Tag: Clinical-Nursing

  • Summative Assessment: Information Technology, Safety, and Patient Outcomes

    Summative Assessment: Information Technology, Safety, and Patient Outcomes

    Course Content

    Rubric Details

    Safe patient care

    25% of total grade

    Accomplished

    Fully explained why information and technology skills are essential for safe patient care.

    90 – 100%

    Emerging

    Partially explained why information and technology skills are essential for safe patient care.

    70 – 89%

    Beginning

    Inadequately explained why information and technology skills are essential for safe patient care.

    50 – 69%

    Not Evident

    ORDER A CUSTOM-WRITTEN PAPER HERE

    Did not explainwhy information and technology skills are essential for safe patient care Summative Assessment: Information Technology, Safety, and Patient Outcomes.

    0 – 0%

    Baccalaureate nurse’s role

    20% of total grade

    Accomplished

    Fully identified the baccalaureate nurse’s role in championing the use of information and technology to improve safety and patient outcomes.

    90 – 100%

    Emerging

    Partially identified the baccalaureate nurse’s role in championing the use of information and technology to improve safety and patient outcomes.

    70 – 89%

    Beginning

    Inadequately identified the baccalaureate nurse’s role in championing the use of information and technology to improve safety and patient outcomes.

    50 – 69%

    Not Evident

    Did not identify the baccalaureate nurse’s role in championing the use of information and technology to improve safety and patient outcomes.

    0 – 0%

    Technology and healthcare-related decision-making

    25% of total grade

    Accomplished

    Provided comprehensive examples of how nurses use technology to make healthcare-related decisions.

    90 – 100%

    Emerging

    Provided partial examples of how nurses use technology to make healthcare-related decisions.

    70 – 89%

    Beginning

    Provided inadequate examples of how nurses use technology to make healthcare-related decisions.

    50 – 69%

    Not Evident

    Did not provide any examples of how nurses use technology to make healthcare-related decisions.

    0 – 0%

    Data quality and integrity

    25% of total grade

    Accomplished

    Fully analyzed the relationship between the quality and integrity of data entered into a database and the effect on the quality of patient care. Summative Assessment: Information Technology, Safety, and Patient Outcomes

    90 – 100%

    Emerging

    Partially analyzed the relationship between the quality and integrity of data entered into a database and the effect on the quality of patient care.

    70 – 89%

    Beginning

    Inadequately analyzed the relationship between the quality and integrity of data entered into a database and the effect on the quality of patient care.

    50 – 69%

    Not Evident

    Did not analyze the relationship between the quality and integrity of data entered into a database and the effect on the quality of patient care.

    0 – 0%

    Written Communication

    3% of total grade

    Accomplished

    The completed assignment was concise, with exceptional attention to detail, and was free of errors.

    90 – 100%

    Emerging

    The completed assignment showed attention to detail through careful editing and quality writing; minimal writing convention errors (i.e., spelling, punctuation, usage, and sentence formation) were present.

    70 – 89%

    Beginning

    The completed assignment lacked detail and careful editing; numerous writing convention errors (i.e., spelling, punctuation, usage, and sentence formation) were present, but errors did not detract from the readability of the content.

    50 – 69%

    Not Evident

    The completed assignment was difficult to read and understand because of the number and degree of writing convention errors.

    0 – 0%

    APA guidelines

    2% of total grade

    Accomplished

    The assignment was properly formatted according to APA guidelines, and it included correct APA citation of sources.

    90 – 100%

    Emerging

    The assignment was partially formatted according to APA guidelines, and it included mostly correct APA citation of sources.

    70 – 89%

    Beginning

    The assignment was minimally formatted according to APA guidelines, and it included incorrect APA citation of sources.

    50 – 69%

    Not Evident

    The assignment did not incorporate APA guidelines in its formatting nor in citing sources.

    0

    Course Questions for Glenda or your peers

    Have a question about this course? Ask here! I will monitor this area. If you know the answer, feel free to help your peers by posting a reply. If you have a question that only applies to you and your work, please use a private message Summative Assessment: Information Technology, Safety, and Patient Outcomes

    Have a question about this course? Ask here! I will monitor this area. If you know the answer, feel free to help your peers by posting a reply. If you have a question that only applies to you and your work, please use a private message

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    Wk 1 – Role of Technology and Informatics in Nursing

    Meet Your Faculty and Peers!

    I am so excited to get to know you all. Please watch my welcome video then reply with the following information: What kind of nursing you are currently doing. Summative Assessment: Information Technology, Safety, and Patient Outcomes Where you’re from About your family (kids, pets) Your favorite movie or song Your favorite food or restaurant One interesting fact about you Transcript Note : Posts in this discussion area do not count for participation; however, this is a great way to get to know each other.

    Show less

    Wk 1 Overview

    Wk 1 Discussion –
    Role of Informatics in Patient Care Outcomes
    [due Thurs]

    Due date: 2/21/23, 9:59 AM

    Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to other students. Due Thursday Review Informatics Strategies & Tools to Link Nursing Care with Patient Outcomes in …

    Show less

    Wk 1 – Summative Assessment: Information Technology, Safety, and Patient Outcomes [due Mon]

    Due date: 2/21/23, 9:59 AM

    Wk 1 Learning Activities

    Handbook of Informatics for Nurses and Healthcare Professionals, Ch. 1

    Read Ch. 1, “An Overview of Informatics in Healthcare.”

    Read Ch. 1, “An Overview of Informatics in Healthcare.”

    Handbook of Informatics for Nurses and Healthcare Professionals, Ch. 7

    Read Ch. 7, “Electronic Health Record Systems.”

    Read Ch. 7, “Electronic Health Record Systems.”

    Advancements in Nursing Informatics Summative Assessment: Information Technology, Safety, and Patient Outcomes

    P.A.T.C.H. Test (Pretest for Attitudes Toward Computers in Healthcare)

    Complete the P.A.T.C.H. test from Nursing Informatics Learning Center. This exercise will help you explore your feelings toward computers.

    Complete the P.A.T.C.H. test from Nursing Informatics Learning Center. This exercise will help you explore your feelings toward computers.

    Nursing Informatics: Beyond the Electronic Health Record

    Watch “Nursing Informatics: Beyond the Electronic Health Record.” A transcript is available on YouTube.

    Watch “Nursing Informatics: Beyond the Electronic Health Record.” A transcript is available on YouTube.

    Wk 1 University Library Resources

    Review the selected resources from the University Library.

    Review the selected resources from the University Library.

  • Role of Informatics in Patient Care Outcomes HSN 376 Wk 1 Discussion

    HSN/376: Health Information Technology For Nursing – Role of Informatics in Patient Care Outcomes HSN 376 Wk 1 Discussion

    Wk 1 Discussion – Role of Informatics in Patient Care Outcomes [due Thurs]

    Discussion Topic

    Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to other students.

     

    Due Thursday 

    Review
    Informatics Strategies & Tools to Link Nursing Care with Patient Outcomes in the Learning Health Care System
    from the American Medical Informatics Association (AMIA) about linking informatics strategies to patient outcomes.

     

    Respond to the following in a minimum of 175 words:

    How does standardized data entry relate to improving patient safety and improved care outcomes?

    Provide examples from your own clinical practice.

     

    Due Monday 

    Post 2 replies to classmates or your faculty member. Be constructive and professional.

     

    Electronic Health Record Systems (EHRS) help store and retrieve data, making the work environment an organized system. But that is not the most important benefit; patient safety and patient-quality care delivery are the leading causes of why this technology is being implemented. Patient care can be delivered more safely now and that is because all proper clinicians have access to the same data as you. One newly implemented technology I observed at work was that the pharmacy my facility is contracted with now has access to all medication orders imputed in the patient’s record Role of Informatics in Patient Care Outcomes HSN 376 Wk 1 Discussion. So, for example, if a new medication imputed has an interaction or risk for an allergic reaction it automatically alerts the person imputing the order. The pharmacy will withhold the medication until given an okay by the nurse to release it. This is after the nurse has clarified the order with the doctor. Traditional paper health records used in the past did not give you this benefit and many times these mistakes were not caught on time and resulted in patient harm.

      ORDER A CUSTOM-WRITTEN PAPER HERE

    The EHRS is now being implemented in most facilities, and you see less use of traditional paper health records. Another benefit as stated in the Handbook of Informatics, “The SEHR enables a clinician at the point of care to access a patient’s records without the delays of submitting requests and waiting for transmissions” (Hebda et al., 2019, p.113). Role of Informatics in Patient Care Outcomes HSN 376 Wk 1 Discussion At work, when doctors give us narcotic prescription orders over the telephone, a doctor must sign the order for the pharmacy to dispense the medication to the facility. This is another example of how EHRS has improved communication and made patient care delivery fast and efficient by having doctors easily access and sign these prescriptions.

     

    Reference:

    Hebda, T., Hunter, K., & Czar, P. (2019). Handbook of informatics for nurses & healthcare professionals (6th ed). Prentice-Hall/Pearson Role of Informatics in Patient Care Outcomes HSN 376 Wk 1 Discussion

  • NURS-6501 WEEK 2 CASE STUDY ANALYSIS

    Altered Physiology

    Question 1

    The patient presented with symptoms consistent with acute kidney rejection, a severe complication of kidney transplantation. Renal transplant recipients are at risk of developing acute kidney rejection because they have immunosuppression, which is why they need to take anti-rejection drugs after their transplant (Lai et al., 2021). The patient’s nephrologist should have closely monitored him for the first few months after transplantation and adjusted his medication accordingly if necessary.

    The patient also experienced an increase in weight, which is common in patients who experience rejection. If a patient has gained too much weight, he will be unable to tolerate the anti-rejection drug Cyclosporine (Neoral), which can cause toxicity and lead to death if left untreated (Lai et al., 2021). The patient had decreased urine output and increasing temperatures, both signs indicating inflammation within the body. Inflammation can become severe enough that it leads to organ damage if not treated appropriately.

    The patient also presented with symptoms of acute kidney rejection because he had a cadaver donor for his kidney transplant. Although it is normal for the body to reject a new organ, this can be treated with cyclosporine and tacrolimus (Justiz Vaillant et al., 2022). However, the patient’s body could not handle the combination of these medications, and he developed rejection symptoms.

    Question 2

    The most likely genes to be associated with the development of acute kidney transplant rejection are the HLA genes and the B7-H1 gene. HLA genes are found on chromosome 6, called HLA-A, -B, -C, -DRB1, -DQB1, -DQA1, -DPB1, and -DQA2 (Brehm et al., 2019). They are responsible for determining what cells can be used in a transplant.

    HLA-DRB1*15:01 is a significant risk factor for developing acute kidney transplant rejection in people who have received an allogeneic transplant from an HLA-DRB1*15:01 donor with graft-versus-host disease (GVHD) (Brehm et al., 2019). It has been shown that this gene is responsible for up to 10%-45% of cases of acute kidney transplant rejection after receiving an allogeneic donor. HLA-DQA1*02:01 is another risk factor for developing acute kidney transplant rejection after receiving an allogeneic donor who has had GVHD and received a graft from someone with the identical HLA-DQA1*02:01 genetic makeup (Loupy & Lefaucheur, 2018). This gene increases the likelihood of developing a graft.

    The patient’s genetic makeup is most likely to be associated with the development of acute kidney transplant rejection (Lai et al., 2021). The presence of HLA-DR2 in his kidney would make him more likely to experience a stronger immune response to the transplant, which may lead to inflammation and an increase in the expression of genes that cause inflammation.

    Question 3

    Immunosuppression is a process by which the immune system is weakened. This can significantly affect body systems and make it more likely for an individual to get sick (McCance & Huether, 2019). The immune system is made up of white blood cells responsible for protecting the body from bacteria and viruses. These cells produce antibodies that bind to foreign invaders, such as bacteria or viruses.

    Many things, including medications, infections, and cancer therapies, can cause immunosuppression. The most common causes of immunosuppression are cancer therapies (chemotherapy) and organ transplantation (McCance & Huether, 2019). Immunosuppression can also occur in people with HIV/AIDS who take antiretroviral therapy (ART), suppressing their immune system so they cannot fight off infections.

    Cancer therapies and organ transplantation weaken the immune system by destroying some components or suppressing others so it can no longer fight off infections or fend off tumors (McCance & Huether, 2019). Immunosuppressive drugs are used to prevent rejection of transplanted organs and tissues after cancer surgery or after bone marrow transplants

    In the case study, the patient’s immunosuppression was initially done with Tacrolimus (Prograf), Cyclosporine (Neoral), and Imuran (Azathioprine). These drugs are known as TAC-susceptible triazines (TACS). TAC-susceptible triazines work by inhibiting a type of cell that is part of the immune system called T-cells (McCance & Huether, 2019). This prevents them from responding to transplanted organs or tissues.

    Immunosuppression has several effects on the body:

    It decreases inflammation, which can help prevent organ damage or loss.

    It reduces the activity of white blood cells, which helps prevent infection and promotes healing.

    It decreases the production of substances that cause pain and fever, which helps treat pain and illness related to rejection or inflammation.

     

    References

    Brehm, M. A., Kenney, L. L., Wiles, M. V., Low, B. E., Tisch, R. M., Burzenski, L., Mueller, C., Greiner, D. L., & Shultz, L. D. (2019). Lack of acute xenogeneic graft- versus-host disease, but retention of T-cell function following engraftment of human peripheral blood mononuclear cells in NSG mice deficient in MHC class I and II expression. 
    FASEB journal : official publication of the Federation of American Societies for Experimental Biology
    , 
    33
    (3), 3137–3151.
    https://doi.org/10.1096/fj.201800636R

    Justiz Vaillant, A. A., Vashisht, R., & Zito, P. M. (2022). Immediate Hypersensitivity Reactions. In 
    StatPearls
    . StatPearls Publishing.

    Lai, X., Zheng, X., Mathew, J. M., Gallon, L., Leventhal, J. R., & Zhang, Z. J. (2021). Tackling Chronic Kidney Transplant Rejection: Challenges and Promises. 
    Frontiers in immunology
    , 
    12
    , 661643.
    https://doi.org/10.3389/fimmu.2021.661643

    Loupy, A., & Lefaucheur, C. (2018). Antibody-Mediated Rejection of Solid-Organ Allografts. 
    The New England journal of medicine
    , 
    379
    (12), 1150–1160.
    https://doi.org/10.1056/NEJMra1802677

    McCance, K. L. & Huether, S. E. (2019). 
    Pathophysiology: The biologic basis for disease in adults and children 
    (8th ed.). St. Louis, MO: Mosby/Elsevier.

     

    CASE STUDY ANALYSIS

    An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.

    Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.

    An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.

    In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.

    RESOURCES

     

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

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To prepare:

    By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Announcements” section of the classroom for your assignment from your Instructor.

    The Assignment

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

    Explain why you think the patient presented the symptoms described.

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

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

    BY DAY 7 OF WEEK 2

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

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

    SUBMISSION INFORMATION

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

    To submit your completed assignment, save your Assignment as 
    MD1Assgn_LastName_Firstinitial

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

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

     

    Rubric

    NURS_6501_Module1_Case Study_Assignment_Rubric

    NURS_6501_Module1_Case Study_Assignment_Rubric

    Criteria

    Ratings

    Pts

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

    30
     
    to >
    27.0
     pts

    Excellent

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

    27
     
    to >
    24.0
     pts

    Good

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

    24
     
    to >
    22.0
     pts

    Fair

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

    22
     
    to >
    0
     pts

    Poor

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

    30
     pts

    This criterion is linked to a Learning Outcome
    Identify the genes that may be associated with the development of the disease.

    25
     
    to >
    22.0
     pts

    Excellent

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

    22
     
    to >
    19.0
     pts

    Good

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

    19
     
    to >
    17.0
     pts

    Fair

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

    17
     
    to >
    0
     pts

    Poor

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

    25
     pts

    This criterion is linked to a Learning Outcome
    Explain the process of immunosuppression and the effect it has on body systems.

    30
     
    to >
    27.0
     pts

    Excellent

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

    27
     
    to >
    24.0
     pts

    Good

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

    24
     
    to >
    17.0
     pts

    Fair

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

    17
     
    to >
    0
     pts

    Poor

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

    30
     pts

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

    5
     
    to >
    4.0
     pts

    Excellent

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

    4
     
    to >
    3.0
     pts

    Good

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

    3
     
    to >
    2.0
     pts

    Fair

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

    2
     
    to >
    0
     pts

    Poor

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

    Excellent

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

    4
     
    to >
    3.0
     pts

    Good

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

    3
     
    to >
    2.0
     pts

    Fair

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

    2
     
    to >
    0
     pts

    Poor

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

    5
     pts

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

    5
     
    to >
    4.0
     pts

    Excellent

    Uses correct APA format with no errors.

    4
     
    to >
    3.0
     pts

    Good

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

    3
     
    to >
    2.0
     pts

    Fair

    Contains several (3 or 4) APA format errors.

    2
     
    to >
    0
     pts

    Poor

    Contains many (≥ 5) APA format errors.

    5
     pts

    Total Points: 
    100

  • Personal Philosophy of Teaching, Revised (Part II)

    Personal Philosophy of Teaching, Revised (Part II)

    As discussed earlier in this course, your personal teaching philosophy is a work in progress. During week 8, you will revisit and revise your teaching philosophy that you submitted during week 1. As part of this assignment, you should evaluate your original philosophy and include a one-page discussion of how your thoughts and ideas about teaching have changed and developed during this course. Guidelines for revising your teaching philosophy and the one-page discussion are below Personal Philosophy of Teaching, Revised (Part II).

    BUY YOUR PAPER HERE

    Assignment Guidelines

    Revised Personal Teaching Philosophy (3–5 pages)

    Reflect on the teaching principles and practices discussed during the course.

    What did you learn about teaching that you did not know prior to this course?

    What stood out as important to you over the past 8 weeks?

    Consider how you might expand, adapt, or change your original philosophy to your current perspective on teaching (or you may feel compelled to take it in a completely new direction).

    Your revised teaching philosophy should:

    Have a clear focus or theme.

    Be authentic and personal.

    Relay who you are (or aspire to be) as a teacher.

    Exhibit genuine enthusiasm for teaching.

    Personal Philosophy of Teaching, Revised (Part II)

    Clearly express your current teaching values and beliefs, and discuss why you hold those values and beliefs (whether or not they have changed).

    Describe your current teaching goals (whether or not they have changed).

    Explain the teaching methods or strategies that you believe are best (whether or not they are different from your original philosophy).
    Note
    : make sure the teaching methods you find best are consistent with your goals.

    Incorporate any new ideas and/or practices that encourage a rich teaching and learning experience.

    Be 3–5 pages, including the evaluation discussion but excluding title and reference pages; length should suit the context. It should be typed in Times New Roman using 12-point font and double-spaced with 1″ margins.

    Be well written, using a first person narrative and present tense.

    Follow APA style.

    Have no any grammatical, typographical, or spelling errors.

    Personal Philosophy of Teaching, Revised (Part II)
     

     

    Evaluation Discussion of Teaching Philosophy (1 page)

    As part of this revised teaching philosophy assignment, you should include a discussion evaluating how your personal thoughts and ideas about teaching have changed during this course.

    After you have revised your personal teaching philosophy, carefully review your original teaching philosophy that you submitted during week 1 of this course.

    Compare your original philosophy to your revised teaching philosophy and evaluate the following in a one-page written discussion:

    Have your teaching goals, methods, or strategies changed, and if so, how and why? Have your teaching priorities and/or perspectives changed or shifted, and if so, how and why?

    Do you value different learning experiences, and if so, what are they and why?

    Include any additional information that may highlight how your thoughts and ideas have changed or developed during this course.

    Include references that you found helpful, insightful, or meaningful in the development of your philosophy of teaching
    Personal Philosophy of Teaching, Revised (Part II)
    .

    In addition to the course texts, include at least two outside sources from peer-reviewed journals to support your ideas.

    Your evaluation discussion should:

    Be one page excluding title and reference pages, typed in Times New Roman using 12-point font, and double-spaced with 1″ margins.

    Be well written, using a first person narrative and present tense.

    Follow APA style.

  • ALTERATIONS IN CELLULAR PROCESSES

    BY DAY 3 OF WEEK 1

    Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation:

    The role genetics plays in the disease.

    Why the patient is presenting with the specific symptoms described.

    The physiologic response to the stimulus presented in the scenario and why you think this response occurred.

    The cells that are involved in this process.

    How another characteristic (e.g., gender, genetics) would change your response.

    Read
     a selection of your colleagues’ responses.

    BY DAY 6 OF WEEK 1

    Respond 
    to 
    at least two 
    of your colleagues on 
    2 different days
     and respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not.

    Note: 
    For this Discussion, you are required to complete your initial post before you will be able to view and respond to your peers’ posting. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

     

     

    Search entries or author
     
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    Reply to Week 1: Discussion

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    Kadiatu Fofanah

    Kadiatu Fofanah

    Nov 28, 2022
    Nov 28, 2022 at 1:53pm

    Manage Discussion Entry

    We nurses must know how medications operate, their side effects, contraindications, and indications, and watch for predicted effects and situations that may alter, inhibit, or even cause a life-threatening reaction. I recall in nursing school how we always brought our drug handbook and did drug studies for each patient’s meds. We were educated to examine drug action, side effects, patient family training, and the seven rights of medicine administration. Pharmacokinetics shows the drug’s journey from intake to excretion. Pharmacodynamics shows the body’s response to that medicine. Acetaminophen is usually given orally to individuals with fever or pain, then metabolized and eliminated. Acetaminophen is processed by the liver, so we should be careful while giving it to liver patients. Acetaminophen reduces fever and pain, reflecting pharmacodynamics.

    I admitted a male African-American patient a year ago with chest pain, body malaise, hypotension, tachycardia, disorientation, and brown urine. The first diagnosis was rhabdomyolysis R/O sepsis. We suspected liver disease due to the patient’s jaundice and low hemoglobin. After hydration, blood transfusion, and antibiotic treatment, patient stabilized, oriented, and spoke. During grand rounds, he told us he took 325mg of aspirin for chest trouble and went downhill from there. A quick fluorescent spot test, G6PD enzyme test, and 6-hour CBC were recommended by one doctor. Patient has G6PD deficiency, but is unaware. The patient doesn’t know if he underwent neonatal screening or was notified of any abnormalities. As a G6PD deficient person, he was smart enough to take aspirin for his chest problems, but it had a negative effect on him.

    The above situation is an example of an idiosyncratic effect, which is a genetically predisposed pharmacological response (Rosenthal, 2021). Aspirin, acetaminophen, anti-malarials, and sulfonamides can cause mild to life-threatening RBC hemolysis in people with G6P deficiency (Frank, 2005). (Rosenthal, 2021).

    Disease G6PD Background

    G6PD insufficiency, the world’s most common enzyme deficit, causes RBCs to malfunction and break down faster (Bubp, Jen, Matuszewski,2015). This causes neonatal hyperbilirubinemia, acute hemolysis, and chronic hemolysis (Frank,2005). Hemolytic anemia is G6PD deficiency’s most dangerous symptom. Fatigue, back pain, tachypnea, tachycardia, and jaundice are other symptoms.

    Contributors

    G6PD affects 10% of American Blacks, regardless of ethnicity or gender. Males are more likely to develop symptomatic G6PD deficiency, a recessive X-linked condition (Kumar, Abbas, Fausto, Aster,2010).

     

    Care plan

    I needed to work well with the healthcare staff to help this patient recover and prevent sickness. The patient needs extensive collaborative discharge education given his condition.

    Assessment – evaluate patient understanding of the disease, its process, triggers, and emergency procedures. The patient’s health education depth and type will be measured by this. Goal-setting.

    Plan—after gathering information, we may decide who, how, where, and when to educate health. Educational participants? The how is the strategy in rendering the schooling. Where and when is execution? This is a collaboration of health care team for patient betterment. Goal-setting. Planned:

    Medication/s – learning from his experience, there were several medications he needed to avoid, so he worked with the pharmacist to give a list and advise his PCP. This is crucial to avoid his hospitalization issues.

    Disease education – even with G6PD deficiency, health education can optimize health if he avoids trigger foods and medications. Also, via education we build self-awareness.

    Referrals – asking the attending Physician to refer him to a specialist: geneticist or Hematologist. Referral to G6PD deficient patients, families, and friends support group for help, support, information, and hope.

    Nutrition and dietician – ask for a food list that needs to be avoided to prevent occurrence of trigger a. Miscellaneous – Flagging his medical record as a G6PD deficient patient will alert doctors to avoid certain medications if he is readmitted. Like in an allergy flag, that inhibits the physician from ordering medications that patient/s is are allergic hence, minimizing the occurrence of adverse reaction and medication error.

    Implementation — execution of the plan. It’s crucial to introduce the strategy one at a time to avoid overwhelming the patient. Thus, the patient can absorb and retain information.

    Evaluation – Determine if this patient’s aim was achieved. The goal is to educate the patient so he doesn’t relapse, and testing his knowledge by his capacity to express what triggers are and how to avoid them, attend his recommendation from doctors, and obtain support from support groups is one way to tell if he understands health education. This care plan may have been a terrific chance. While it was saddening to know that after 3 days of working with the patient, he was transferred to the city hospital for further evaluation, it was a very challenging opportunity for me to determine how some medication works, interacts, and manifests itself in patients with unknown underlying conditions.

     

    References:

    Bubp, Jeff, et al. “Caring for Glucose-6-Phosphate Dehydrogenase (G6PD)-Deficient Patients:

    Implications for Pharmacy.” P & T : a Peer-Reviewed Journal for Formulary Management,

    MediMedia USA, Inc., Sept. 2015, www.ncbi.nlm.nih.gov/pmc/articles/PMC4571844/.

    Frank, Jennifer E. “Diagnosis and Management of G6PD Deficiency.” American Family Physician, 1 Oct.

    2005, www.aafp.org/afp/2005/1001/p1277.html.

    Huether, Sue E., et al. Understanding Pathophysiology. Elsevier, 2017.

    Kumar, Vinay, et al. Robbins and Cotran Pathologic Basis of Disease. Saunders/Elsevier, 2010.

    Rosenthal, Laura D., and Jacqueline Rosenjack Burchum. Lehne’s Pharmacotherapeutics for Advanced

    Practice Nurses and Physician Assistants. Elsevier, 2021.

     
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    Jennifer Tran

    Jennifer Tran

    Nov 30, 2022
    Nov 30, 2022 at 2:01pm

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    Hi Kadiatu. Thank you for the well written informative piece. Please check in your inbox on CANVAS. Thank you.

     
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    Sherwin Jackson

    Sherwin Jackson

    Dec 2, 2022
    Dec 2, 2022 at 11:47pm

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    Kadiatu Smith

    This is a very informative discussion that looks at a typical case study of the drug effects of a patient with glucose-6-phosphate dehydrogenase (G6PD) deficiency. It describes an idiosyncratic effect when the patient in the case study takes aspirin for chest pain and develops complications without knowing he has G6PD deficiency. Glucose-6-phosphate dehydrogenase deficiency is an enzyme in all body cells’ cytoplasm. It plays an important role in preventing cellular damage from reactive oxygen species by providing substrates that prevent oxidative damage (S. Russ Richardson & O’Malley, 2019). With the deficiency, aspirin may induce mild to life-threatening red blood cell hemolysis due to the absence of protective substrates preventing damage to the cells, as was the case in the case study provided. The discussion provides a well-reasoned care plan and treatment plan to ensure the patient’s recovery. From the study, the patient was well managed due to the swift response by the healthcare team to investigate a fluorescent spot test, G6PD enzyme test, and a 6-hour CBC that enabled the diagnosis of G6PD deficiency to be made.

    References

    Russ Richardson, & O’Malley, G. F. (2019, May 2). 
    Glucose 6 Phosphate Dehydrogenase (G6PD) Deficiency
    . Nih.gov; StatPearls Publishing. 
    https://www.ncbi.nlm.nih.gov/books/NBK470315/
    Links to an external site.

     
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    Sherwin Jackson

    Sherwin Jackson

    Dec 9, 2022
    Dec 9, 2022 at 10:05am

    Manage Discussion Entry

    Kadiatu Smith

    This is a very informative discussion that looks at a typical case study of the drug effects of a patient with glucose-6-phosphate dehydrogenase (G6PD) deficiency. It describes an idiosyncratic effect when the patient in the case study takes aspirin for chest pain and develops complications without knowing he has G6PD deficiency. Glucose-6-phosphate dehydrogenase deficiency is an enzyme in all body cells’ cytoplasm. It plays an important role in preventing cellular damage from reactive oxygen species by providing substrates that prevent oxidative damage (S. Russ Richardson & O’Malley, 2019). With the deficiency, aspirin may induce mild to life-threatening red blood cell hemolysis due to the absence of protective substrates preventing damage to the cells, as was the case in the case study provided. The discussion provides a well-reasoned care plan and treatment plan to ensure the patient’s recovery. From the study, the patient was well managed due to the swift response by the healthcare team to investigate a fluorescent spot test, G6PD enzyme test, and a 6-hour CBC that enabled the diagnosis of G6PD deficiency to be made.

    References

    Russ Richardson, & O’Malley, G. F. (2019, May 2). 
    Glucose 6 Phosphate Dehydrogenase (G6PD) Deficiency
    . Nih.gov; StatPearls Publishing. 
    https://www.ncbi.nlm.nih.gov/books/NBK470315/
    Links to an external site.

     

     

     

     
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    Tyesha L Sullivan

    Tyesha L Sullivan

    Nov 29, 2022
    Nov 29, 2022 at 11:27am

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         Everyone is expected to eat healthy meals and benefits include obtaining vitamins and minerals the foods contain. When our bodies fail to absorb the vitamins and minerals this causes malabsorption and can lead to problems throughout the body systems. In this case study, the 83-year-old resident has symptoms of malabsorption with generalized edema and protein malnutrition. According to McCance & Huether (2019), malabsorption is the failure of the intestinal mucosa to absorb the digested nutrients.  Malabsorption syndrome is thought to be genetic in nature. This is because one of the malabsorption syndromes conditions (hereditary folate malabsorption) is an inherited condition characterized by a systemic and central nervous system.

    The patient is presenting with generalized edema to the extremities and abdomen due to the lack of protein in the body (Malabsorption Syndrome: Causes, Symptoms, and Risk Factors, 2020). The deficiency of protein caused the water and salt to leak out of the cells. The physiologic response to the malabsorption syndrome is causing the swelling of the abdomen due to fluid being trapped in the patient’s tissues. This fluid can be the cause of the patient’s lack of appetite also. The cells affected in this disease are the mucosal cells of the small intestine. Malabsorption affects different groups differently. My response would differ based on gender and age. For example, malabsorption In women, it stops the menstruation, and in children, stunted growth is observed.

                                                                                                                       References

    Malabsorption Syndrome: Causes, Symptoms, and Risk Factors. (2020). Retrieved 29 November 2022, from 
    https://www.healthline.com/health/malabsorption
    Links to an external site.

     

    McCance, K. L. & Huether, S. E. (2019). 
    Pathophysiology: The biologic basis for disease in adults and children
     (8th ed.). St. Louis, MO: Mosby/Elsevier.

     
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    Jennifer Tran

    Jennifer Tran

    Nov 29, 2022
    Nov 29, 2022 at 12:45pm

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    Hi Tyesha. Thank you for your informative post. Correct, malabsorption refers to impaired absorption of nutrients. With that said, it encompasses defects that occur during digestion and absorption of nutrients from food. Other differential diagnoses that can cause malabsorption are celiac disease, Crohn’s disease, lactose intolerance, etc. (McCance, 2019)

    The digestion and absorption of food are divided into three major phases, and they are luminal, mucosal, and postabsorptive. In the luminal phase, proteins, fats, and carbohydrates are hydrolyzed and solubilized by secreted digestive enzymes and bile. The mucosal phase transport digested products into the cells. Finally, the postabsorptive phase transports the nutrients and lipids via the lymphatics and portal circulation from epithelial cells to other body parts. When there is a problem in any of these phases, one will end up with a malabsorption problem, just like in this case study (McCance, 2019). Which phase do you think is affected by this patient?

    Reference:

    McCance, K. L. & Huether, S. E. (2019). 
    Pathophysiology: The biologic basis for disease in adults and children
     (8th ed.). St. Louis, MO: Mosby/Elsevier.

    Edited by 
    Jennifer Tran
     on Nov 29, 2022 at 12:46pm

     
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    Tyesha L Sullivan

    Tyesha L Sullivan

    Nov 30, 2022
    Nov 30, 2022 at 6:23pm

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    Hello Professor Tran,

    In the case study the patient is said to have protein malnutrition. I believe the phase of the absorption that the patient is affected by is the luminal phase. Would this be correct?

     
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    Jennifer Tran

    Jennifer Tran

    Dec 1, 2022
    Dec 1, 2022 at 7:49pm

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    Hi Tyesha. Yes, that is correct! Great job!

     
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    Nazmi Hamid

    Nazmi Hamid

    Dec 1, 2022
    Dec 1, 2022 at 6:29pm

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    Hello Tyesha,

    Great informative post. The patient’s malabsorption does lead to edema from lack of protein absorption into the body leading to hypoalbuminemia. (Hammami, 2019). Lack of dentures was also part of the scenario that can cause potential nutrient deficiency due to inability to chew and eat. Aside from the protein deficiency, malabsorption syndrome can cause neurological problems due to lack of vitamins and minerals. (Patnayak, 2016).

     

    Hammami, M. B. (2019). Malabsorption Clinical Presentation. 
    Medscape.
     
    https://emedicine.medscape.com/article/180785-clinical#:~:text=Edema,protein%20depletion%2C%20ascites%20may%20develop
     
    Links to an external site.
    .

    Patnayak, R., Suresh , V., Jena, A., Madhu, K., Phaneendra, B. V., & Reddy, V. (2016). The Maladies of Malabsorption. 
    Journal of pediatric neurosciences, 11(1), 74. 
    https://go.gale.com/ps/i.do?p=EAIM&u=minn4020&id=GALE%7CA450875872&v=2.1&it=r&sid=ebsco

     
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    Lucy Kelechi Ukachukwu

    Lucy Kelechi Ukachukwu

    Dec 1, 2022
    Dec 1, 2022 at 9:51pm

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    Good job Tyesha, I want to add that sometimes it is difficult to establish how genetics causes certain diseases in some situations, in our case study scenario, it is difficult to figure out genetics in this patient’s case (Koepsell, 2020). Malabsorption can be a result of various factors including medical conditions, infections, drugs use, and sometimes even surgical procedures. Malabsorption syndrome usually hinders food from being absorbed from the small intestine. There is also infant malnutrition linked to genetics that is inherited from the mother which is usually associated with a lack of nourishment throughout the gestational period (Noguchi & Takahashi, 2019).

     

     

                                                                                                                                References

    Koepsell, H. (2020). Glucose transporters in the small intestine in health and disease. Pflügers Archiv-European Journal of Physiology, 472(9), 1207-1248.

    Noguchi, A., & Takahashi, T. (2019). Overview of symptoms and treatment for lysinuric protein intolerance. 
    Journal of Human Genetics
    , 
    64
    (9), 849-858.

     
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    Miriam C. Okochi

    Miriam C. Okochi

    Dec 2, 2022
    Dec 2, 2022 at 2:33am

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    Hi Tyesha,

    I definitely agree with you. The patient’s history of Malabsorption Syndrome makes it difficult for the patient to absorb the nutrition he needs. However, it is important that we do not solely look at his past history and determine that as the cause for his protein malnutrition. Looking at more specific factors such as his age, diet, and difficulty with eating due to lack of dentures should also be considered. It is important to ask key questions when gathering the patient’s history and perform a focused physical exam to help create a more targeted approach in diagnosing the patient’s condition (Zuvarox & Belletieri, 2022). Both folate and protein are absorbed in the small intestine along with other nutritional requirements needed by the body. Knowing exactly what nutritional deficits are lacking in the body and where they are absorbed will help in treating the condition. For example, we have determined that the focus of the patients malabsorption is in the small intestines. Studies have showed that probiotic supplements that contain lactic acid bacteria and Bifidobacterium are effective in reducing nutrient malabsorption, improving intestinal barrier, and decreasing disease related pathologies (Judkins, 2020).

    References

    Judkins, T. C., Archer, D. L., Kramer, D. C., & Solch, R. J. (2020). Probiotics, nutrition, and the small intestine. Current Gastroenterology Reports, 22(1). 
    https://doi.org/10.1007/s11894-019-0740-3
    Links to an external site.

    Zuvarox, T., & Belletieri, C. (2022). Malabsorption Syndromes. National Center for Biotechnology Information. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK553106/

     
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    Tarik Maurice Hyams

    Tarik Maurice Hyams

    Dec 2, 2022
    Dec 2, 2022 at 11:10am

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         Tyesha, thank you for the post. I agree with your assessment. My mother suffered from malabsorption syndrome. Shortly before she died of pancreatic and liver disease, we saw that her albumin was low upon review of her labs.  She also suffered from poor entero-hepatic circulation, meaning she did not have the proper hydrolyzes to break down and package the nutrients for proper absorption and sustained abdominal distention and irritation to the stomach lining from unabsorbed fatty acids. “Electrolyte imbalance is common, and cramping and abdominal distention are common with malabsorption syndromes” (Montoro-Huguet et al., 2021). She was also under radiation therapy, which injured the lining of her intestine, contributing to her condition and the co-morbidities of protein malnutrition.

    She also had a cultural component that her background took being thin as an indicator of health. These types of knowledge deficits can be addressed by the advanced practice ready nurse to better educate and inform patients on ways to improve their health equity. We believe her lack of protein intake may have accelerated her decline by walking into this diagnosis with anemia and malaise due to inadequate protein intake and ultimate absorption of vital nutrients such as iron, and folic acid. “Protein malnutrition is common in the elderly” (Zhao & Andreyeva, 2022). Moreover, it could be seen as an epidemic if we give it the attention it deserves.

    References-

    Montoro-Huguet MA, Belloc B, Domínguez-Cajal M. Small and Large Intestine (I):Malabsorption of Nutrients. Nutrients. 2021 Apr 11;13(4):1254. doi: 10.3390/nu13041254. PMID: 33920345; PMCID: PMC8070135.

    Zhao H, Andreyeva T. Diet Quality and Health in Older Americans. Nutrients. 2022Mar 11;14(6):1198. doi: 10.3390/nu14061198. PMID: 35334855; PMCID: PMC8955752.

     
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    Brandy Lynn Taillefer

    Brandy Lynn Taillefer

    Dec 2, 2022
    Dec 2, 2022 at 6:04pm

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    Hi Tyesha,

    Great post, I came to many of the same conclusions myself. I was curious about some of the patients background though, especially their medication history. If I had access to their medication list that may alter my perception about the cause of the malabsorption syndrome the patient was experiencing. Weiss teaches us that the use of laxatives may be impair the ability of the body to absorb proper nutrients from the oral intake we have (2021). Kerr also teaches is that certain medications can cause damage to the intestinal lining (2022), this could lead to malabsorption as the damage to the lining could make it difficult to absorb nutrients as well. Do you think that if we had a little more information about the patient that one of these things could play a role in the patients symptoms?

     

    Resources:

    Kerr, M. (2022, June 2). 
    Malabsorption Syndrome
    . Healthline. https://www.healthline.com/health/malabsorption

    Weiss, T. C. (2021, July 3). 
    Taking Too Many Laxatives Danger to Health
    . Disabled World. https://www.disabled-world.com/health/digestive/laxatives.php

     
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    Lixiang Li

    Lixiang Li

    Dec 2, 2022
    Dec 2, 2022 at 10:51pm

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    HI Tyesha,

    I enjoy reading your post. According to Clark and Johnson (2018), malabsorption is impaired absorption of nutrients
      
    caused by alterations of intestinal mucosa, such as Crohn disease, Celiac disease, lactose intolerance, small intestinal bacterial overgrowth, pernicious anemia. Malabsorption can result from congenital defects, from surgery, or from genetic factor. Celiac disease is an autoimmune disease that its own antibodies attack and damage the small intestinal villous epithelium when ingestion of food contains gluten (McCane & Huether, 2019). However, from the scenario, the 83 years old has history of malabsorption syndrome, but it is hard to say the malabsorption is caused by genetics. Pt might be suffering from neglect. May be the resident has cognitive impairment and lack of ability to take care himself.
     

    Reference

    McCance, K.L. & Huether, S.E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.
     

    Clark, R., & Johnson, R. (2018). Malabsorption Sundromes. Nursing Clinics of North America, 53(3), 361-374. http://doi.org/10.1016/j.cnur.2018.05.001

     
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    Kadiatu Fofanah

    Kadiatu Fofanah

    Dec 3, 2022
    Dec 3, 2022 at 10:04pm

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    2ND Response.

    Hello Tyesha,

    I agree with the post above that malabsorption syndrome is caused by the failure of the intestinal mucosa to absorb the digested nutrients. Malabsorption can have serious consequences such as edema, protein malnutrition, and stunted growth in children. I also agree that the response to malabsorption syndrome can vary depending on gender and age. For example, malabsorption in women can stop menstruation, and in children, stunted growth is observed.

    However, I would add that malabsorption syndrome can also be caused by other factors such as Crohn’s disease, celiac disease, pancreatitis, and food intolerances. All of these conditions can disrupt the digestive process and cause malabsorption. Additionally, malabsorption can be caused by medications that reduce the number of digestive enzymes produced by the body.

    In addition, I would add that there are several interventions that can be used to treat malabsorption. These interventions include dietary changes, nutritional supplementation, and lifestyle modifications. Dietary changes may include avoiding certain foods that are difficult to digest, or adding more dietary fiber to the diet. Nutritional supplementation may include taking multivitamins, probiotics, and other supplements to improve nutrient absorption. Finally, lifestyle modifications such as exercising more regularly or reducing stress levels may also help improve digestive health.

    Overall, I agree with the post that malabsorption syndrome is caused by the failure of the intestinal mucosa to absorb the digested nutrients and that it can affect different groups differently. However, I would also add that there are other causes of malabsorption and that there are several interventions that can be used to treat it.

     

            References

    Malabsorption Syndrome: Causes, Symptoms, and Risk Factors. (2020). Retrieved 29 November 2022, from 
    https://www.healthline.com/health/malabsorption
    Links to an external site.

    McCance, K. L. & Huether, S. E. (2019). 
    Pathophysiology: The biologic basis for disease in adults and children
     (8th ed.). St. Louis, MO: Mosby/Elsevier.

     
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    Sherwin Jackson

    Sherwin Jackson

    Dec 9, 2022
    Dec 9, 2022 at 10:08am

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    Tysha L. Sullivan

    The discussion examines malabsorption symptoms, providing a case study of a patient with hereditary folate malabsorption. This is a hereditary condition characterized by folate deficiency, with impaired folate absorption and transportation into the central nervous system. It can result in macrocytic anemia, recurrent infections, and neurological deficits which can manifest with progressive psychomotor retardation, behavioral disorders, and early onset of seizures (Tan et al., 2017). The patient also presented with generalized body edema typical of protein deficiency. Proteins usually play a significant role in maintaining fluids in the blood vessels. Severe protein deficiency results in water retention in the body tissues, which causes edema. The discussion provides typical signs and symptoms of protein deficiency but needs to provide adequate information on folate malabsorption symptoms. It outlines that the effects of the disorder may differ depending on factors such as gender and age. Please provide more information on the management approaches.

    References

    Tan, J., Li, X., Guo, Y., Xie, L., Wang, J., Ma, J., & Jiang, L. (2017). Hereditary folate malabsorption with a novel mutation on SLC46A1. 
    Medicine
    , 
    96
    (50), e8712. 
    https://doi.org/10.1097/md.0000000000008712
    Links to an external site.

     

     
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    Nazmi Hamid

    Nazmi Hamid

    Nov 29, 2022
    Nov 29, 2022 at 8:15pm

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    Introduction

    A healthy individual’s small intestine is able to absorb nutrition, vitamins and minerals that they consume throughout the day, however, in case of 83 year old skilled nursing facility patient, ability to absorb the required nutrition is quite challenging. That is because the patient has a history of Malabsorption Syndrome.

    Discussion

    The patient who presents to the ED, is displaying symptoms of malabsorption syndrome, symptoms of edema and abdomen. He is also diagnosed with protein malnutrition, which is linked to the history of malabsorption syndrome. MAS is a result of multiple issues with small intestine function and its inability to absorb nutrients. (Patnayak et al., 2016).

    MAS can be a genetic given that hereditary folate malabsorption is a genetic condition that causes folate deficiency due to folate absorption in the intestine. (Goldman, 2022). “HFM is inherited in an autosomal recessive manner”. (Goldman, 2022).

    Due to the inability to absorb vitamins and minerals and other nutrients such as protein, causing hypoalbuminemia, the patient is retaining fluid in the abdomen as other extremities. (Hammami, 2019).  Protein malnutrition diagnosis has been chosen for this patient not only for the inability to absorb nutrients such as protein, the patient also has difficulty eating due to lack of dentures.

    Given the MAS is caused in the small intestine, intestinal epithelial cells are involved in this process. According to Patnayak, MAS can cause neurological abnormalities given the inability of vitamin absorption. (2016). Given the onset of the disease, patients can respond differently to the MAS, depending on their age, overall genetic health and hereditary characteristics. Another example of genetics causing malabsorption would be for cancer patients. Those who have predisposition to getting cancer will have to possibly have chemotherapy or radiation which can reduce gastric cell turnover resulting in malabsorption. (McCance & Huether, 2019).

    Summary

    To conclude, the patient is experiencing symptoms of edema in the extremities and abdomen due to protein malnutrition and hypoalbuminemia. Although it does not state whether his condition is hereditary, it is possible for individuals to inherit the disease autosomal recessive manner. MAS can also cause neurological abnormalities given the lack of certain vitamins and minerals from inability to absorb the content in the small intestine.

     

    Reference

    Goldman, I.D., (2022). Hereditary Folate Malabsorption. 
    National Library of Medicine. 
    https://www.ncbi.nlm.nih.gov/books/NBK1673/#:~:text=Hereditary%20folate%20malabsorption%20(HFM)%20is,failure%20to%20thrive%2C%20and%20anemia
     
    Links to an external site.
    .

    Hammami, M. B. (2019). Malabsorption Clinical Presentation. 
    Medscape.
     
    https://emedicine.medscape.com/article/180785-clinical#:~:text=Edema,protein%20depletion%2C%20ascites%20may%20develop
     
    Links to an external site.
    .

    McCance, K. L. & Huether, S. E. (2019). 
    Pathophysiology: The biologic basis for disease in adults and children
     (8th ed.). St. Louis, MO: Mosby/Elsevier.

    Patnayak, R., Suresh , V., Jena, A., Madhu, K., Phaneendra, B. V., & Reddy, V. (2016). The Maladies of Malabsorption. 
    Journal of pediatric neurosciences, 11(1), 74. 
    https://go.gale.com/ps/i.do?p=EAIM&u=minn4020&id=GALE%7CA450875872&v=2.1&it=r&sid=ebsco

     
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    Lucy Kelechi Ukachukwu

    Lucy Kelechi Ukachukwu

    Dec 2, 2022
    Dec 2, 2022 at 12:53pm

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    Response #2:

    Hello Nazmi,

    Your post is very educative. I also read that there is also infant malnutrition linked to genetics that is inherited from the mother which is usually associated with a lack of nourishment throughout the gestational period (Noguchi & Takahashi, 2019). Again I learned that different people have different genetics as per various studies except only for identical twins except that they vary as a result of somatic mutation in the patient’s immune system (Rotoli et al., 2020).  Protein malnutrition usually impairs the production and activation of the cells that are in connection with the body’s immunity.

     

                                                                                                                    References

    Noguchi, A., & Takahashi, T. (2019). Overview of symptoms and treatment for lysinuric protein intolerance. 
    Journal of Human Genetics
    , 
    64
    (9), 849-858.

    Rotoli, B. M., Barilli, A., Visigalli, R., Ferrari, F., & Dall’Asta, V. (2020). y+ LAT1 and y+ LAT2 contribution to arginine uptake in different human cell models: Implications in the pathophysiology of Lysinuric Protein Intolerance. Journal of Cellular and Molecular Medicine, 24(1), 921-929.

     
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    Ngun Hleih Par Thang

    Ngun Hleih Par Thang

    Dec 2, 2022
    Dec 2, 2022 at 2:59pm

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    Hi Nazmi,

    Thank you for your great discussion. I agree with your discussion about the patient history of Malabsorption Syndrome as the leading cause of the current symptoms and diagnosis. Protein deficiency is one of the most straightforward reasons fluids are retained and cause edema, especially in the extremities (Ahel et al., 2015). Given the history of malabsorption syndrome and diagnosis of protein malnutrition, we can conclude that the lowered levels of plasma protein, mainly albumin, cause fluid accumulation in the abdominal cavity and lower extremities (McCance and Huether, 2019). In this scenario, the patient also has difficulty eating due to a lack of dentures and malabsorption. Therefore, the patient is placed at an even higher risk of malnutrition. Also, I agree with your example of genetics causing malabsorption in the cancer patient. Several reasons, such as the disease process or treatment, can increase malabsorption in a cancer patient.

    Reference 

    Ahel, I. B., et al. (2015). Generalized edema with hypoproteinemia as initial presentation of celiac disease in a 3-year-old boy: case report. 
    Paediatria Croatica
    , 
    59
    (3), 181–184. 
    https://doi.org/10.13112/PC.2015.27
    Links to an external site.

    McCance, K. L. & Huether, S. E. (2019). 
    Pathophysiology: The biologic basis for disease in adults and children
     (8
    th
     ed.). St. Louis, MO: Mosby/Elsevier.

     
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    Charlotte Savill

    Charlotte Savill

    Dec 2, 2022
    Dec 2, 2022 at 3:14pm

    Manage Discussion Entry

    Hello Nazmi. When considering nutrition, genetic variability may be at least partly responsible for differences between individuals in the absorption of food, metabolism, enzyme

    digestion, biosynthesis, catabolism, transport across cell membranes, uptake by cell receptors,

    storage, and excretion (Selber-Hnatiw et al., 2019). It may even affect individual food preferences. The patient in our scenario presented with bilateral edema of the lower and upper extremities as well as the abdomen. Inadequate protein in the diet causes these symptoms because protein aids to hold salt and water inside the blood vessels so fluid does not leak out into the tissues. With starvation or malnutrition, the lowered levels of plasma proteins, particularly albumin, causes fluid to move into the interstitium, otherwise referred to as edema (McCance & Huether, 2019). Great post.

    References

    McCance, K. L. & Huether, S. E. (2019). 
    Pathophysiology: The biologic basis for disease in adults and children
     (8th ed.). St. Louis, MO: Mosby/Elsevier.

    Selber-Hnatiw, S., Sultana, T., Tse, W., Abdollahi, N., Abdullah, S., Al Rahbani, J., … & Gamberi, C. (2020). Metabolic networks of the human gut microbiota. 
    Microbiology, 166
    (2), 96-119. https://doi.org/10.1099/mic.0.000853

     
    Reply
    Reply to Comment

    Collapse Subdiscussion
    Oluwatomi Odewenwa

    Oluwatomi Odewenwa

    Dec 2, 2022
    Dec 2, 2022 at 4:31pm

    Manage Discussion Entry

    Hi Nazmi,

    Thank you for your response on malabsorption. It is evident from your explanation that malabsorption disorder destroys the small intestine interfering with nutrients, vitamins, and mineral absorption. Malabsorption syndrome (MAS) causes protein malnutrition and can lead to abdominal edema (Misselwitz et al.,2019). I agree that MAS can be linked to genetic causes due to the hereditary folate gene inherited in an autosomal manner. Folate helps in the absorption of vitamins and the formation of DNA templates. The inability to absorb essential elements such as protein leads to hypoalbuminemia and results in the patient retaining fluid in the abdomen as in other extremities (Misselwitz et al.,2019). Notably, prolonged MAS continues to deprive the body of significant compounds, and therefore the patient can develop other disorders of the neurological and cardiovascular systems ((Alkaade & Vareedayah, 2017). I agree with choosing a protein diagnostic method to treat the patient, as a lack of dentures may affect the mechanical breakdown of food into digestible particles.

    We can agree that Age, gender, and race all influence MAS condition, and individuals will respond differently depending on their Age, overall genetic health, and hereditary characteristics. However, Age was a significant factor in this case study. Elderly patients are at higher risk of developing malabsorption due to decreased stomach acid secretions resulting in a reduced ability to extract vitamin B (Alkaade & Vareedayah, 2017).

    References

    Alkaade, S., MD, & Vareedayah, A., MD. (2017). A Primer on exocrine pancreatic insufficiency, fat malabsorption, and fatty acid abnormalities. 
    The American Journal of Managed Care
    , 
    23
    (12), 203–209.

    Misselwitz, B., Butter, M., Verbeke, K., & Fox, M. R. (2019). Update on lactose malabsorption and intolerance: Pathogenesis, diagnosis, and clinical management. 
    Gut
    , 
    68
    (11), 2080–2091. 
    https://doi.org/10.1136/gutjnl-2019-318404

  • Tina jones cardiovascular shadow health

    Education & Empathy 
    : 4 of 5 (80.0%)

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

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

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

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

     1 Symptoms

    Followed Up

     Description: 
    Tina describes the symptoms that have been bothering her.

    What brings you in today?

    Question

    10:45 PM MDT

    I’ve been noticing my heart seems to be beating too fast every once in a while lately, and it started to worry me. My mom said I should make an appointment. You don’t want to ignore heart stuff, I guess.

    That must be frightening for you. I’m sorry you’re going through that.

    Empathize

    10:46 PM MDT

    I appreciate you telling me that.

     Model Statement: 
    “I’m sorry to hear you’re experiencing those symptoms; they can be very uncomfortable. I’ll ask you some questions to learn more about your symptoms, and we will try to determine what’s causing you to feel this way.”

     2 Hypertension

    Not Followed Up

     Description: 
    Tina has signs of hypertension and a strong family history of the disease, but does not take any action.

    Do you have hypertension?

    Question

    10:51 PM MDT

    …I’ve never been diagnosed with blood pressure problems. But I think it can be on the high side sometimes.

    Do you monitor your blood pressure at home?

    Question

    10:51 PM MDT

    Only when I’m here at the clinic.

    Do you monitor your heart rate at home?

    Question

    10:51 PM MDT

    No, I’ve never done that.

    Do you know if your heart has an abnormal rhythm?

    Question

    10:52 PM MDT

    I don’t, honestly. [AUDIO COMING SOON]

     Model Statement: 
    “A family history of hypertension means that you may be at risk for developing it, too, and you’ve had some high blood pressure readings. Keeping your blood pressure low is important to avoid health problems in the future with your heart and other organs.”

     3 Stress

    Followed Up

     Description: 
    Tina describes being busy, anxious, and stressed out.

    Tell me about your stress levels

    Question

    12:38 AM MDT

    Oh, geez. This whole year has been… I mean, it’s been the most stress I’ve had in my life. Right now our biggest worry is money, since, you know, this whole year we haven’t had Dad’s income. School can be stressful, too. Well, I guess it keeps me busy, but it’s only bad when I have a lot of tests, like mid-terms or finals.

    I’m sorry to hear that it’s been a stressful year for you.

    Empathize

    12:39 AM MDT

    Thanks for understanding.

     Model Statement: 
    “Sounds like you’re working really hard. I’m sorry you’re dealing with so much stress.”

     4 Caffeine

    Followed Up

     Description: 
    Tina drinks a high level of caffeine and does not stay hydrated with water.

    How many energy drinks do you drink?

    Question

    12:37 AM MDT

    I’ve been having one every morning over the past month or so. A few times I’ve had two.

    Caffeinated beverages can speed up your heart rate and blood pressure. They can be very dangerous.

    Educate

    12:37 AM MDT

    Thanks for telling me.

     Model Statement: 
    “Drinking high levels of caffeine can make you feel stressed or anxious, and can dehydrate you. Over time, lots of caffeine can make you experience “crashes” during the day, too. Let’s talk about healthy alternatives.”

     5 Exercise

    Followed Up

     Description: 
    Tina does not exercise on a regular basis.

    Do you exercise?

    Question

    12:54 AM MDT

    I’m pretty exhausted by the end of the day, so I don’t have the energy to do any extra exercise. But I’m on my feet all the time at work so I feel like that’s a little bit of exercise most days at least.

    I understand that you’re tired at the end of the day and that is good that you get some exercise at work. However even just walking for 30 minutes a day could drastically improve your health and even extend your life.

    Educate

    12:55 AM MDT

    That makes sense.

     Model Statement: 
    “I understand being busy and having very little free time. However, exercise is healthy for you, and can even relieve stress. Even small amounts of exercise, such as taking a short walk, can improve your health.”

  • Shadow health Respiratory Tina jones Documentation

    Documentation / Electronic Health Record

    Document: Provider Notes

    Document: Provider Notes

    Student Documentation

    Model Documentation

    Subjective

    Ms. Tina Jones is a 28 year old African American female who reports to the clinic with complaints of “having breathing problems” with decreased effectiveness from her inhaler. She states that it’s been “hard to take in air”, her chest feels tight, she’s been wheezing and has a new, frequent, nonproductive cough. These symptoms started two days ago, worsening at night when she’s lying down or when she over exerts herself. She states she changes her bedding and dust weekly. Typically cats or dust triggers her asthma reaction. She states her symptoms began while visiting her cousin who has cats. She only visits her a few times a year. Her most recent experience of shortness of breath was this morning before arrival at the clinic. Currently she states that her “breathing feels okay” but during her asthma attacks she would rate the severity at a 7 or 8 out of 10 and with the attack lasting about five minutes total. She uses her albuterol inhaler to treat symptoms, however lately the inhaler hasn’t been as effective at treating the symptoms as it has previously. She has not been hospitalized for asthma since she was a child. She was diagnosed with asthma at age 2. She treats her asthma with an inhaler only, along with attempting to stay away from cats. She doesn’t keep an asthma diary or use spirometry, peak flow or nebulizer. She denies use of tobacco or alcohol. She hasn’t used marijuanna since she was 21 years old. Does not see a specialist for asthma. Review of Systems General: Not getting adequate sleep due to asthma symptoms resulting in low energey levels, denies fever, chills, night sweats Nose: Denies congestion, sneezing, runny nose, or environmental allergies besides dust G.I.: No changes in appetite, no N/V, no complaints of abdominal pain Respiratory: Complaints of new onset SOB with wheezing and nonproductive cough, denies pneumonia, bronchitis, emphysema, TB. History of asthma since childhood, no recent hospitalization for asthma.

    HPI: Ms. Jones is a pleasant 28-year-old African American woman who presented to the clinic with complaints of shortness of breath and wheezing following a near asthma attack that she had two days ago. She reports that she was at her cousin’s house and was exposed to cats which triggered her asthma symptoms. At the time of the incident she notes that her wheezes were a 6/10 severity and her shortness of breath was a 7-8/10 severity and lasted five minutes. She did not experience any chest pain or allergic symptoms. At that time she used her albuterol inhaler and her symptoms decreased although they did not completely resolve. Since that incident she notes that she has had 10 episodes of wheezing and has shortness of breath approximately every four hours. Her last episode of shortness of breath was this morning before coming to clinic. She notes that her current symptoms seem to be worsened by lying flat and movement and are accompanied by a non-productive cough. She awakens with night-time shortness of breath twice per night. She complains that her current symptoms are beginning to interfere with her daily activities and she is concerned that her albuterol inhaler seems to be less effective than previous. Currently she states that her breathing is normal. Diagnosed with asthma at age 2.5 years. She has no recent use of spirometry, does not use a peak flow, does not record attacks, and does not have a home nebulizer or vaporizer. She has been hospitalized five times for asthma, last at age 16. She has never been intubated for her asthma. She does not have a current pulmonologist or allergist. Social History: She is not aware of any environmental exposures or irritants at her job or home. She changes her sheets weekly and denies dust/mildew at her home. She uses a hypoallergenic pillow cover and her mattress is one year old. She denies current use of tobacco, alcohol, and illicit drugs. She did smoke marijuana for 5 or 6 years, her last use was at age 21 years. She does not exercise. Review of Systems: General: Denies changes in weight, fatigue, weakness, fever, chills, and night sweats. • Nose/Sinuses: Denies rhinorrhea with this episode. Denies stuffiness, sneezing, itching, previous allergy, epistaxis, or sinus pressure. • Gastrointestinal: No changes in appetite, no nausea, no vomiting, no symptoms of GERD or abdominal pain • Respiratory: Complains of shortness of breath and cough as above. Denies sputum, hemoptysis, pneumonia, bronchitis, emphysema, tuberculosis. She has a history of asthma, last hospitalization was age 16, last chest XR was age 16.

    Objective

    Ms. Tina Jones is an 28 year old African American female. She is alert and oriented times 4 and is dressed appropriately for the setting. She is currently not under any distress. Chest expansion is symmetric bilaterally with respirations, Chest resonant to percussion with no dullness, normal fremitus, bilateral wheezes heard in posterior lower lobes. Bilateral muffled “99” ascultated in lower posterial lobes. Incentive spirometer results: FVC 3.91 L, FEV1/FVC ratio 80.56%. SpO2: 97%.

    General: Ms. Jones is a pleasant, obese 28-year-old African American woman in no acute distress. She is alert and oriented and sitting upright on exam table. She maintains eye contact throughout interview and…

  • Tina jones respiratory shadow health transcript

    Transcript

    Started:
     Jul 22, 2022 | 
    Total Time:
     168 min

    All Lines (154)
    Interview Questions (72)
    Statements (2)
    Exam Actions (80)

    Hi Ms Jones, I’m xx and I’m going to examine you today.

    Greet

    07/22/22 1:55 PM MDT

    Hey.

    Can you verify your name and date of birth?

    Question

    07/22/22 1:55 PM MDT

    My name’s Tina Jones, and my birthday’s February 17th.

    What brings you in today?

    Question

    07/22/22 1:56 PM MDT

    I came in because I’ve been having breathing problems, and my inhaler just isn’t working the way it normally does.

    I’m sorry to hear you’re going through that.

    Empathize

    07/22/22 1:56 PM MDT

    Thanks for understanding.

    Can you please describe what’s going on with your inhaler? (No matching questions found.)

    Question

    07/22/22 1:57 PM MDT

    Can you please describe what breathing problems you’re having? (Clarified to Can you describe your breathing problems?.)

    Question

    07/22/22 1:57 PM MDT

    It feels like it’s been hard to take in air. My chest feels all tight and I’ve been wheezing… I’ve had to use my inhaler a lot, and it doesn’t feel like it’s totally working. (Clarified to to describe my breathing problems.)

    Do you know what are causing your asthma to flare up? (Clarified to What started your recent asthma problems?.)

    Question

    07/22/22 1:58 PM MDT

    This all started at my cousin’s house. She has cats, and I’m allergic, so my asthma always goes crazy when I’m there. (Clarified to what triggered my recent asthma problems.)

    When was your most recent asthma exacerbation?

    Question

    07/22/22 1:59 PM MDT

    The last time I had real trouble breathing was early this morning. But it’s been going on for the past two days.

    How many puffs of your inhaler do you use when your asthma symptoms flare up?

    Question

    07/22/22 2:01 PM MDT

    Sometimes I have to take three puffs of the 90 mcg albuterol inhaler instead of two, and the past couple days, always three. [AUDIO COMING SOON]

    How often are you around cats?

    Question

    07/22/22 2:01 PM MDT

    Not often. Just at my cousin’s house. . . and I’m only there a few times a year.

    What else triggers your asthma besides cats?

    Question

    07/22/22 2:01 PM MDT

    For the last two days, it seems worse at night when I’m lying down, or when I’m moving around too much. Typically it’s stuff like cats or dust that gets to me.

    Do you have any other respiratory illnesses?

    Question

    07/22/22 2:02 PM MDT

    No, just the asthma.

    How long have you had asthma?

    Question

    07/22/22 2:02 PM MDT

    I’ve had asthma a long time. . . since I was really little.

    How do you manage your asthma?

    Question

    07/22/22 2:03 PM MDT

    I try to avoid things that give me breathing problems, but when my asthma starts to act up, I just use my inhaler.

    How is your breathing currently?

    Question

    07/22/22 2:03 PM MDT

    My breathing feels okay right this second, but I’ve definitely been having problems recently with it.

    How severe is your asthma?

    Question

    07/22/22 2:03 PM MDT

    My asthma used to be really scary. I haven’t had a full attack in years, and if you had asked me before this I would have said my asthma wasn’t that bad anymore, but the last couple days I’ve had a lot of trouble breathing.

    What other symptoms have you had besides trouble breathing?

    Question

    07/22/22 2:04 PM MDT

    Other than what I’ve told you? I don’t think so. It’s just needing my inhaler so much and the cough that’s been bothering me.

    Tell me more about your cough

    Question

    07/22/22 2:05 PM MDT

    Um. . . I guess I’d describe it as a small, dry cough.

    When did this cough start?

    Question

    07/22/22 2:05 PM MDT

    Two days ago, a little while after I first started having these asthma problems.

    Do you have any sputum with this cough?

    Question

    07/22/22 2:05 PM MDT

    No, nothing’s coming up.

    How often do you cough?

    Question

    07/22/22 2:06 PM MDT

    I’ve been coughing pretty much all the time.

    What are your allergies?

    Question

    07/22/22 2:06 PM MDT

    I’m allergic to cats.

    Any other allergy besides cats? (Clarified to Are you allergic to anything besides cats?.)

    Question

    07/22/22 2:06 PM MDT

    Yeah, I’m allergic to penicillin. (Clarified to if I am allergic to anything besides cats.)

    When did you have an allergic reaction to penicillin? (Clarified to Have you had an allergic reaction to penicillin?.)

    Question

    07/22/22 2:07 PM MDT

    Yeah, but it was a long time ago, when I was little. . . the doctor told me not to take it again after that. (Clarified to if I have had a reaction to penicillin.)

    What happens when you take penicillin?

    Question

    07/22/22 2:08 PM MDT

    I don’t remember that well because the last time I had penicillin I was pretty little. . . I think I got a rash, like, hives. The doctor told me not to take it again after that.

    How severe was your reaction to penicillin?

    Question

    07/22/22 2:08 PM MDT

    It was a long time ago, so I don’t remember that well, but I don’t think it was that serious. I just got a rash–like, hives–I think. . . then the doctor said not to take penicillin again, so I didn’t.

    Do you have any environmental allergies?

    Question

    07/22/22 2:09 PM MDT

    No, unless cats count.

    Can you describe what happens when you’re around cats?

    Question

    07/22/22 2:09 PM MDT

    Whenever I’m around cats, I start sneezing, my eyes get itchy, my nose runs. . . and my asthma starts to act up.

    How do your treat your allergy to cats?

    Question

    07/22/22 2:10 PM MDT

    I try not to be around cats at all, but when I have to be around them and my breathing gets bad, I use my inhaler. . . but I don’t totally feel better until I go home and take a shower.

    You mentioned your asthma flares up when you’re around dust. What happens when you’re around dust?

    Question

    07/22/22 2:10 PM MDT

    If I’m around a lot of dust, I can get sneezy, or I can start wheezing.

    Do you smoke?

    Question

    07/22/22 2:11 PM MDT

    No. I think it’s gross.

    Do you use any recreational drugs?

    Question

    07/22/22 2:11 PM MDT

    No.

    Do you use marijuana?

    Question

    07/22/22 2:11 PM MDT

    Um, yeah, I’ve done that before. In high school, and after high school… I definitely don’t anymore, though.

    When was the last time you used marijuana?

    Question

    07/22/22 2:12 PM MDT

    I haven’t smoked pot since I was twenty or twenty-one.

    Are you around secondhand smoke?

    Question

    07/22/22 2:12 PM MDT

    Some of my friends smoke when we go out drinking. But I don’t smoke, and nobody at home smokes.

    How often are you around your friends that smoke? (Clarified to How often are you around people who smoke?.)

    Question

    07/22/22 2:12 PM MDT

    Some of my friends smoke when we go out drinking. But I don’t smoke, and nobody at home smokes. (Clarified to how often I am around secondhand smoke.)

    Does anyone in your family have asthma?

    Question

    07/22/22 2:13 PM MDT

    It’s just me and my baby sister that have asthma, but she really doesn’t have problems with it.

    Did your parents or grandparents have asthma?

    Question

    07/22/22 2:13 PM MDT

    Yeah. Both Nana and Poppa died about five years ago.

    I’m so sorry to hear that

    Empathize

    07/22/22 2:14 PM MDT

    Thanks for saying that.

    What did your father die of?

    Question

    07/22/22 2:14 PM MDT

    He died in a car accident.

    What happened in the car accident?

    Question

    07/22/22 2:15 PM MDT

    He was driving to work and it was raining…and his car hydroplaned. And hit a tree. So it was really sudden.

    How did your grandfather die?

    Question

    07/22/22 2:16 PM MDT

    Well, Grandpa Jones died of colon cancer, and Poppa died of a heart attack.

    Does your family have a history of lung cancer?

    Question

    07/22/22 3:19 PM MDT

    The only cancer that I know of in our family is colon cancer–Grandpa Jones died of that.

    Does your family have a history of respiratory illness?

    Question

    07/22/22 3:19 PM MDT

    My baby sister has asthma, too, but no one else in the family has lung problems, I don’t think.

    Do you have a history of bronchitis, pneumonia or emphysema?

    Question

    07/22/22 3:20 PM MDT

    Nope, never.

     Inspected anterior chest wall

    Exam Action

    07/22/22 3:22 PM MDT

     Inspected left side chest wall

    Exam Action

    07/22/22 3:22 PM MDT

     Inspected posterior chest wall

    Exam Action

    07/22/22 3:22 PM MDT

     Inspected right side chest wall

    Exam Action

    07/22/22 3:23 PM MDT

     Inspected anterior chest wall

    Exam Action

    07/22/22 3:23 PM MDT

     Palpated chest expansion: Both sides rise symmetrically

    Exam Action

    07/22/22 3:23 PM MDT

     Palpated fremitus in anterior lower chest wall: Equal bilaterally, expected vibration

    Exam Action

    07/22/22 3:23 PM MDT

    Ninety-nine.

     Palpated fremitus in anterior upper chest wall: Equal bilaterally, expected vibration

    Exam Action

    07/22/22 3:23 PM MDT

    Ninety-nine.

     Palpated chest expansion: Both sides rise symmetrically

    Exam Action

    07/22/22 3:37 PM MDT

     Percussed anterior left upper lobe

    Exam Action

    07/22/22 3:41 PM MDT

     Percussed anterior right upper lobe

    Exam Action

    07/22/22 3:41 PM MDT

     Percussed anterior left mid-chest (upper lobe)

    Exam Action

    07/22/22 3:41 PM MDT

     Percussed anterior right middle lobe

    Exam Action

    07/22/22 3:41 PM MDT

     Percussed anterior right lower lobe

    Exam Action

    07/22/22 3:41 PM MDT

     Percussed anterior left lower lobe

    Exam Action

    07/22/22 3:41 PM MDT

     Percussed posterior right upper lobe

    Exam Action

    07/22/22 3:42 PM MDT

     Percussed posterior left upper lobe

    Exam Action

    07/22/22 3:42 PM MDT

     Percussed posterior left mid-back (lower lobe)

    Exam Action

    07/22/22 3:42 PM MDT

     Percussed posterior right mid-back (lower lobe)

    Exam Action

    07/22/22 3:42 PM MDT

     Percussed posterior right lower lobe

    Exam Action

    07/22/22 3:42 PM MDT

     Percussed posterior left mid-back (lower lobe)

    Exam Action

    07/22/22 3:42 PM MDT

     Percussed posterior left lower lobe

    Exam Action

    07/22/22 3:42 PM MDT

     Percussed posterior left lower lobe on side

    Exam Action

    07/22/22 3:42 PM MDT

     Percussed posterior left lower lobe near spine

    Exam Action

    07/22/22 3:42 PM MDT

     Percussed posterior right lower lobe

    Exam Action

    07/22/22 3:42 PM MDT

     Percussed posterior right lower lobe near spine

    Exam Action

    07/22/22 3:42 PM MDT

     Percussed posterior right lower lobe on side

    Exam Action

    07/22/22 3:42 PM MDT

     Percussed posterior right lower lobe on side

    Exam Action

    07/22/22 3:42 PM MDT

     Auscultated breath sounds in anterior left upper lobe

    Exam Action

    07/22/22 3:43 PM MDT

     Auscultated breath sounds in anterior right upper lobe

    Exam Action

    07/22/22 3:43 PM MDT

     Auscultated breath sounds in anterior right middle lobe

    Exam Action

    07/22/22 3:43 PM MDT

     Auscultated breath sounds in anterior left upper lobe

    Exam Action

    07/22/22 3:43 PM MDT

     Auscultated breath sounds in anterior left mid-chest (upper lobe)

    Exam Action

    07/22/22 3:43 PM MDT

     Auscultated breath sounds in anterior left lower lobe

    Exam Action

    07/22/22 3:43 PM MDT

     Auscultated breath sounds in anterior right lower lobe

    Exam Action

    07/22/22 3:43 PM MDT

     Auscultated breath sounds in posterior left upper lobe

    Exam Action

    07/22/22 3:44 PM MDT

     Auscultated breath sounds in posterior right upper lobe

    Exam Action

    07/22/22 3:44 PM MDT

     Auscultated breath sounds in posterior right mid-back (lower lobe)

    Exam Action

    07/22/22 3:44 PM MDT

     Auscultated breath sounds in posterior left mid-back (lower lobe)

    Exam Action

    07/22/22 3:44 PM MDT

     Auscultated breath sounds in posterior left lower lobe

    Exam Action

    07/22/22 3:44 PM MDT

     Auscultated breath sounds in posterior right lower lobe

    Exam Action

    07/22/22 3:45 PM MDT

     Auscultated breath sounds in posterior left lower lobe on side

    Exam Action

    07/22/22 3:45 PM MDT

     Auscultated breath sounds in posterior left lower lobe near spine

    Exam Action

    07/22/22 3:46 PM MDT

     Auscultated breath sounds in posterior right lower lobe near spine

    Exam Action

    07/22/22 4:01 PM MDT

     Auscultated breath sounds in posterior right lower lobe on side

    Exam Action

    07/22/22 4:01 PM MDT

     Auscultated breath sounds in posterior right lower lobe

    Exam Action

    07/22/22 4:01 PM MDT

     Auscultated breath sounds in posterior left lower lobe

    Exam Action

    07/22/22 4:01 PM MDT

     Auscultated breath sounds in posterior right mid-back (lower lobe)

    Exam Action

    07/22/22 4:01 PM MDT

     Auscultated breath sounds in posterior left mid-back (lower lobe)

    Exam Action

    07/22/22 4:01 PM MDT

     Auscultated breath sounds in posterior left upper lobe

    Exam Action

    07/22/22 4:01 PM MDT

     Auscultated breath sounds in posterior left mid-back (lower lobe)

    Exam Action

    07/22/22 4:01 PM MDT

     Auscultated breath sounds in anterior left upper lobe

    Exam Action

    07/22/22 4:02 PM MDT

     Auscultated breath sounds in anterior right upper lobe

    Exam Action

    07/22/22 4:02 PM MDT

     Auscultated breath sounds in anterior right middle lobe

    Exam Action

    07/22/22 4:02 PM MDT

     Auscultated breath sounds in anterior left mid-chest (upper lobe)

    Exam Action

    07/22/22 4:02 PM MDT

     Auscultated breath sounds in anterior left lower lobe

    Exam Action

    07/22/22 4:02 PM MDT

     Auscultated breath sounds in anterior right lower lobe

    Exam Action

    07/22/22 4:02 PM MDT

     Auscultated breath sounds in anterior left lower lobe

    Exam Action

    07/22/22 4:03 PM MDT

     Auscultated breath sounds in anterior right lower lobe

    Exam Action

    07/22/22 4:04 PM MDT

     Auscultated voice sounds in anterior right upper lobe

    Exam Action

    07/22/22 4:04 PM MDT

    Ninety-nine.

    Ninety-nine.

     Auscultated voice sounds in anterior right upper lobe

    Exam Action

    07/22/22 4:05 PM MDT

    Ninety-nine.

    Ninety-nine.

    Ninety-nine.

     Auscultated voice sounds in anterior left upper lobe

    Exam Action

    07/22/22 4:05 PM MDT

    Ninety-nine.

    Ninety-nine.

    Ninety-nine.

     Auscultated voice sounds in anterior left mid-chest (upper lobe)

    Exam Action

    07/22/22 4:06 PM MDT

    Ninety-nine.

    Ninety-nine.

     Auscultated voice sounds in anterior right middle lobe

    Exam Action

    07/22/22 4:06 PM MDT

    Ninety-nine.

    Ninety-nine.

    Ninety-nine.

     Auscultated voice sounds in anterior left lower lobe

    Exam Action

    07/22/22 4:06 PM MDT

    Ninety-nine.

    Ninety-nine.

    Ninety-nine.

     Auscultated voice sounds in anterior right lower lobe

    Exam Action

    07/22/22 4:06 PM MDT

    Ninety-nine.

    Ninety-nine.

    Ninety-nine.

     Auscultated voice sounds in posterior right upper lobe

    Exam Action

    07/22/22 4:06 PM MDT

    Ninety-nine.

    Ninety-nine.

    Ninety-nine.

     Auscultated voice sounds in posterior right mid-back (lower lobe)

    Exam Action

    07/22/22 4:09 PM MDT

    Ninety-nine.

    Ninety-nine.

    Ninety-nine.

     Auscultated voice sounds in posterior right lower lobe

    Exam Action

    07/22/22 4:10 PM MDT

    Ninety-nine.

     Auscultated voice sounds in posterior left lower lobe

    Exam Action

    07/22/22 4:10 PM MDT

    Ninety-nine.

    Ninety-nine.

    Ninety-nine.

     Auscultated voice sounds in posterior right lower lobe on side

    Exam Action

    07/22/22 4:10 PM MDT

    Ninety-nine.

    Ninety-nine.

     Auscultated voice sounds in posterior right lower lobe near spine

    Exam Action

    07/22/22 4:10 PM MDT

    Ninety-nine.

    Ninety-nine.

     Auscultated voice sounds in posterior left lower lobe near spine

    Exam Action

    07/22/22 4:10 PM MDT

    Ninety-nine.

    Ninety-nine.

    Ninety-nine.

     Auscultated voice sounds in posterior left lower lobe on side

    Exam Action

    07/22/22 4:11 PM MDT

    Ninety-nine.

    Ninety-nine.

    Ninety-nine.

     Auscultated voice sounds in anterior left lower lobe

    Exam Action

    07/22/22 4:15 PM MDT

    Ninety-nine.

    Ninety-nine.

    Ninety-nine.

     Auscultated voice sounds in anterior right lower lobe

    Exam Action

    07/22/22 4:15 PM MDT

    Ninety-nine.

    Ninety-nine.

    Ninety-nine.

     Check pulse oximetry using right hand

    Exam Action

    07/22/22 4:20 PM MDT

     Checked pulse oximetry using left hand

    Exam Action

    07/22/22 4:20 PM MDT

    Ms. Jones can you please blow into the spirometer?

    Question

    07/22/22 4:22 PM MDT

     Checked spirometer

    Exam Action

    07/22/22 4:22 PM MDT

     Checked patient’s inhaler

    Exam Action

    07/22/22 4:23 PM MDT

    Do you see an asthma specialist?

    Question

    07/22/22 4:25 PM MDT

    I used to go to Dr. Dewitt, but she moved her practice recently. Luckily she’s still been able to call in refills of my inhaler, but I haven’t actually been in to see her in about two years.

    Have you had any hospitalizations?

    Question

    07/22/22 4:26 PM MDT

    I went to the hospital a bunch of times when I was growing up, for asthma attacks. And I went for a foot injury a few months ago, but my foot is fine now.

    At the time of your asthma attack, how severe was it?

    Question

    07/22/22 7:03 PM MDT

    My asthma used to be really scary. I haven’t had a full attack in years, and if you had asked me before this I would have said my asthma wasn’t that bad anymore, but the last couple days I’ve had a lot of trouble breathing.

    What number on a scale of 0 to 10 would you rate the severity? (Clarified to How would you rate the severity of your asthma on a scale from one to ten?.)

    Question

    07/22/22 7:04 PM MDT

    At its worst it’s been like a 7 or 8 out of 10, probably. (Clarified to how I would rate my asthma on a scale.)

    How you rate your shortness of breath from a scale of 0 to 10?

  • tina jones respiratory shadow health objective data

    Objective Data Collection: 6 of 6 (100.0%)

     Correct

     Partially correct

     Incorrect

     Missed

     Inspected chest

    1 of 1 point

    Symmetry 
    (1/2 point)

     Symmetric

     Asymmetric

    Appearance 
    (1/2 point)

     No visible abnormal findings

     Rash or lesion

     AP diameter abnormal

     Intercostal retraction while breathing

     Excessive use of accessory muscles while breathing

     Pectus excavatum

     Evidence of trauma (scar, laceration, or bruising)

     Palpated chest expansion

    1 of 1 point

    Symmetry 
    (1/1 point)

     Equal bilaterally

     Unequal bilaterally

     Palpated tactile fremitus

    1 of 1 point

    Symmetry 
    (1/2 point)

     Equal bilaterally

     Unequal bilaterally

    Vibration 
    (1/2 point)

     Expected fremitus

     Decreased fremitus

     Absent fremitus

     Percussed chest wall

    1 of 1 point

    Observations 
    (1/2 point)

     All areas resonant

     Some areas of dullness

    Location 
    (1/2 point)

     No areas of dullness

     Dullness, anterior right upper lobe

     Dullness, anterior right middle lobe

     Dullness, anterior right lower lobe

     Dullness, anterior left upper lobe

     Dullness, anterior left lower lobe

     Dullness, posterior right upper lobe

     Dullness, posterior right lower lobe

     Dullness, posterior left upper lobe

     Dullness, posterior left lower lobe

     Auscultated breath sounds

    1 of 1 point

    Breath Sounds 
    (1/3 point)

     Present in all areas

     Diminished in some areas

     Absent in some areas

    Adventitious Sounds 
    (1/3 point)

     No adventitious sounds

     Wheezing

     Fine crackles

     Stridor

     Rhonchi

     Rales

    Location 
    (1/3 point)

     All areas clear

     Adventitious sounds in anterior right upper lobe

     Adventitious sounds in anterior right middle lobe

     Adventitious sounds in anterior right lower lobe

     Adventitious sounds in anterior left upper lobe

     Adventitious sounds in anterior left lower lobe

     Adventitious sounds in posterior right upper lobe

     Adventitious sounds in posterior right lower lobe

     Adventitious sounds in posterior left upper lobe

     Adventitious sounds in posterior left lower lobe

     Auscultated for bronchophony

    1 of 1 point

    Bronchophony 
    (
    1/1 point
    )

     Positive

     Negative

  • Tina Jones HEENT Objective Data Collection

    Tina Jones HEENT Objective Data Collection

    Objective Data Collection: 24.59 of 25 (98.36%)

     Correct

     Partially correct

     Incorrect

     Missed

     Inspected head and face

    1 of 1 point

    Skull Symmetry 
    (1/3 point)

     Symmetric

     Asymmetric

    PLACE YOUR ORDER HERE

    Facial Feature Symmetry 
    (1/3 point)

     Symmetric

     Asymmetric

    Appearance 
    (
    1/3 point
    )

     No visible abnormal findings

     Rash

     Papules, pustules, or comedones

     Skin growths (freckles, moles, or birthmarks)

     Excessive hair growth

     Evidence of skin trauma (scar, laceration, or bruising)

     Red, chapped nose

    Tina Jones HEENT Objective Data Collection

     Inspected eyes and orbital area

    0.75 of 1 point

    Orbital Area 
    (1/4 point)

     No visible abnormal findings

     Ptosis

     Eyelid edema

     Lesion

     Allergic shiners

    Sclera 
    (No point)

     White

     Injection

     Icterus

    Conjunctiva 
    (1/4 point)

     Moist and pink

     Pale

     Dry appearance

     Erythema

     Edema

    Conjunctival Discharge 
    (1/4 point)

     No discharge

     Clear, watery discharge

     Purulent discharge

     Inspected nasal cavities

    1 of 1 point

    Color 
    (
    1/4 point
    )

     Pink

     Pale

     Erythemic

     Bluish

    Discharge 
    (
    1/4 point
    )

     No discharge

     Clear discharge

     Bloody discharge

     Purulent discharge

    Turbinate Patency 
    (1/4 point)

     Patent

     Decreased patency

     Not patent

    Observations 
    (1/4 point)

     No additional visible abnormal findings

     Foreign body present

     Polyp

     Septum perforated

     Septum deviated

     Lesion

     Inspected ears

    1 of 1 point

    Right: Auditory Canal Color 
    (1/10 point)

     Pink

     Red

     Pallor

    Right: Tympanic Membrane Color 
    (1/10 point)

     Pearly gray

     Red

     Opaque

     Yellow

     Not visible because of cerumen

    Right: Tympanic Membrane Appearance 
    (1/10 point)

     No visible abnormal findings

     Fluid observed

     Visible scars

     Bulging

     Perforation

     Retraction

    Right: Cone Of Light 
    (1/10 point)

     5:00

     Cone of light distorted

    Right: Discharge 
    (1/10 point)

     No discharge

     Cerumen

     Clear discharge

     Bloody discharge

     Purulent discharge

    Left: Auditory Canal Color 
    (1/10 point)

     Pink

     Red

     Pallor

    Left: Tympanic Membrane Color 
    (1/10 point)

     Pearly gray

     Red

     Opaque

     Yellow

     Not visible because of cerumen

    Left: Tympanic Membrane Appearance 
    (1/10 point)

     No visible abnormal findings

     Fluid observed

     Visible scars

     Bulging

     Perforation

     Retraction

    Left: Cone Of Light 
    (1/10 point)

     7:00

     Cone of light distorted

    Left: Discharge 
    (1/10 point)

     No discharge

     Cerumen

     Clear discharge

     Bloody discharge

     Purulent discharge

     Inspected mouth and throat

    0.17 of 1 point

    Oral Mucosa 
    (1/6 point)

     Moist and pink

     Dry appearance

     Erythemic

    Tonsils 
    (No point)

     No visible abnormal findings

     Edema

     Erythema

    Tonsil Grade 
    (No point)

     0: Tonsils fit within tonsillar fossa

     1+: Tonsils <25% of space between pillars  2+: Tonsils <50% of space between pillars  3+: Tonsils <75% of space between pillars  4+: Tonsils >75% of space between pillars

    Tina Jones HEENT Objective Data Collection

    Posterior Oropharynx Color 
    (No point)

     Pink

     Erythemic

    Posterior Oropharynx Texture 
    (No point)

     No abnormal findings

     Cobblestoning

     Exudate

    Post Nasal Drip 
    (No point)

     No discharge

     Clear discharge

     Purulent discharge

     Inspected neck

    1 of 1 point

    Symmetry 
    (1/2 point)

     Symmetric

     Asymmetric

    Appearance 
    (1/2 point)

     No visible abnormal findings

     Swelling

     Visible pulsation

     Visible mass

     Discoloration

     Palpated scalp

    1 of 1 point

    Tenderness 
    (1/2 point)

     None reported

     Tenderness reported

    Observations 
    (1/2 point)

     No additional abnormal findings

     Balding or thinning areas in hair distribution

     Palpable masses

     Palpated sinuses

    1 of 1 point

    Frontal 
    (1/2 point)

     None reported

     Tenderness reported

    Maxillary 
    (1/2 point)

     None reported

     Tenderness reported

     Palpated temporal arteries

    1 of 1 point

    Right: Vibration 
    (1/4 point)

     No thrill

     Thrill

    Right: Intensity 
    (1/4 point)

     0 Absent

     1+ Diminished or barely palpable

     2+ Expected

     3+ Increased

     4+ Bounding pulse

    Left: Vibration 
    (1/4 point)

     No thrill

     Thrill

    Left: Intensity 
    (1/4 point)

     0 Absent

     1+ Diminished or barely palpable

     2+ Expected

     3+ Increased

     4+ Bounding pulse

     Palpated carotid arteries

    1 of 1 point

    Right: Vibration 
    (1/4 point)

     No thrill

     Thrill

    Right: Intensity 
    (1/4 point)

     0 Absent

     1+ Diminished or barely palpable

     2+ Expected

     3+ Increased

     4+ Bounding pulse

    Left: Vibration 
    (1/4 point)

     No thrill

     Thrill

    Left: Intensity 
    (1/4 point)

     0 Absent

     1+ Diminished or barely palpable

     2+ Expected

     3+ Increased

     4+ Bounding pulse

     Palpated jaw

    1 of 1 point

    Observations 
    (1/1 point)

     No palpable abnormal findings

     Limited range of motion

     Popping or clicking

     Palpated lymph nodes

    1 of 1 point

    Head And Neck 
    (1/3 point)

     No palpable nodes

     Palpable nodes on right side

     Palpable nodes on left side

    Supraclavicular 
    (1/3 point)

     No palpable nodes

     Palpable nodes on right side

     Palpable nodes on left side

    Axillary 
    (1/3 point)

     No palpable nodes

     Palpable nodes on right side

     Palpable nodes on left side

     Palpated thyroid gland

    1 of 1 point

    Observations 
    (1/2 point)

     No palpable abnormal findings

     Nodules

     Enlarged

     Irregular

    Tenderness 
    (1/2 point)

     None reported

     Tenderness reported

     Auscultated breath sounds

    1 of 1 point

    Breath Sounds 
    (1/3 point)

     Present in all areas

     Diminished in some areas

     Absent in some areas

    Adventitious Sounds 
    (1/3 point)

     No adventitious sounds

     Wheezing

     Fine crackles

     Stridor

     Rhonchi

     Rales

    Location 
    (1/3 point)

     All areas clear

     Adventitious sounds in anterior right upper lobe

     Adventitious sounds in anterior right middle lobe

     Adventitious sounds in anterior right lower lobe

     Adventitious sounds in anterior left upper lobe

     Adventitious sounds in anterior left lower lobe

     Adventitious sounds in posterior right upper lobe

     Adventitious sounds in posterior right lower lobe

     Adventitious sounds in posterior left upper lobe

     Adventitious sounds in posterior left lower lobe

    Tina Jones HEENT Objective Data Collection

     Auscultated temporal arteries

    1 of 1 point

    Right 
    (1/2 point)

     No bruit

     Bruit

    Left 
    (1/2 point)

     No bruit

     Bruit

     Auscultated carotid arteries

    1 of 1 point

    Right 
    (1/2 point)

     No bruit

     Bruit

    Left 
    (1/2 point)

     No bruit

     Bruit

     Tested pupillary reaction

    1 of 1 point

    Observations With Penlight 
    (1/1 point)

     No visible abnormal findings (PERRL)

     Unequal

     Irregular

     Miosis

     Mydriasis

     Non-reactive to light

     Tested extraocular eye movements

    1 of 1 point

    Cardinal Fields 
    (1/2 point)

     No visible abnormal findings

     Nystagmus

     Fixed pupil

    Convergence 
    (1/2 point)

     No visible abnormal findings

     Unequal bilaterally

     Fixed pupil

     Tested peripheral vision

    1 of 1 point

    Observations 
    (1/1 point)

     No abnormal findings

     Reduced right visual field

     Reduced left visual field

     Examined fundus with ophthalmoscope

    1 of 1 point

    Right: Retina 
    (1/4 point)

     No visible abnormal findings

     Myelinated nerve fibers

     Papilledema

     Glaucomatous cupping

     Drusen bodies

     Cotton wool bodies

     Hemorrhage

    Right: Disc Margin 
    (1/4 point)

     Sharp

     Blurred

    Left: Retina 
    (1/4 point)

     No visible abnormal findings

     Myelinated nerve fibers

     Papilledema

     Glaucomatous cupping

     Drusen bodies

     Cotton wool bodies

     Hemorrhage

    Left: Disc Margin 
    (1/4 point)

     Sharp

     Blurred

     Tested visual acuity

    1 of 1 point

    Right 
    (1/2 point)

     20/100

     20/70

     20/50

     20/40

     20/30

     20/25

     20/20

     20/15

     20/13

     20/10

    Left 
    (1/2 point)

     20/100

     20/70

     20/50

     20/40

     20/30

     20/25

     20/20

     20/15

     20/13

     20/10

     Performed Weber test

    1 of 1 point

    Results 
    (1/1 point)

     Normal

     Conductive or sensorineural loss

     Performed Rinne test

    1 of 1 point

    Right 
    (1/2 point)

     Normal

     Conductive loss

    Left 
    (1/2 point)

     Normal

     Conductive loss

     Performed whisper test

    1 of 1 point

    Right 
    (1/2 point)

     Normal

     Unable to hear whispered words

    Left 
    (1/2 point)

     Normal

     Unable to hear whispered words

     Tested gag reflex

    1 of 1 point

    Observations 
    (1/1 point)

     Intact

     Absent

     Hypersensitive