Determinants of childbearing women’s choice of health care

    Contraceptive use among the university of New York at Oswego female students

    Posttraumatic stress among undergraduate emergency nursing students

    Predictors of pregnancy-related physical activity change in a rural white population

    The influence of
    business community
    partners

    Evaluation of nurses’ knowledge and techniques for cancer pain management in senior patients at the teaching hospital of Ahmadu Bello University in Zaria, Kaduna state

    Access and utilization of protective strategies among patients utilizing HIV/AIDS health care services at the teaching hospital of the Anambra state university

    A lifestyle intervention of weight-gain restriction: diet and exercise in obese women with gestational diabetes mellitus

    The role of the social worker in the reunification of foster children with their biological parents

    Preventing excessive weight gain during pregnancy through dietary and lifestyle counseling

    The perspectives of Jordanian nursing students on nursing research

    How civic entrepreneurs ignite neighborhood networks for the greater good

    Cysticercosis prevalence in Badirisa, Adamawa state

    Perceptions of nursing: an investigation of nurses, nursing students, patients, and non-nursing students

    The causes and effects of pneumonia in children under the age of five

    Professional nursing values among baccalaureate nursing students in Hong Kong

    Prevalence of hepatitis virus infection among pregnant women

    Factors influencing the happiness of nursing students pursuing a nursing major in terms of
    nursing project
    themes

    Challenges of nursing process utilization and ways to enhance nursing process understanding among SAKI west nurses

    The use of traditional medicine to treat malaria in pregnant women in the state of Abraka Delta

    The creation of hybrid organizational structures combines identity-based service delivery with political activism. Quarterly report on the not-for-profit and voluntary sector

    The prevalence of malnutrition among children under the age of five

    Networks, N.G.O.s, and public health: solutions to HIV/AIDS hybridization and nonprofit organizations: the governance challenge

    Impact of sexuality education on reducing unprotected sexual activity among adolescents via the local government in Edo state

    The link between height and heartbeat of male and female students at Delta State University, as determined by Delsu Abraka

    The performance challenge in nonprofit enterprises

    The problem of pregnancy and abortion on the education of girl-child’s

    Patient safety: undergraduate nursing students’ understanding

    Managing H.I.V. and AIDS discrimination in the workplace: a case study of the Eastern Cape Department of Social Development

    Client/patient knowledge and perception of hypertension and its management

    System for the delivery of patient care services employing timed color Petri nets

    The distinction between the public and private sectors in organizational theory

    The dietary therapy of peptic ulcer patients (a study of Mizrachi health center in bhaji L.G.A)

    The consequences of obesity and pregnancy

    Exercise training during pregnancy reduces the size of kids without altering the mother’s insulin sensitivity.

    An analysis of students’ perceptions of nursing education; the effect of traditional processing methods on the microelements of plantain; and a study of the impact of a dietary supplement containing lycopene.

    Perceptions of the psychiatric nursing experience among nursing students;

    Countertransference among nursing students;

    Self-assessed level of graduating nursing students’ nursing skills • Practical experience of nursing students with computer applications in nursing

    Bridging sectors: partnerships between nonprofits and private developers

    Effect of exercise on the intensity of low back pain in pregnant women

    A randomized controlled trial to prevent excessive weight gain in pregnant women

    Effectiveness of exclusive breastfeeding on the development of children younger than five years old.

    Sexual harassment of nurses and nursing students

    Numeracy skills of nursing students

    Importance of social workers in hospitals

    Hybrid organizations and the third sector: practice, philosophy, and policy challenges

    Medication administration and nursing students in their final year

    Determining the amounts of blood protein and C.I.C. in cerebral malaria patients

    Awareness of the causes and prevention of anemia during pregnancy among pregnant women attending the prenatal clinic at the poly subdistrict hospital.

    Body proportions and early neonatal morbidity in small-for-gestational-age children born sequentially

    The effect of AIDS education on nursing students

    Knowledge, perception, and preventive measures among health professionals

    Mixed welfare systems and hybrid organizations: alterations in the administration and delivery of social services

    Nursing project topics testing students’ cultural awareness

    The effect of nursing student’s exposure to patient care

    Pelvic floor muscle strength and reaction to pelvic floor muscle training for stress urine incontinence

    The influence of nursing student’s exposure to patient care

    How students in nursing can empower professionals

    A study of H.I.V. risk behaviors among women of reproductive age in U.Y.O. Local Government Area

    The impact of nursing students’ satisfaction

    The rationalization of charity: the influences of professionalism in the nonprofit sector

    Conceptions of social enterprise and social entrepreneurship in Europe and the United States convergences and divergences Quarterly report on the not-for-profit and voluntary sector

    Africa’s dependence and underdevelopment

    Poverty and reliance • The public-private dichotomy in organizational theory

    A cultural-historical analysis of a Moravian mission station at the southernmost tip of Africa

    Isomorphism and external support in contradictory institutional settings: a study of drug misuse treatment centers

    Nonprofits for hire: the welfare state in the era of outsourcing

    The governance challenge of networks, N.G.O.s, and public health solutions to HIV/AIDS in hybrids and
    nonprofit organizations

    The power of social innovation: how civic entrepreneurs spark communal networks for the greater good

    The influence of public development agencies

    Mixed welfare systems and hybrid organizations: alterations in the administration and delivery of social services

    Social capital’s contribution to the building of sustainable livelihoods

    Exploratory research on the development of a marketing strategy for nonprofit organizations

    The rise of nonprofit housing providers and federal policies

    The performance challenge in nonprofit organizations

    The social worker’s role in reuniting foster children with their biological families.

    The appointed state: quasi-government organizations and democracy

    Shelter and society: theory, research, and policy for nonprofit housing

    The designated state: quasi-government organizations and democracy

    Social mobility and cohesiveness in South Africa and Nigeria after apartheid

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    Management strategy in hybrid enterprises

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  • NURS 5003 Health Policy and Health Promotion

    NURS 5003 Health Policy and Health Promotion

    SYLLABUS
    Please note:

    In the event of a significant disruption of course activities because of an extraordinary
    environmental situation (e.g., COVID-19, other disaster), this syllabus is subject to change. Any and all
    changes will be communicated with students in as timely a manner as the situation allows.
    Semester: Summer

    Year:
    2021
    Course Prefix:
    Nurs

    Course Number:
    5003
    Course Title:
    Health Policy and Health Promotion
    Course Description and Overview:
    Provides a foundation for advanced nursing practice utilizing principles of health policy
    advocacy, health promotion and disease prevention in individuals and communities. Examines
    the application of policy processes and system level strategies to address national and
    community-level health problems and the influence of regulatory, legislative, and public policy
    upon various client populations. Focuses on the use of epidemiological, social, and
    environmental data to evaluate community health deficits.
    Course credit:
    Three (3) semester hours
    This course may not be repeated for credit
    .
    Meets Major Requirements and Elective Requirements
    Prerequisites Courses or Conditions:
    None
    Faculty Contact Information:
    Name of Instructor:
    Nina Fredland, PhD, RN, FNP
    Office Location:
    7436
    Office Phone Number:
    713.794.2098
    Office Hours:
    Online by appointment
    Email Address:
    nfredland@twu.edu
    Faculty Contact Information:
    Name of Instructor:
    Peggy Landrum, PhD, RN,CS
    Office Location:
    6033
    Office Phone Number:
    713.794.2176
    Office Hours:
    Online by appointment
    Email Address:
    plandrum@twu.edu

    PLACE YOUR ORDER HERE

    Course Objectives
    Upon successful completion of the course, the student should be able to:
    1.

    Demonstrate an understanding of the broad determinants of health, principles of
    genetics and genomics, and descriptive, statistical, scientific, and other data sources as
    a foundation for evidence-based practice in the planning, delivery, management, and
    evaluation of care to individuals, families, and aggregates/identified populations.
    2.

    Formulate client-centered and culturally appropriate strategies in the planning,
    management, and evaluation of clinical prevention and health promotion interventions
    and/or services to individuals, families, and aggregates/identified populations.
    3.

    Apply concepts, including organization of clinical and public health systems, health
    economics, genetics and genomics, health information management, interprofessional
    collaboration, workforce development and ethical frameworks to advance equitable
    and efficient prevention services, and promote effective population health policy.
    4.

    Analyze how healthcare policies influence the structure and financing of healthcare,
    clinical practice, and health outcomes.
    5.

    Examine the effect of legal and regulatory processes on nursing practice, healthcare
    delivery, and patient outcomes.
    6.

    Integrate clinical prevention and population health concepts in the development of
    culturally and linguistically appropriate health education and communication strategies
    and interventions for individuals, families, and aggregates/identified populations.
    7.

    Explore partnerships that assure the effective coordination, delivery, and evaluation of
    clinical prevention and health promotion interventions and/or services to individuals,
    families, and aggregates/identifies populations across care environments and the health
    system.
    Course Content Areas:
    Health policy/promotion and disease prevention
    ●

    Conceptual definitions and practice applications
    ●

    Leading causes of mortality and morbidity in the US
    ●

    Overview of Millennium Goals, Sustainable Development Goals
    ●

    National health promotion goals (Healthy People 2020)
    ●

    Leading health indicators, including Adverse Childhood Experiences (ACEs)
    ●

    Health policy, implications, and delivery in the US and globally
    ●

    Healthcare workforce
    ●

    Ethical issues
    Human diversity and social issues in health policy/promotion and disease prevention
    ●

    Determinants of health
    ●

    Basic concepts in cultural diversity
    ●

    Issues of race, class, and gender in healthcare
    ●

    Communities/aggregates/populations at risk
    ●

    Culturally sensitive health care
    ●

    Trauma informed healthcare

    3
    Fostering healthy communities
    ●

    Ecological Framework and Epidemiological Principles
    ●

    Utilization of epidemiological, social, and environmental data
    ●

    Targeted community healthcare policies and strategies
    ●

    Multidisciplinary approaches
    ●

    Ethical issues across the life span and amid a Pandemic
    Course Textbooks:
    Required:
    Publication Manual of the American Psychological Association (7
    th
    Edition). APA
    Recommended:
    Edelman, C. L. & Kudzma, E. C. (2018). Health promotion throughout the lifespan, (9
    th
    ed.).
    Elsevier
    Activities, Assignments, and Grading Policy:
    This online course uses distance educational methodologies to present content. Students are
    expected to participate in course activities, both individual and group, and to complete assigned
    work online. Activities include in-depth exploration of course content available via the Internet,
    health promotion textbook and other resources. The three modules of the course contain readings,
    learning guides, assignments and discussion topics.
    Evaluation:
    Health Promotion Project

    40%
    Discussion Board Activities

    20%
    Seminar Group Presentation

    20%
    Policy Paper 20%
    Assignments and Content Areas:
    Foundations:
    Introduction to concepts
    Discussion board forums and beginning group work
    Initial health promotion project (HPP) with assessments and theoretical foundation)
    Application / Intervention:
    Utilizing concepts
    Discussion board forums
    Preparation of seminars and individual policy papers
    Continuing health promotion project
    Synthesis:
    Synthesis of concepts and self-evaluations
    Group seminar presentations / evaluations
    Self-evaluation of discussion boards
    Health policy paper and policy discussion board
    Final health promotion project

    4
    Grading Guide:
    Letter grades will be assigned by the following grading scale:
    90 – 100 = A
    80 – 89 = B
    70 – 79 = C
    60 – 69 = D
    below 60 = F
    Late Assignments:
    Consult evaluation criteria for each individual assignment. Points will be deducted on late
    assignments (5% deduction for each day the assignment is late, up to 3 days). No
    assignments will be accepted after three days following the due date
    unless
    prior approval
    has been granted by the professor.
    So please contact faculty if you have special
    circumstances.
    ASSIGNMENTS
    A.

    Health Promotion Project (40%)
    1.
    Prepare a
    database (assessment)
    regarding your own health. Required components:
    a.

    2 required assessment tools (health risks and lifestyle indicators) located in the
    Course Information
    folder under
    Health Promotion Project
    b.

    1 Genogram and 1 Ecomap, including narrative interpretation and implications of
    findings
    c.

    Adverse Childhood Events (ACE) questionnaire
    (submission of results not
    required)
    d.

    2 additional assessment materials directly related to your targeted area of
    behavioral change
    Upon completing the above tasks, you will have
    seven
    assessments, and submit
    six
    .
    It
    is optional to include data from your last personal physical exam or any other
    personal health risk information that you view as significant. Complete the ACE
    assessment for your own information. You are not required to share this
    information but keep in mind for use in your clinical practice to identify at-risk
    individuals.

    Be sure to consider significant health risks for your age group (see Healthy People
    2020 and recent CDC Covid-19 health risks). Suggested links are provided in the
    Web
    Links
    folder.
    We require submission of only the
    findings
    from each assessment, not the actual tool.
    **Report your results and include an
    interpretive paragraph
    to describe the meaning

    5
    each particular assessment has for you, as well as
    overall implications
    of your
    assessments for your health. Please do not submit the entire tool, links, or screen shots.
    2.
    Develop a
    personal treatment plan
    based on your assessments that includes:
    a.

    1 goal
    (broad outcome)
    b.

    2 objectives

    (more focused outcomes)
    , and
    c.

    5-10 action

    steps

    (specific measurable actions you will take)
    to support
    each

    objective.
    (Be selective – you have only10 weeks in this course to implement your HPP
    project. Please do not try to change several behaviors at once – we do not want you
    to overwhelm yourself! Focus on one behavior for this project.) Of course, you
    may continue to implement your HPP once the course is completed.
    3.
    Choose a
    theoretical framework
    to guide the progression of your project, i.e., a
    theory or model that you will use to guide your choices and your understanding of
    behavior change.
    a.

    Explain
    each
    of the tenets / concepts of your framework
    in your own words
    and in
    detail
    ;
    b.

    Explain how this theory applies to and facilitates your treatment plan;
    c.

    Use examples of how you are applying the theory to your project; and,
    d.

    Include adequate
    detail
    in your explanations – this is not a superficial ‘brief
    mention,’ but rather a
    comprehensive application
    of the theory to your health
    promotion effort. The theory is meant to guide your actions and to help you be
    successful.
    4.
    Maintain a log (at least 2 entries per week)
    . Date each log entry.
    a.

    Describe and analyze your health promotion (behavior/lifestyle change) activity
    and your thoughts and feelings about the change process, i.e., what is it like for you
    to be engaging in this project and implementing your treatment
    (intervention)
    plan.
    b.

    Discuss how your theoretical framework is applicable to your choices, i.e., how
    your theory is guiding you and how you are using your theory.
    c.

    Log entries should be
    substantive and show progress
    on a physical and affective
    (emotional) level. Discuss your thoughts as you move through your project. Submit
    your log as one component of your overall HPP project. One sentence is rarely
    adequate to demonstrate careful reflection that will assist you to move forward,
    revise, or consider whatever is necessary for successful implementation of your
    HPP. Remember it is not whether you reach your goal within the 10 weeks, but
    more that you learn the process and can apply it to your future practice.

    6
    5.
    Submit
    two article summaries
    with the
    first
    submission of your project.
    a.

    Choose 1 article from a professional / research source that is relevant to your
    project. Summarize the article and
    note how the article relates to your project.
    b.

    Choose 1 article from a lay or popular source that is related to your area of change.
    Summarize the article and
    relate how the information is useful in your project.

    6.
    Please note:
    Your personal treatment plan should include the establishment of
    objectives and action steps for the semester. Evaluation will be formative by the log
    submissions, and summative on the entire process of planning, implementing, and
    evaluating your own personal treatment plans and on your application of science,
    theory, and policy to practice.
    a.

    You will be evaluated ONLY on your overall process, not on success meeting your
    goal.
    b.

    Although you may reap personal benefit, the greater goal is that you will be able to
    apply the principles you have learned and your experience of the process to your
    own practice arena in the future.
    c.

    The rubric for this project (below) identifies expectations.
    B.

    Discussion Boards (20%)

    1.

    Four topical discussion board assignments
    are included in this course, 2 in Module 1
    and 2 in Module 2. Each discussion board is associated with a lesson, and provides the
    opportunity to share your own knowledge, research, and insights associated with the
    topic. You also have the opportunity to expand your own understanding by active
    engagement in the discussion and use of outside reference materials.
    Substantial
    discussion
    is expected, with meaningful comments supported by your own experience
    as well as your objective knowledge of the topic.
    2.

    A grading rubric for discussion board participation is provided below in this syllabus.
    3.

    Final discussion board grades are determined by averaging student self-evaluation
    of each discussion board with professor evaluation.
    Include brief but specific
    examples
    in support of your self-evaluation. Self-evaluations will be due following
    completion of the first 2 modules. Be sure to assign yourself an overall grade for
    your effort on discussion boards.
    C.

    Seminar Presentation (20%)
    1.
    Students will choose and participate in a group presentation of a
    seminar on

    health
    risk assessment, health promotion, and health policy
    for a topic specific to one age
    group.
    2.
    Student learning objectives, presentation outline, and bibliography should be
    developed and included in the seminar presentation.

    7
    3.
    The students and the faculty will evaluate the seminar using the
    Seminar Evaluation
    Form
    found in Module 2.
    4.
    Students are encouraged to be creative in their presentations, and may want to utilize
    multimedia, actual patient scenarios, or any other activities that are designed to meet
    seminar learning objectives. Remember that the IT resources of the University are
    available to you as your group determines what you would like to do for your project.
    Additional guidelines will be available in Module 2.
    5.
    Please be sure that the material presented is appropriate for
    graduate level
    learning,
    i.e., include depth of information appropriate for master’s prepared nursing practice,
    and expand on what you learned in your undergraduate program! (You may build on
    information you learned at the undergraduate level, but it should go
    well beyond
    that
    to include a level of detail appropriate for advanced nursing practice.) You are
    responsible for mastery of content as well as presentation style. The presentation
    should flow with proper spelling and grammar appropriate for graduate level scholarly
    work. Allow time for editing and proofing. Finally, please take individual
    responsibility for participating fully with your group.
    D.

    Policy Op-Ed Paper (20%)
    Select a Current Policy Issue to address in your Op-Ed

    Choose a current health policy issue for your Op-Ed Paper topic. This can include a
    policy that is related to the Determinants of Health, Sustainable Development
    Goals, structural racism, violence, pandemic issues, etc. For example, it can be an
    issue specifically related to COVID 19 such as vaccination hesitancy, roll out
    inequities, mask-wearing, economic issues, housing/eviction, travel constraints,
    etc. You may address any issue about which you are passionate and that affects
    health, either individual health, family health/functioning, or population health.
    Your issue may have a community, state, national, or global focus. Pick an area
    that you think is significant enough to be addressed. Given the worldwide crisis,
    the range of possibilities is broad, from policies with an individual focus to those
    with a population focus.

    Think globally and locally; therefore, the policy issue you choose can relate on a
    local, state, national, or global level.

    Research historical and background information relevant to your chosen issue.

    Identify individuals or groups who would be most interested in your chosen policy
    and for what reason (stakeholders). And remember that some will be interested in
    your policy for the purpose of opposing it! Most policies affect families, groups,
    communities, and societies. Be sure to consider the implications beyond an
    individual focus. NURS 5003 Health Policy and Health Promotion

    PLACE YOUR ORDER HERE

    8
    Develop an INFORMED opinion

    Develop an informed opinion on the selected issue based on the information that
    you have gathered and possibly on your experience as a practicing professional
    nurse.

    Remember that an informed opinion means that you can understand and
    present evidence for both sides of the issue, and then clearly indicate your own
    position, i.e., identify pros and cons. For your Op-Ed, simply acknowledge the
    views of ‘the other side’ so that your view can be balanced against the other
    view.

    Compile the results of your research in a 1-2-page double spaced paper, not
    including title page and references. In short, make your point, i.e., your argument
    for your position, clearly and concisely – state the policy, history, pros, cons,
    ethical issues if any, and then your supported position.
    What is an Op-Ed

    To assist you, we are providing some definitions and examples of Op-Eds.

    Def #1:
    Op-Ed is short for ‘opposite the editorial page.’ It is an open letter or public
    letter. Although newspapers may refer to editorials as opinion pieces, op-eds can be
    written by someone with expertise in a subject area, someone with an authentic
    perspective, or someone strongly opinionated about a topic and usually not
    affiliated with the publication.

    Def #2:
    An op-ed (abbreviated from “opposite the editorial page”) is an opinion
    piece that appears on a page in the newspaper dedicated solely to them, often
    written by a subject-matter expert, a person with a unique perspective on an issue,
    or a regular columnist employed by the paper. Op-eds may be solicited by the
    editorial staff but may also be submitted by the author for publication. Although
    the decision to publish such a piece rests with the editorial board, any opinions
    expressed are those of the author. A
    letter to the editor(Links to an external
    site.) (Links to an external site.) is a common example of this.

    Sharing Nursing knowledge through opinion editorials

    https://nursemanifest.com/2020/08/04/sharing-nursing-knowledge-through-
    opinion-editorials/(Links to an external site.) (Links to an external site.)

    Write an Op-ed

    https://mdpha.org/content/uploads/APHA-oped_tips.pdf(Links to an external
    site.) (Links to an external site.)

    How to Write a Killer Op-Ed: Sharpening the Persuasive Writing Blade

    https://naepub.com/publicity/2014-24-2-2/(Links to an external site.) (Links to an
    external site.)

    Nurse: What my daughter fears for me – Opinion by Theresa Brown

    https://www.cnn.com/2020/03/20/opinions/nurse-masks-protective-equipment-
    brown/index.html(Links to an external site.) (Links to an external site.) NURS 5003 Health Policy and Health Promotion

    9

    This Op-Ed assignment will improve your ability to make the voices of nurses
    heard locally, regionally, across the state, nationally, and internationally – and
    beyond the discipline of nursing! These are extraordinary times. The global impact
    is unprecedented! We look forward to a rich and compelling discussion around
    your Op-Ed pieces.
    Post your Op-Ed on the Op-Ed discussion board and to the assignment link on
    Canvas.
    Substantive dialogue and critique of your peers’ op-ed papers will be
    required in the discussion board. Details will follow in Discussions.
    GRADING RUBRICS
    Health Promotion Project Rubric
    Health Promotion Project submissions across modules will be assessed for a total of 40% of your
    grade. The assignment rubric serves as a guide for grading your written work. You earn a rating on
    each assignment as exceeding expectations, meeting expectations or performing below expectations.
    Expectations
    /
    Components
    Exceeds
    Expectations
    (A+, A, A-)
    Meets Expectations
    (B+, B, B-)
    Performs below
    Expectations
    (C+, C, C-)
    Timeliness
    of
    Response
    ✓
    Assignment on time


    Assignment on time
    ✓

    Assignment late
    (Missing assignments
    will not receive credit) **
    See above for policy
    related to late assignments.
    Content of
    assignment
    ✓

    Material
    cogently presented
    ✓

    Assessments
    complete
    ✓

    Tx plan
    complete with
    specific action steps
    ✓

    Theory
    explained in detail
    with application to
    your own project
    ✓

    Log entries
    demonstrate
    implementation of
    treatment plan and

    Material
    understandable
    ✓

    Assessment largely
    completed
    ✓

    Tx plan partially
    complete
    ✓

    Theory introduced
    with some
    explanation and some
    examples
    ✓

    Log entries
    demonstrate partial
    attention to treatment
    plan and theory
    ✓

    Material disorganized,
    hard to follow or missing
    ✓

    Assessment missing or
    incomplete
    ✓

    Tx plan missing or
    incomplete
    ✓

    Theory missing or
    incomplete
    ✓

    Log missing or
    incomplete or excessively
    brief

    10
    application of theory
    with examples
    ✓

    Article
    summaries offer
    concise organized
    information,
    including application
    to your project
    ✓

    Supporting
    evidence is always
    offered
    ✓

    Article summaries
    include information in
    less organized format
    ✓

    Supporting evidence
    is usually offered

    Article summaries or
    excessively brief
    ✓

    Supporting evidence is
    haphazard or lacking
    Discussion Board Participation Rubric
    Participation on discussion boards will be assessed using the following rubric, which serves as a
    guide for grading your participation. Your score will be calculated by
    averaging self-ratings
    and professor ratings
    . Please rate yourself as exceeding expectations, meeting expectations or
    performing below expectations on each of the discussions in the module, and then provide an
    overall letter grade
    . You must provide
    specific
    examples from
    each
    of the discussions to
    support your self-assessed ratings. Failure to adequately support your rating will result in the
    rating being lowered by one level. The professors will also rate your performance using the same
    criteria. Do not copy and paste from the various discussion boards. Instead support with
    succinct, specific examples. Student and faculty ratings will be averaged together for a final
    score. NURS 5003 Health Policy and Health Promotion
    Expectation/
    Components
    Exceeds Expectations
    (A+, A, A-)
    Meets Expectations
    (B+, B, B-)
    Performs Below
    Expectations
    (C+, C, C-)
    Consistency
    of
    Response
    ✓
    Frequent & even
    distribution of entries
    throughout module
    ✓
    Consistently initiates
    discussion
    ✓
    Responds to discussion in
    timely fashion
    ✓

    Uneven distribution of
    entries
    ✓

    Occasionally initiates
    discussion
    ✓

    Responds to most
    discussion
    ✓
    Uneven & infrequent
    entries
    ✓
    Little or no initiation of
    discussion
    ✓
    Seldom responds
    Degree of
    Engagement
    ✓
    Interacts freely and
    encourages others
    ✓
    Frequently generates
    further discussion
    ✓
    Provides leadership to
    group
    ✓

    Participates in ongoing
    discussion
    ✓

    Occasionally evokes
    further discussion
    ✓

    Active group member
    ✓
    Not actively involved in
    discussion
    ✓
    Not engaged
    ✓
    No contribution to group

    11
    Evidence of
    Understanding
    ✓
    Uses resources beyond
    those required by course
    ✓
    Knowledge gained well
    incorporated into
    responses
    ✓
    Consistent reflection of
    course content
    ✓
    Uses required readings
    & course materials
    ✓
    Ideas stated clearly with
    some connection to
    readings.
    ✓
    Some reflection of
    content
    ✓
    Readings & course
    materials not reflected
    ✓
    Opinions not informed
    by readings
    ✓
    Remarks unrelated to
    topic
    Depth of
    Commentary
    ✓
    Provides examples that
    enhance understanding of
    topic
    ✓
    Analyzes issues and
    implications arising from
    topic
    ✓
    Reflects insight into own
    learning
    ✓
    Restates ideas from
    resources that clarify
    topic
    ✓
    Identifies issues and
    implications arising
    from topic
    ✓
    Some insight into own
    learning
    ✓
    Comments limited to
    agree or disagree
    ✓
    No issue identification
    ✓
    No evidence of insight
    into own learning
    UNIVERSITY/CLASS POLICIES
    Disability Support Policy Statement:
    Texas Woman’s University strives to make all learning
    experiences as accessible as possible. If you anticipate or experience academic barriers based on
    your disability , please contact Disability Services for Students (
    dss@twu.edu; 940-898-3835,
    CFO 106) to verify eligibility and register for services. After DSS registration, contact me as
    soon as possible to discuss your accommodations so that they may be implemented in a timely
    fashion.
    Title IX:
    Students who may need academic accommodations due to pregnancy (including
    termination of pregnancy, childbirth, and lactation) are encouraged to contact
    Symone Osieko
    Director of Civility & Community Standards/Title IX Coordinator,
    TitleIX@twu.edu,
    940-898-2969.
    Academic Integrity:
    Honesty in completing assignments is essential to the mission of the
    University and to the development of the personal integrity of students. In submitting graded
    assignments, students affirm that they have neither given nor received unauthorized assistance,
    and that they have abided by all other provisions of the Code of Conduct in the TWU Student
    Handbook. Cheating, plagiarism, collusion, dual submission of a paper or other kinds of
    academic dishonesty will not be tolerated and will result in appropriate sanctions that may
    include failing an assignment, failing the class, removal from an academic program, or being
    suspended or expelled. Allegations of academic dishonesty in this course may be reported to the
    Office of Civility and Community Standards. The specific disciplinary process for academic
    dishonesty is found at
    http://www.twu.edu/student-handbook in Section 5 as part of the TWU
    Student Code of Conduct. For details on avoiding plagiarism, visit
    http://libguides.twu.edu/writingciting and visit the Writing Help > Plagiarism section.
    In an effort to ensure the integrity of the academic process, Texas Woman’s University
    vigorously affirms the importance of academic honesty as defined by the TWU Student Code of
    Conduct. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas

    12
    Woman’s University may now use a tool such as Turnitin to compare a student’s work with
    multiple sources. It then reports a percentage of similarity and provides links to those specific
    sources. The tool itself does not determine whether or not a paper has been plagiarized. Instead,
    that judgment must be made by the individual faculty member.
    Tools to help you avoid plagiarism are available through the TWU Libraries at
    https://www.twu.edu/library/tutorial/cap/plagiarism/
    TWU Attendance Policy:
    Consistent attendance is vital to academic success and is expected of
    all students. Grades are determined by academic performance, and instructors may give students
    written notice that attendance related to specific classroom activities is required. Absences do
    not exempt students from academic requirements. Excessive absences, even if documented, may
    result in a student’s failing the course. Excused absences are within the purview of the
    instructor. Students must consult with instructors regarding make-up work.
    Technology Communication
    E-mail and Canvas are communication and teaching modalities used extensively in this course.
    All students are expected to access, navigate, and utilize these modalities on a regular basis.
    Failure of a student to receive messages, announcements, or assignments sent or posted via these
    modalities may jeopardize the student’s progress in the course and does not constitute a viable
    excuse for failing to meet course requirements and expectations
    .
    Preliminary grades may be
    posted as a function of Canvas.

    However, these grades are not considered official; only those
    grades submitted to the registrar’s office at the end of the semester are official. If you have any
    questions about using e-mail or Canvas, please contact the Technology Service Desk for live
    chat, email
    servicedesk@twu./edu or online at
    https://twu.edu/technology/ or TWU extension 8-
    1-3971 or telephone 940-898-3971. There are also Canvas tutorials posted in the Getting Started
    Module.

  • Genograms and Ecomaps family nursing

    Genograms and Ecomaps family nursing

    Genograms and Ecomaps

     

    Genograms and Ecomaps are essential components of individual and family assessment. They should be used concurrently with other assessment tools.

    Genograms are:

    a format for drawing a family tree that records information

    and covers at least three generations.

    a diagram or skeleton showing intergenerational relationships.

    similar to genealogy and genetic charts/pedigree.

    used in family therapy and health care settings.

    a source of information for planning nursing interventions.

    a visual and graphic display of information.

    a quick overview of the family’s complexities.

    derived from within family systems theory.

    a way to visualize the patterns that repeat

    symbols depicting membership structure, interaction patterns, etc.

    can include information related to ages, marital status, ethnicity, religion, education, health, drug use, occupation, military service, impacting events in addition to medical details.

    ORDER HERE

    Ecomaps:

    graphically depicts the family’s relationships & interaction with its immediate external environment. It can illustrate an individual’s or family’s relationships. This is consistent with the Microsystem referred to in Bronfenbrenner’s Ecological Framework.

    visualize the individual/family social network and how family members are perceiving or receiving social support.

    Using both a genogram and ecomap together enables the clinician to gain a fuller view of the individual/family social networks and support. Genograms and Ecomaps family nursing

    To complete the ecopmap place the individual or family in the middle circle & significant people organizations and agencies in outer circles. Start with a blank ecomap (If you were assessing a client or family, the nurse can jointly complete the ecomap with the client.)

    Straight lines = strong relationships

    Slashed lines conflicted/stressful

    Dotted tenuous relationships

    Wider lines are stronger

    Arrows = direction of the energy and resources

     

    Genograms and Ecomaps

     

    Genograms and Ecomaps are essential components of individual and family assessment. They should be used concurrently with other assessment tools.

    Genograms are:

    a format for drawing a family tree that records information

    and covers at least three generations.

    a diagram or skeleton showing intergenerational relationships.

    similar to genealogy and genetic charts/pedigree.

    used in family therapy and health care settings.

    a source of information for planning nursing interventions.

    a visual and graphic display of information.

    a quick overview of the family’s complexities.

    derived from within family systems theory.

    a way to visualize the patterns that repeat

    symbols depicting membership structure, interaction patterns, etc.

    can include information related to ages, marital status, ethnicity, religion, education, health, drug use, occupation, military service, impacting events in addition to medical details.

     

    Ecomaps:

    graphically depicts the family’s relationships & interaction with its immediate external environment. It can illustrate an individual’s or family’s relationships. This is consistent with the Microsystem referred to in Bronfenbrenner’s Ecological Framework.

    visualize the individual/family social network and how family members are perceiving or receiving social support.

    Using both a genogram and ecomap together enables the clinician to gain a fuller view of the individual/family social networks and support.

    To complete the ecopmap place the individual or family in the middle circle & significant people organizations and agencies in outer circles. Start with a blank ecomap (If you were assessing a client or family, the nurse can jointly complete the ecomap with the client.)

    Straight lines = strong relationships

    Slashed lines conflicted/stressful

    Dotted tenuous relationships

    Wider lines are stronger

    Arrows = direction of the energy and resources

    Genograms and Ecomaps family nursing

  • NURS 5644 Advanced Health Assessment/ Differential Diagnosis

    NURS 5644 Advanced Health Assessment/ Differential Diagnosis

    SYLLABUS

    In the event of a significant disruption of course activities because of an extraordinary environmental situation (e.g., COVID-19), this syllabus is subject to change. Any and all changes will be communicated with students in as timely a manner as the situation allows.

    Semester:
    Fall 

    Year: 
    2021

    Course Prefix: 
    NURS

    Course Number: 
    5644

    Course Title:
    Advanced Health Assessment/Differential Diagnosis

    Course Description and Overview:  

    Examination of the systematic process involved in performing a holistic health assessment on individuals throughout the life span.  Includes knowledge and skills necessary to gather data, interpret findings, make health diagnosis, communicate results, and empower clients.

    Emphasis in this advanced course will be to individualize the history and physical exam to the presenting health concerns of the client throughout the lifespan.  A review of the systematic process involved in performing a comprehensive history, physical, and psychological health assessment on individuals includes knowledge and skills necessary to gather data, interpret findings, formulate differential diagnosis, and communicate findings/plans.NURS 5644 Advanced Health Assessment/ Differential Diagnosis

     

    Meets Core Curriculum Requirements

     

    Faculty Contact Information:

     

    Name of Instructor:
      Rita Dellostritto, PhD, APRN, CNS, ENP, ACNP-BC, FAANP 

    Office Location:
      IHSI 6036

    Phone Number:
      713-794-2803; 713-826-6236 (c)

    Office Hours:
      by appt

    Email Address:

    rdellostritto@twu.edu

    Name of Instructor:
    Rebecca Schultz, PhD, APRN, CPNP-PC

    Office Location: 
    IHSI 6026

    Phone Number:
      713-794-2154

    Office Hours:
    by appt

    Email Address:
    rschultz1@twu.edu

    Name of Instructor:
      Patrick Laird, DNP, APRN, ACNP-BC, NEA-BC

    Office Location: 
    Off Campus

    Phone Number: 
    281-222-0619

    Office Hours:
      by appt

    Email Address:
     plaird@twu.edu

    Name of Instructor:
      Jodi Wright, DNP, APRN, AGACNP-BC, FNP-BC

    Office Location:
      Off Campus

    Phone Number:
      312-933-6764

    Office Hours:
      by appt

    Email Address:
      jwright28@twu.edu

     

    Goals and Outcomes:

    Upon successful completion of this course, the student will be expected to be able to:

    Demonstrate sound critical thinking and clinical decision-making.

    Develop a comprehensive database, including complete functional assessment, health history, physical examination, and appropriate diagnostic testing.

    Perform a risk assessment of the client including assessment of lifestyle and other risk factors.

    Identify signs and symptoms of common emotional/cognitive health problems and the impact on physical assessment.

    Perform basic laboratory test and interpret other laboratory and diagnostic data.

    Relate assessment findings to underlying pathology or physiologic changes.

    Establish a differential diagnosis based on the assessment data.

    Synthesize knowledge of health conditions in making differential diagnoses.

    Develop an effective and appropriate plan of care for the client, which takes into consideration life circumstances and cultural, ethnic and developmental variations.

    Recognize variations in health, including physiological variations, in a wide range of cultural, racial, ethnic, age and gender groups that influence the assessment and plan of care.

    Incorporate evidence base research in decision-making.

    NURS 5644 Advanced Health Assessment/ Differential Diagnosis

    Clinically upon successful completion of this course, the student will be expected to be able to:

     Demonstrate a complete and problem-focused health assessment for clients and families of all ages, ethnicities, and cultures.  To include:

    a.

    Formulating a complete and problem-focused health history and physical examination for individuals and families across the lifespan

    b.

    Interpreting a problem-focused health history and physical examination for individuals across the Lifespan

    c.

    Organizing data to determine a differential list of health problems

    e.

    Prioritizing health problems

    f.

    Presenting relevant health data and differential list of health problems to the preceptor

     Demonstrate clinical screening skills in:

    Female pelvic examination, client instructions in breast self-examination, male genital and prostate examination, client instructions in testicular self-examination, Denver II screening, scoliosis screening, and health maintenance screening across the lifespan.

     Demonstrate clinical diagnostic skills in:

    X-ray interpretation, EKG interpretation, and interpretation of laboratory tests.

     

    Course Materials and Supplies:

     

    Textbooks:  

    REQUIRED TEXTBOOKS:

    Bickley, L.S., Szilagyi, P.G., & Hoffman, R.M. (2021).  Bates’ guide to physical examination and history taking (13
    th
    ed.).  Philadelphia. PA: Wolters Kluwer/Lippincott Williams and Wilkens.  ISBN
    9781469893419

     

    Goolsby, M.J., & Grubbs, L. (2015).  Advanced assessment: Interpreting findings and formulating differential diagnoses (4th ed.).  Philadelphia, PA: F.A. Davis. ISBN-13: 
    978-0803668942

     

    Fischbach, F., & Dunning, M. (2021).  A manual of laboratory and diagnostic tests (10
    th
    ed.).  Wolters Kluwer. 
    ISBN-13: 978-1496377128; ISBN-10: 1496377125

    The following are available online through TWU Library

    Fortin, A.H., Dwamena, F.C., Frankle, R.M., & Smith, R. (2012). Smith’s patient-centered interviewing: An evidence-based model (10th ed.).  Lange/McGraw Hill. 
    Free Access TWU Library
    at
    https://accessmedicine-mhmedical-com.ezp.twu.edu/book.aspx?bookid=501

     

    Bickley, L.S. (2017).  Bates’ visual guide to physical examination [
    video series]:
    Wolters Kluwer. 
    Online access
    [Free through TWU Library]. Location: 
    https://batesvisualguide.com/multimedia.aspx?categoryID=21787#21768

    R
    ecommended Texts: 

    Bickley, L.S., Szilagyi, P.G., & Hoffman, R.M. (2021). Bates’ pocket guide to physical examination and history taking (9
    th
    ed.).  Philadelphia: Walter Kluwer. ISBN-13: 
    978-1975109875

    Required Supplies:

    Diagnostic Kits:  Ophthalmoscope and Otoscope, Tuning Fork, Reflex Hammer, monofilament, tape measure, Stethoscope, Pocket Snellen visual chart, Professional Lab Coat (3/4 or full length)

    Computer with a functioning web camera for online quizzes/exams. NURS 5644 Advanced Health Assessment/ Differential Diagnosis

    Internet Resources

    American Academy of Family Practice:
    http://www.aafp.org
     

    American College of Nurse-Midwives:
    http://www.acnm.org

    American Academy of Pediatrics:
    http://www.aap.org

    Centers for Disease Control and Prevention:
    http://www.cdc.gov

    Healthy People 2030:
    http://www.health.gov/healthypeople

    Pregnancy Web Sites:

    AWHONN- Association of Women’s Health, Obstetric and Neonatal Nurses

    Texas Board of Nursing:
    http://www.bne.state.tx.us
     

    World Health Organization:
    http://www.who.int/en/

     

    NOTE: 
    Student access to the internet for current information is a course expectation.  There is a computer lab with internet capability for the use of TWU students on the 4
    th
    floor. 

     

    Pre/Co-requisites Courses:
    BIOL 5333 Advanced Pathophysiology

     

    Policy Statements

    COVID-19 Precautions

    Because we are a “Campus with a Heart,” you are
    encouraged
    to keep yourself and others safe through the following actions:

    Get the COVID-19 vaccine if you haven’t done so; vaccines are available at Student Health Services (SHS). 

    Wear a mask indoors, consistent with CDC guidelines.

    Sit in the same seat throughout the semester in face-to-face classes. TWU has requested that all faculty utilize seating charts to assist with any needed contact tracing.

    Continue to follow all recommended health protocols for frequent hand washing and use of hand sanitizer and sanitation supplies found around campus. 

    Stay home if you are sick. 

    Complete the
    COVID-19 Reporting Form (https://veoci.com/veoci/p/form/y5v3xsy58vpb?c=119409#tab=entryForm)
    if you have tested positive for COVID-19, are exhibiting symptoms of COVID-19, or have been exposed to someone who tested positive for COVID-19. TWU is following CDC quarantine guidance, and your completing these forms will help us to minimize the spread of COVID-19 on our campuses.

    Inform your professor if you are impacted by COVID-19 exposure/illness. If you need assistance from Student Life to communicate with professors regarding missed assignments due to COVID-19, complete the
    Health and Academic Support Request form (https://twu.edu/coronavirus/student-resources/)
    . Upon submission, a staff member from SHS and/or Student Life will contact you.

    Consult TWU’s
    COVID-19 website (https://twu.edu/coronavirus/
    )
    for up-to-date information about the pandemic and TWU’s response.  

    Be aware that TWU reserves the right to move to synchronous and/or asynchronous online modalities and to reduce class size and/or location should the need arise.

     

    Disability Access Policy Statement

    Texas Woman’s University strives to make all learning experiences as accessible as possible. If you anticipate or experience academic barriers based on your disability (including mental health, chronic, or temporary medical conditions), please contact me via email/phone or during office hours, so that we may privately discuss options. To establish reasonable accommodations, please register with Disability Services for Students (DSS). After registration, contact me as soon as possible to discuss your accommodations so that they may be implemented in a timely fashion.
    DSS contact information: 
    DSS website (www.twu.edu/dss)
    ; dss@twu.edu; 940-898-3835; CFO Ste. 106 NURS 5644 Advanced Health Assessment/ Differential Diagnosis

    Title IX: Sexual Violence Education

    TWU is committed to providing a safe learning environment free of all forms of sexual misconduct, including sexual harassment sexual assault, domestic violence, dating violence, and stalking. Federal laws (Title IX and the Violence Against Women Act) and TWU policies prohibit discrimination on the basis of sex and therefore prohibit sexual misconduct. As students, if you or someone you know is experiencing sexual harassment, relationship violence, stalking, or sexual assault, there are campus resources available to provide support and assistance. Alleged sexual misconduct can be non-confidentially reported to the Title IX Coordinator at the
    Report an Incident website (https://twu.edu/civility/report-an-incident/
    )
    or at (940) 898-2968. Additionally, please be aware that under Title IX of the Education Amendments of 1972, all employees are required to disclose information about such misconduct to the Title IX Office. Students who wish to speak to a confidential employee who does not have this reporting responsibility, you can contact TWU Counseling and Psychological Services at (940) 898-3801 for the Denton Campus, (214) 689-6655 for the Dallas Campus, and (713) 794-2059 for the Houston Campus.

     

    Title IX: Pregnant and Parenting Students

    Title IX is a federal law which requires schools that receive federal funds to provide reasonable accommodations to students who are pregnant or have pregnancy related conditions. This includes pregnancy, pre-natal doctor appointments, childbirth, false pregnancy, miscarriage, termination of pregnancy, or recovery from any of these conditions. Students who may need academic accommodations due to pregnancy related conditions should complete the
    Pregnancy Accommodation form (https://twu.edu/pregnancy-accommodation-form/)
    to coordinate academic needs. 

     

    Academic Integrity 

    Honesty in completing assignments is essential to the mission of the University and to the development of the personal integrity of students. In submitting graded assignments, students affirm that they have neither given nor received unauthorized assistance, and that they have abided by all other provisions of the Academic Integrity Policy and the Student Code of Conduct as found on the TWU website and in the TWU Student Handbook. Cheating, plagiarism, collusion, dual submission of a paper, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, removal from an academic program, or being suspended or expelled. Allegations of academic dishonesty in this course may be reported to the Office of Civility and Community Standards. The specific disciplinary process for academic dishonesty is in Section 5 as part of the
    TWU Student Code of Conduct (http://www.twu.edu/student-handbook)
    . For details on avoiding plagiarism, review the Library
    Tutorial: Avoiding Plagiarism (http://libguides.twu.edu/c.php?g=270163&p=1803990)
    .

     

    TWU Attendance Policy

    Consistent attendance is vital to academic success and is expected of all students. Grades are determined by academic performance, and instructors may give students written notice that attendance related to specific classroom activities is required. Absences do not exempt students from academic requirements. Excessive absences, even if documented, may result in a student’s failing the course. Excused absences are within the purview of the instructor. Students must consult with instructors regarding make-up work.

    EVALUATION:

    Evaluation will be based on examination scores, assignments and satisfactory clinical performance.

    Major Course Assignments and Examinations:

    Activities, Assignments, and Grading Policy:

    Grading Elements:
     

    100 POINTS

    Assignment: Subjective Health History 

    Shadow Health: Tina Jones           

    DCE minimum of 80% for pass

    5

    Assignment: Subjective Written Health History            

    5

    SOAP #1 Assignment:  Focused H&P

    Shadow health & Written SOAP

    5

    Microscopic Exam

    5

    SOAP #2 Assignment:  Comprehensive Final Soap –             

    (Shadow Health & Written SOAP)

    5

    Weekly Exams/Quizzes

    (8 Total worth 5pts each)

    50

    Midterm: Check off

    Male/Female GU examination   

    (Must demonstrate mastery at Baylor College of Medicine– Pass/Fail)

    Pass/Fail

    Final OSCE Head-to Toe Check-off               

    (
    Must score 80% or higher to pass
    )

    25

    Attendance (Must attend 3 in-class labs for Pass)                      

    Must Score PASS

    Pass/Fail

    Successful Completion 45-hour (Shadow Health & Lab)

    Must complete 45

    hours for PASS 

    Pass/Fail

    Submission of ALL required documents                        

    Pass/Fail

    Grading Standards

    TWU College of Nursing Grading Scale
    :  

    A = 100-90, B = 89-80, C = 79-70, D = 69-60, F < 60  ADVANCED PRACTICE NURSING GRADING CRITERIA: For successful completion of this course with progression to the advanced practice tract, the student must pass both the clinical component AND exam requirements.   Students making <80% on any exam/quiz   are encouraged to do an individual test review with their assigned class faculty for the purpose of identifying content areas for improvement, as well as the development of test taking skills.  All individual test reviews must be done within two weeks of taking the examination. The exam/quiz will no longer be available for review after that time.  **All unit exams/quizzes must be taken on the designated dates. Failure to do so will result in having to take a new version of the examination (i.e. short answer, fill in the blank, short essay, etc) or forfeiture of the missed examination. Make up exams will be given at the discretion of the instructor.    *The student must also pass the clinical requirements with >
    80% in order to successfully pass the clinical component of the course. Inability to successfully complete the physical assessment component and/or obtain the required number of clinical hours constitutes a clinical failure in the course and will receive a failing grade in the course regardless of the exam average or cumulative course grade.
    If a student receives a clinical grade of fail (< 80%), the student is considered to have failed the course and will receive that grade as the course grade .  The clinical grade includes the completion of a MINUMUM of 45 clinical hours, a combination of Skills lab and Shadow Health Computerized clinical hours. * Appropriate dress is required which includes a lab coat over street clothes in Baylor lab & clinical days. No jeans or open toed shoes will be allowed in Baylor simulation lab or in the TWU nursing lab Scrubs may be worn during the skills lab held at TWU only. Course/Assignments/Quizzes and Examinations: Course Assignments – Every assignment in graduate program must:  Be uploaded to Canvas with an accompanying TWU approved professional cover sheet in the appropriate assignment dropbox. Assignments submitted without TWU cover page and grading criteria/rubric will be rejected and either score of zero or late penalty will ensue.   Assignments submitted by a method, other than requested method, will receive a grade of zero (0).  Emailed assignments are not accepted.  Unawareness of the course requirements is not considered a valid rationale for missing exams, quizzes, or due dates. Please check course schedule/calendar carefully. ii)    Be written in APA format; iii)   Include evidenced-based references if indicated (SOAP notes, presentations); iv)   Be uploaded to Canvas in Microsoft Word format with the attached grading rubric;  v)    Saved as a document title Lastname_FirstInitial_Assignment name.doc Example:  SmithS_SubjHealthhx.doc Exams/Quizzes  Weekly exams and exam check-offs in this course serve to verify student learning, ensure retention of foundational knowledge for use in clinical practice, and to prepare students for clinical rotations and national board exams.  Plan to arrive on campus for Midterm/Final check off exams 30 min early- allowing enough time to safely account for traffic, weather, etc. You must be at Baylor College of Medicine 30 mins prior to your assigned time slot. There are no makeup exams/quizzes. If a student is late for midterm/Final check-off, extra time will not be allotted to the student.  When a student is absent from an announced or prescheduled lab (if any), the following procedure shall be followed:  The student will contact the faculty/course manager prior to the starting time of the examination check-off via telephone and email. The student will leave his/her name, telephone number, and reason for absence. At the discretion of the instructor, a return call to the student may be made.  All valid excuses must fall under guidelines created by the University policy as stated in the Student Handbook. The only excused absences are documented student illness, serious illness or death in the student’s immediate family, official school activity, state-recognized religious holiday or other verified absences deemed appropriate by the instructor.  Upon returning to the University, the student shall present the appropriate faculty member with sufficient verbal or written documentation of the circumstances regarding the nature of the absence. Telephone contact as described in paragraph one (1) is required regardless of circumstances.  The student shall be prepared to either write an examination the first day upon return to the University (if indicated) and be prepared to demonstrate examination technique competencies on a date deemed by the faculty.  Failure to follow this procedure will result in the student forfeiting the grade on the midterm or final examination.  Retaking of exams/quizzes are not permitted. No exceptions.  Exams are administered via laptop/desktop in an online format. You are encouraged to bring laptops to lab for review of video content during your wait for lab skills check offs. For the weekly exam/quiz, you must have an internet camera/video capability. Late Policy: Exams/Quizzes:  No late exams permitted.  Non-negotiable.  For students finding difficulties meeting the due date – please email the course faculty and course coordinator for arrangements to take the exam/quiz early.  Note: This arrangement is case-by-case and at the faculty’s discretion. All other assignments submitted after the due date and time will receive the following point deduction 10% deduction for assignments submitted 00:01- 24:00 hours late. 20% deduction for assignments submitted 24:01 – 48:00 hours late 30% deduction for assignments submitted 48:01 – 72:00 hours late Assignments submitted after 72 hours past due date will receive a score of zero (0). Lab Hours –  General Requirements Students will complete a minimum of 45 lab hours by end of NURS 5644 as required elements as set forth by the College of Nursing NP program practicum hour requirements.   All students must have updated/current requirements documented before entering clinic (clinical courses):  Current unencumbered RN License in Texas  Current CPR certification and Blood borne pathogen certificate Current immunizations are mandatory and must be recorded prior to start of clinical Clearance for drug screening and criminal background screening  Expectations during clinical hour completion  Each semester students submit a clinical summary demonstrating the type of clinical hours accumulated:  For this course “lab practice hours” is the tag utilized. Clinical Lab Mastery activities:  Student activities for patient evaluation include, but are not limited to: Obtaining the history and physical exam  Formulation of differential diagnoses  Formulation of a basic treatment plan patient including education, follow-up and referral, if necessary, using appropriate evidence-based resources  Completion of two SOAP notes during N5644 Course with a minimum of 80% score.  Clinical Calendar   Lab hours are accumulated weekly at 3.75 hrs per week. Students may not exceed 3.75 documented lab hours per week. Lab Hours are documented in Clinical Calendar weekly starting in Week 1.   The exception is when there are not assignments Students are expected to enter lab hours into clinical Calendar by Sunday at 11:59 every week.  Missed documentation may require make up assignments at the faculty’s discretion and may include additional make-up Shadow Health Assignments.  Failure to maintain timely Clinical Calendar entries may result in possible course participation point reduction.  Lab practice activities include Shadow Health assignments, practice on family and friends, and on-campus lab check offs, but do not go into Clinical Calendar.   Clinical Calendar Entries:  Students are expected to enter factual data into Clinical Calendar.   All entries must be factual, include a very brief description of activities practiced or performed.  If a fallacy in data is noted, this will be considered a breach in academic integrity and the student will be reported for academic dishonesty.  Faculty will randomly choose from the entries to verify to ensure accuracy and authenticity of data.   Optional Requirements:   Pagers & Cellular Classroom Policy Pagers and cellular phones must be turned off or to the silent mode during class, seminar, laboratory, and conference times.  This is disruptive to class flow and failure to comply may result in the student being asked to leave class.   Tape Recording and Photography Course Policy Anyone desiring to tape record formal presentations or informal discussions must receive permission of the person presenting the information prior to the scheduled time of the presentation.  DO NOT tape record or photograph in clinical settings without clear and written protocols and permissions received in conjunction with the clinical instructor and faculty.   Technology Communication E-mail and Canvas are communication and teaching modalities used extensively in this course.  All students are expected to access, navigate, and use these modalities on a regular basis.  Failure of a student to receive messages, announcements, or assignments sent or posted via these modalities may jeopardize the student’s progress in the course and does not constitute a viable excuse for failing to meet course requirements and expectations. Teaching Modules will be placed on Canvas to enhance learning. If you have any questions about using Canvas, please contact the IT department helpline [(940) 898-3971]. Keyboard skills are necessary for clinical documentation.   Students should check the Canvas prior to each class and periodically during the week. E-mails will be sent to the University assigned e-mail account if the student plans to use another account, the student is required to up-date this information through their Portal account.   Preliminary grades are often posted on Canvas, as a convenience for students.  However, these grades are not considered official; only those grades submitted to the registrar’s office at the end of the semester are official.   Disaster Course Policy In the event of a disaster (i.e. hurricane, pandemic epidemic) affecting the Houston area and/or causing University closure, clinical practice associated with the course will be canceled and didactic content will be placed on the course Canvas site.    Helpful Information: For assistance with Canvas and Pioneer Portal, you will find step-by-step instructions at the TWU website for distance learning. The website is:  www.twu.edu/dl/orientation   Immunizations, Drug Testing, and Background Checks: Drug testing and criminal background screening is required for all students in the TWU College of Nursing. (refer to TWU policy). Everyone should have an account in Castle Branch prior to registering for this class. Castle Branch maintains all of your information (current CPR card, RN license, proof of medical health insurance, current immunizations, HIPPA training, etc) during the time you are a student. Besides Castle Branch all immunizations must be up to date in the TWU Student Health Services in Denton. ***Students must be compliant in all areas prior to their first day of lab/clinical.  Any student who attends clinical before being compliant will have to repeat those clinical hours.   You must complete the on line registration for urine drug screening (SurScan) prior to the second week of class. The agency TWU uses for drug screening is SurScan : http://www.surscan.com/nursing_students_twu.html .   It is important to note that you are a graduate nursing student at TWU-Houston. All urine drug screens will be obtained as a group in this class, if contacted by SurScan to go to a particular site, inform them that your drug screen will be obtained on TWU campus. Upload a copy of your receipt for proof of registration into Canvas. All students are required to perform a urine drug screen during this semester regardless of whether you have taken this course in the past and submitted to a drug screen. NURS 5644 Advanced Health Assessment/ Differential Diagnosis   Other Course Information Professionalism: Students are expected to maintain a respectful demeanor in the laboratory and classroom setting, and when communicating with faculty, peers, and ancillary services. Every action taken, both personally and professionally, reflects on the student’s ability to develop into a rational, critically thinking Advanced Practice Nurse.  You are encouraged to review the student handbook regarding Professional Demeanor.  Disrespectful demeanors are not tolerated and considered a breach in the Code of Conduct required at TWU.   Professionalism includes, but is not limited to, the following: Timely attendance to class or clinical activities, adherence to the academic honesty policies of the University and course syllabus, appropriate behavior in class and clinical activities (includes turning cell phones to silent), notifying faculty or preceptor as soon as possible with changes in preceptor agreements clinical schedules, promptness to the clinical site(s), documenting factual logs, adherence to the clinical dress policy.   Any act that gives an unfair advantage to any student is considered unprofessional.     TWU Dress Code.    Professional dress is expected during final practicum examinations.  Professional Dress:  Wear your name tag and lab coat with CON badge as appropriate Students may purchase names tags through the TWU Bookstore Students are required to wear clean, pressed white lab jackets during Final exam.   It is not acceptable to wear scrubs or jeans Professional dress includes a clean white lab jacket, comfortable, low heeled dress shoes, dress slacks and shirt (tie optional for men).  Student should be well groomed with appropriate length nails with clear polish.  Reasonable and natural hair color, for example, purple or pink hair is inappropriate in a professional setting.  It is preferred that long hair be up off the collar.  All visible tattoos must be covered.  No exceptions. No facial or nose piercings. No exceptions. See Student Handbook for dress policy, can be found on TWU’s website.    Teaching Modalities Modalities to deliver content in this course include internet sources, required textbooks, as well as health assessment videos and Shadow Health Digital Clinical Experiences (aka: virtual patient).  All students are expected to access, navigate, and utilize these modalities on a frequent basis.  Failure of a student to receive messages, announcements, or assignments sent or posted via these modalities may jeopardize the progress of the student in the course and does not constitute a viable excuse for failing to meet course requirements and expectations. Students are expected to check the course and course email at least once daily M-F.   Important Dates: September 6 – Labor Day Nov 5 – Last Day to Withdraw  Nov 25-27 – Thanksgiving Break   Assessment and Differential Diagnostics Nurs 5644 Spring 2021 Date/Time Subjects  Due Date 1/11/2021 4-7 PM Introductions Syllabus Introduction to Shadow Health 1/11/2021 Module 1 Foundations for Evaluating Clients 1/17/2021 @ Midnight (MN) 1/18/2021 Module 2 HEENT Mental Health Skin Exam Module 1&2 1/24-25/2021 1/24/2021 @ MN 1/25/2021 Module 3 Lungs/Cardiovascular/Thorax Exam:  2/7-2/8/2021 2/7/2021 @ MN 2/8/2021 Module 4 Abdomen & Peripheral Vascular Exam: 2/14-15/2021 2/14/2021 @ MN 2/15/2021 Module 5 Musculoskeletal Exam: 2/21-22/2021 Due 2/21/2021 @ MN 2/22/2021 2-7 PM Lab Practice all of the above skills Pending 3/1/2021 Module 6 Neurologic Exam Exam:  3/14-15/2021 3/14/2021 @ MN 3/15/2021 Module 7 Male/Female GU Breast and Rectal Exams Exam 3/21-22/2021 3/21/2021 @ MN 03/22/2021 2-7 PM Lab Practice all skills since last lab Radiology Pending 3/29/2021 Module 8 Children – Infants to Adolescence Exam:  4/4-5/2021 4/4/2021 @ MN 4/5/2021 Evaluating the older Adult Exam: 4/11-12/2021 4/11/2021 @ MN Pending Female Exam Baylor (you will sign up) Pending Male Exam Baylor (you will sign up) Due by 5/3/2021 Final Check-off Via Zoom     This is a preliminary schedule.  It is subject to change ALL Exams are Online.  They require LockDown Browser with Monitor  Exams will Open at 0001 on the first day and Close at 2359 on the 2 nd day of the Exam. NURS 5644 Advanced Health Assessment/ Differential Diagnosis

  • Chronic Kidney Disease (CKD) Pharmacokinetics and Pharmacodynamics Essay

    Chronic Kidney Disease (CKD) Pharmacokinetics and Pharmacodynamics Essay

    Pharmacology

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

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    Pharmacokinetics and Pharmacodynamics

    Student’s name

    Institution

    Course Code, Course Name

    Instructor’s Name

    Date

    Introduction

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

    Pharmacokinetics and Pharmacodynamics

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

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

    Personalized Care Plan

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

    Conclusion

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

    References

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

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

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

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

  • Assessment 2 Instructions: Applying Research Skills

    Assessment 2 Instructions: Applying Research Skills

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

    Assessment 2: Applying Research Skills

    Assessment 2 Instructions: Applying Research Skills

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

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    Assessment 1: Pledge of Academic Honesty

    Assessment 2: Applying Research Skills

    Assessment 3: Applying Ethical Principles

    Assessment 4: Analyzing a Current Health Care Problem or Issue

    Complete This Course

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    Assessment 2: Applying Research Skills
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    Complete This Course

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    Assessment 2 Instructions: Applying Research Skills

     

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     Assessment 2 Instructions

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

    Introduction

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

    Instructions

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

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

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

    Summarize the health care problem or issue.

    Describe your interest in the
    topic
    .

    Describe any professional experience you have with this topic.

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

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

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

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

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

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

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

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

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

    Identify the purpose of the article.

    Summarize the information.

    Provide rationale for inclusion of each article.

    Include the conclusions and findings of the article.

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

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

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

    Summarize what you have learned from developing an annotated bibliography.

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

    List the main points you learned from your research.

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

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

    Assessment 2 Example [PDF]
    .

    Additional Requirements

    Your assessment should also meet the following requirements:

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

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

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

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

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

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

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

    Competencies Measured

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

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

    Assess the credibility and relevance of information
    sources
    .

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

    Summarize what was learned from developing an annotated bibliography.

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

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

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

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

     Scoring Guide

    Scoring Guide

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

    View Scoring Guide

    Assessment 2 Instructions: Applying Research Skills

  • IOM Future of Nursing Report and Nursing GCU

    The IOM Future of Nursing Report and Nursing

    Introduction

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

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

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

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    The four Key Messages that structure the IOM Report recommendations

    Key Message 1

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

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

    Key Message 2

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

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

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

    Key message 3

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

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

    Key Message 4

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

    The role of state-based Action Coalitions

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

    Initiatives that the North Carolina action coalition is working
    on

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

    Barriers to advancement that currently exist in North Carolina

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

     

    References

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

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

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

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

     

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

    Include the following:

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

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

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

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

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

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

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

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

  • soap note example -cough

    soap note example -cough

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

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

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

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

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

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

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

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

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

    1

    SOAP Note: Cough

    NURS 622: Advanced Health Assessment

    2

    SUBJECTIVE DATA

    Biographical and Identifying Data

    02/18/2021 at 10:00 AM.

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

    mediator.

    Current Address: 1532 Elizabeth Street Joliet, Illinois 60431

    Phone number: (815) 555-1645

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

    and appearing open and pleasant during interview.

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

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

    History of Present Illness:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    taste or reflux symptoms.

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

    dose of decongestant and ibuprofen BID for the past week.

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

    3

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

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

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

    any illicit or prescription drug use.

    Past Medical History

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

    hospitalizations.

    Adult Illnesses

    Medical: Seasonal allergies in fall and spring.

    Surgical: No surgical history

    Obstetrical: No obstetrical history soap note example -cough

    Psychiatric: No psychiatric history

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

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

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

    Mammogram in 2019, negative for masses.

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

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

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

    disorders, musculoskeletal disorders, gastrointestinal disorders, genetic disorders or

    mental illness.

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

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

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

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

    Identifies as heterosexual.

    Significant relationships and support systems: Reports being in a monogamous

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

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

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

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

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

    supportive friend group and states she rarely feels lonely.

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

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

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

    4

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

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

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

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

    does not have significant financial stress.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    morning prior to going to work.

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

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

    mornings.

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

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

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

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

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

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

    every day.

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

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

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

    men.

    5

    Review of Systems

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

    or weakness.

    Integumentary:

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

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

    without blistering. No history of lumps or masses.

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

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

    or loss. soap note example -cough

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

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

    Denies history of ingrown nails.

    HEENT:

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

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

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

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

    vision, spots, specks, or flashing lights.

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

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

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

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

    pressure.

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

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

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

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

    swollen glands or temperature intolerance.

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

    preventative self-examinations monthly.

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

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

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

    asthmatic symptoms in adulthood.

    6

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

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

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

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

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

    cardioversion.

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

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

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

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

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

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

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

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

    colonoscopy.

    Genitourinary:

    Genital: Denies premenstrual tension, premenstrual syndrome, amenorrhea,

    dysmenorrhea, polymenorrhea, oligomenorrhea, or menorrhagia. Onset of

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

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

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

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

    Denies dysfunctional uterine bleeding, bleeding disorders, postcoital bleeding.

    Denies history of endometriosis, adenomyosis, pelvic inflammatory disease,

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

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

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

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

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

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

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

    intercourse. Denies current pregnancy. Denies inguinal hernia..

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

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

    or hematuria. No history of kidney infections or pain.

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

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

    sensation or size changes in extremities.

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

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

    7

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

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

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

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

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

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

    Denies joint pain related to other organ systems.

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

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

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

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

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

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

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

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

    transfusions or reactions.

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

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

    thyroid disease.

    OBJECTIVE DATA

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

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

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

    consistent with climate.

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

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

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

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

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

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

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

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

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

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

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

    9

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

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

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

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

    or ulcerations.

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

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

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

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

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

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

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

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

    breath sounds over the trachea and neck.

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

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

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

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

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

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

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

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

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

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

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

    nodes nonpalpable and nontender. No discharge from nipple.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    tenderness.

    10

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    11

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    compression of metatarsophalangeal joints bilaterally. No metatarsalgia. No forefoot

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

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

    Neurologic:

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

    person, place and time. Responds to questions appropriately.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    12

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

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

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

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

    position sense; vibratory sensation demonstrated over distal interphalangeal joint of

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

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

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

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

    ASSESSMENT:

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

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

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

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

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

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

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

    smoking puts her at a greater risk for contracting CAP.

    PLAN:

    Differential Diagnosis:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    examination findings of lung consolidation typically indicate pneumonia over acute

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

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

    13

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

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

    a patient presents with positive respiratory physical examination findings

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

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

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

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

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

    suspicion for pulmonary tuberculosis from Mycobacterium bacterium. While

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

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

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

    asymptomatic, patients experiencing respiratory symptoms may have positive

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

    2016).

    Diagnostic Plan:

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

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

    outpatient basis (Bates, n.d.).

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

    determine pneumonia compared to other possible diagnoses such as tuberculosis,

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

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

    suggest bacterial infection or interstitial infiltrates which suggest viral infection.

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

    n.d.).

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

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

    guide pharmacologic interventions by indicating viral or bacterial origin.

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

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

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

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

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

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

    severe pneumonia to determine the presence of legionella and pneumococcal antigens

    (Bates, n.d.).

    References

    14

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

    examinations (OSCE): Cough

    . Wolters Kluwer.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    15

    .

    ORDER NOW

    Copyright © 2014 Wolters Kluwer Health, Inc. All rights reserved. Page 1

    BATES’ VISUAL GUIDE TO PHYSICAL EXAMINATION

    OSCE 5: Cough

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

    OSCEs. soap note example -cough

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

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

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

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

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

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

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

    Health History

    Ms. Chen, tell me your special concerns.

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

    Have you been bringing up any phlegm or sputum?

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

    What diagnoses are you considering at this time?

    Pneumonia.

    Bronchitis.

    Sinus infection.

    Tuberculosis.

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

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

    Have you had any fevers or chills?

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

    What about shortness of breath?

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

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    Copyright © 2014 Wolters Kluwer Health, Inc. All rights reserved. Page 2

    Have you noticed any wheezing?

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

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

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

    never had to go the hospital.

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

    No, no pain when I breathe in or out.

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

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

    head.

    Have you had any acid taste, or reflux?

    No, not really.

    How about any recent colds?

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

    worse.

    Have you had any sinus congestion?

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

    thing is the cough.

    What about allergies when you’re outside?

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

    And what do you do for those?

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

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

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

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

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

    the house, or even outside.

    Can you tell me if you still smoke cigarettes?

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

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

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    Copyright © 2014 Wolters Kluwer Health, Inc. All rights reserved. Page 3

    Have you had any weight loss or night sweats?

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

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

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

    tuberculosis in her 20s.

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

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

    Have you had a chest x‐ray?

    No, I’ve never had a chest x‐ray.

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

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

    recent. No other travel.

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

    medications right now, such as aspirin or ibuprofen?

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

    not on any regular medication.

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

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

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

    heroin?

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

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

    preference, men, women, or both?

    Men.

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

    with your heart or lungs?

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

    grade school.

    How about any surgery?

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

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

    No, I think you’ve covered everything.

    Okay, let’s start your physical examination.

    Physical Examination

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

    examination.

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

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

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

    Head and neck, heart and lungs, extremities.

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

    Examine the ears.

    Palpate the sinuses.

    Examine the throat and mouth.

    Palpate the anterior and posterior cervical lymph nodes.

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

    lungs.

    Percuss the lungs.

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

    Palpate for tactile fremitus.

    Auscultate the lungs.

    [RALES AND RHONCHI SOUNDS]

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

    99…99…99…

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

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

    [WHISPERING] 99…99…99…

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

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

    Eeeee…Eeeee…

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

    Okay, you can stop.

    How am I doing?

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

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

    Auscultate the anterior chest.

    Check the neck veins for jugular venous pressure.

    Palpate the carotid upstroke…

    …and listen for bruits.

    Listen to the heart in the six positions.

    Listen to the abdomen.

    Palpate the abdomen.

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

    Diagnostic Considerations

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

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

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

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

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

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

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

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

    smoking.

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

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

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

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

    findings, make this diagnosis less likely.

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    Copyright © 2014 Wolters Kluwer Health, Inc. All rights reserved. Page 6

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

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

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

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

    findings suggesting sinus infection or GERD are minimal.

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

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

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

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

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

    be normal except for crackles, or rales.

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

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

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

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

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

    Diagnostic Workup

    List 5 next steps in your diagnostic workup.

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

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

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

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

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

    seriously ill patients an arterial blood gas is indicated.

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

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

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

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

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

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

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

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

    influence antibiotic therapy.

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

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

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    Copyright © 2014 Wolters Kluwer Health, Inc. All rights reserved. Page 7

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

    recommended for patients with severe pneumonia.

    Summary

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

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

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

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

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

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

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

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

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

    and gram stain, and blood cultures.

    Downloaded from http://batesvisualguide.com by  on 05 September 2022 soap note example -cough

  • Healthcare Policy Brief essay

    Healthcare Policy Brief essay

    Write a 750-1,000-word policy brief that summarizes the issue, explains the effect on the population, and proposes a solution to the issue.

    Follow this outline when writing the Healthcare Policy Brief essay:

    Describe the policy health issue. Include the following information: (a) what population is affected, (b) at what level does it occur (local, state, or national), and (c) evidence about the issues supported by resources.

    ORDER YOUR PLAGIARISM-FREE PAPER TODAY

    Create a problem statement.

    Provide suggestions for addressing the health issue caused by the current policy. Describe what steps are required to initiate policy change. Include necessary stakeholders (government officials, administrator) and budget or funding considerations, if applicable.

    Discuss the impact on the health care delivery system.

    Include three peer-reviewed sources and two other sources to support the policy brief.

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

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

     

    Policy Brief

    Student Name

    Institution

    Course Name & Number

    Instructor

    Due Date

    Policy Brief

    Description of policy health issue

    The policy health issue of concern is the introduction of new connected health and digital therapeutics services. The new health care services are intended to support patients in making behavioral changes, offer medical personnel real time therapeutics and medical insurers better communication tools to more effectively manage the health of their beneficiaries. Connected health and digital therapeutics services are an emerging health discipline that make use of innovative technologies to replace or augment active drug therapies in treating diseases. These services are reshaping the health care landscape for regulatory oversight, reimbursement and new medicine for the American health care industry (Lakovleva, Oftedal & Bessant, 2019) Healthcare Policy Brief essay. However, the value of these services can only be maximized if new payment models and data sharing processes are presented to integrate the services into the broader arsenal of the already available treatments and regulatory structure for approving medical devices and therapies. In addition, there is a need to focus on outcomes and endpoints, present new workflow processes that incorporate the new data streams, and match them to financial models (Chanchaichujit et al., 2019).

    Problem statement

    Technological advances have allowed connected health devices and digital therapeutics to transition from concept to reality. In fact, billions of dollars have been invested in developing them for use in the health care industry. Besides that, they have received US Food and Drug Administration (FDA) approvals and been clinically validated for targeting specific health outcomes. For instance, Pear Therapeutics’ Reset mobile application developed in Boston was approved for treating substance abuse, and Natural Cycles developed in Stockholm, Sweden, was approved as a birth control application. In addition, others have been developed for treating disorders of the central nervous system, diabetes and other conditions, and are in the process of receiving FDA approval (NelsonHardiman, 2019).

    However, there are three concerns that would limit the value of connected health devices and digital therapeutics and make it difficult to successfully leverage their use in health care. The first concern is integrating these products into the regulatory structure for FDA approvals and broader treatment arsenal. There are established structures and protocols that that do not allow for the controlled and safe use of these products thus presenting a potentially unsafe environment. These concern is heightened by the fact that some of these products have received the FDA’s clinical validation so that they can be used. Additionally, billions of dollars have been invested in these technology with investors expecting financial returns so that it would not be unusual for technology to be hurriedly presented to the market without eliminating the opportunities for errors and maximizing efficacy. Healthcare Policy Brief essay Although these technologies can be used, there are no structures to standardize their use thereby presenting a possibility of negative care outcomes (Tan, 2020).

    The second concern is the focus on end-points while ignoring outcomes. Some of these products have minimized the involvement of medical personnel and even eliminated their presence. This results in positive end-points that cannot be sustained as medical personnel are not involved in the care delivery to personalize approaches. The third concern is the impact of these products on medical practices. Medical facilities and practices already have established data streams targeted at improving care delivery while conforming to the information management regulations. Yet, these products present new data streams that are likely to disrupt medical practices with the need for new work structures and introduction of new responsibilities to make sense of the new data. The fourth concern is cost implications and whether they justify use in the health care industry. As new technologies, these products are costly since the developers seek to recoup their investments in development. Healthcare Policy Brief essay This makes it difficult to determine whether the expected outcomes justify the product costs and subscription prices as their results have not been matched with financial models (Chanchaichujit et al., 2019).

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    Suggestions for addressing the policy health issue

    There are four suggestions for addressing the presented problem. The first suggestion is to establish new payment models and data sharing process that will allow the connected health devices and digital therapeutics to be integrated into the regulatory structure for FDA approvals and broader treatment arsenal. This would standardize the technology thereby eliminating the possibility of errors and negative care outcomes. Also, this would support policing efforts so that the concerned parties are held accountable for all eventualities (Tan, 2020). The second suggestion is to venture more deeply into care delivery with a focus on both the outcomes and end-points. This would entail ensuring that the using real-world data and ensuring that the connection between patients and medical personnel is enhanced. The third suggestion is to present new workflow processes that incorporate the new data streams coming from these products. Additionally, the new products should be integrated into the electronic health records (EHR) systems to leverage and maximize their value. Successfully integrating these products into EHR systems and workflow processes is expected to inform real-world patient behaviors, improve the efficiency of health discussions, and improve interactions between patients and medical personnel. The fourth suggestion is to explore partnerships that focus on demonstrating the results of these products. It is not enough that these products present positive health care outcomes, there is a need to match them with financial models in order to better understand their effectiveness. This would also help in making health care spending more efficient and predictable (Chanchaichujit et al., 2019) Healthcare Policy Brief essay.

    Impact on health care delivery system

    The four policy suggestions are targeted at ensuring that the value of connected health devices and digital therapeutics. This would reduce changes in workflow processes as information management systems are integrated. In addition, they would improve care delivery efficiency and effectiveness as the products would be linked to care outcomes and end-points. Besides that, they present predictive models that offer opportunities for partnerships that would be leveraged to ensure financial feasibility and ensure that performance is set within set parameters (Tan, 2020).

    References

    Black, B. (2020).
    Professional Nursing: Concepts & Challenges
    (9
    th
    ed.). Elsevier.

    Chanchaichujit, J., Tan, A., Meng, F., & Eaimkhong, S. (2019).
    Healthcare 4.0: Next Generation Processes with the
    Latest
    Technologies
    . Palgrave Pivot/Springer Nature.

    Lakovleva, T., Oftedal, E., & Bessant, J. (Eds.) (2019).
    Responsible Innovation in Digital Health: Empowering the Patient
    . Edward Elgar Publishing.

    NelsonHardiman (2019, March 19).
    New Report Sees Digital Therapeutics as “Reshaping the Landscape” of Certain Aspects of Healthcare
    .
    https://www.nelsonhardiman.com/hc-law-news/new-report-sees-digital-therapeutics-as-reshaping-the-landscape-of-certain-aspects-of-healthcare/

    Tan, J. (2020).
    Adaptive Health Management Information Systems: Concepts, Cases, and Practical Applications
    (4
    th
    ed.). Jones & Bartlett Learning, LLC Healthcare Policy Brief essay.