Tag: Clinical-Nursing

  • NURS 6512 Module 3 Knowledge Check week 5 answers

    NURS 6512 Module 3 Knowledge Check week 5 answers

    Question 1                                                          1 pts

    A patient presents with scalp tenderness, jaw claudication, and a new-onset headache. What condition should the NP suspect?

    Group of answer choices

     

    Migraine with aura

     

    Cluster headache

     

    Temporal arteritis

     

    Cervical strain

     

    Question 2                                                                   1 pts

    A 55-year-old patient presents with painless, unilateral vision loss, flashes of light, and a curtain coming down across the visual field. What is the most likely diagnosis?

    Group of answer choices

     

    Acute angle-closure glaucoma

     

    Retinal detachment

     

    Cataract

     

    Optic neuritis

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    Question 3                                                1 pts

    Which of the following exam findings is most concerning for thyroid malignancy?

    Group of answer choices

     

    A soft, mobile, symmetrical goiter

     

    A tender thyroid with diffuse enlargement

     

    A firm, fixed thyroid nodule with cervical lymphadenopathy

     

    A bruit heard over the thyroid

     

    NURS 6512 Module 3 Knowledge Check week 5 answers Question 4                                               1 pts

    A patient presents with fever, muffled voice, drooling, and difficulty opening the mouth. What is the likely diagnosis and appropriate action?

    Group of answer choices

     

    Pharyngitis; prescribe oral antibiotics

     

    Epiglottitis; observe in clinic

     

    Peritonsillar abscess; urgent ENT referral

     

    Acute sinusitis; treat with decongestants

     

    Question 5                                                                    1 pts

    Which heart sound is most commonly associated with chronic heart failure due to volume overload?

    Group of answer choices

     

    S1

     

    S2

     

    S3

     

    S4

     

    Question 6                                             1 pts

    Which combination of symptoms should prompt immediate consideration of pulmonary embolism (PE)?

    Group of answer choices

     

    Productive cough and nasal congestion

     

    Dyspnea, pleuritic chest pain, and hemoptysis

     

    Orthopnea and bilateral pedal edema

     

    Wheezing and prolonged expiration

     

    Question 7                                                                 1 pts

    On auscultation, a patient has diffuse expiratory wheezes and prolonged expiration. Which diagnosis is most likely?

    Group of answer choices

     

    Pneumonia

     

    Asthma

     

    Pleural effusion

     

    Pulmonary embolism

     

    Question 8                                                                         1 pts

    A patient presents with unilateral leg swelling, warmth, and tenderness. What diagnosis must be ruled out first?

    Group of answer choices

     

    Chronic venous insufficiency

     

    Lymphedema

     

    Cellulitis

     

    Deep vein thrombosis (DVT)

     

    Question 9                                                                            1 pts

    Which physical exam finding most strongly suggests aortic dissection?

    Group of answer choices

     

    Bradycardia and hypotension

     

    Unequal peripheral pulses with sudden tearing chest pain

     

    Loud S2 at the right upper sternal border

     

    Jugular venous distension and hepatomegaly

     

    Question 10                                                            1 pts

    A patient with acute shortness of breath has decreased breath sounds and dullness to percussion over the right lung base. What condition is most likely?

    Group of answer choices

     

    Asthma exacerbation

     

    Pneumothorax

     

    Pleural effusion

     

    Pulmonary embolism

     

    NURS 6512 Module 3 Knowledge Check week 5 answers

     

    Module 3: Knowledge Check

    Summer 2026(05/25/2026-08/09/2026)-PT27.202670.27

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    Module 3: Knowledge Check

    Due
     
    Jun 28 at 10:59pm

    Points
     
    10

    Questions
     
    10

    Time Limit
     
    20 Minutes

    Instructions

     
    Back to Module 3: Cardiovascular, Peripheral Vascular, Pulmonary, and Abdominal Systems

    Knowledge Check: Weeks 4–5

    This Knowledge Check provides the chance for you to check your knowledge of the content covered in Weeks 4–5 of the course. You will have 20 minutes and one attempt to complete it. You may refer to the Learning Resources to
    answer the Knowledge Check questions.

    Level 1: No AI Permitted

    AI tools may 
    not
     be used at any stage

    Common for clinical documentation or performance‑based work

    Resources

     

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

    Required Resources

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

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

    Chapter 17, “Thorax and Lungs”

    Chapter 18, “Cardiovascular System”

    Chapter 19, “Peripheral Vascular System”

    To prepare:

    Study Learning Resources from Weeks 4–5, focusing on the HEENT, neck, cardiovascular, peripheral vascular, and pulmonary systems.

    By Sunday of Week 5

    Complete
     the Knowledge Check.

    Attempt History

    Attempt

    Time

    Score

    LATEST

    Attempt 1

    Time:
    17 minutes

    Score:
    10 out of 10

    Quiz results are protected for this quiz and are not visible to students.

     Correct answers are hidden.

    Score for this quiz: 
    10
     out of 10

    NURS 6512 Module 3 Knowledge Check week 5 answers

  • Latin and Greek in medical terminology

    Latin and Greek in medical terminology

    Medical and Health Terminology

    The Importance of Latin and Greek in Medicine

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

    Medical Terminology Originating from Latin and Greek

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

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    Fascinating Origins of Medical Terminology

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

     

    References

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

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

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

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

     

     

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

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

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

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

    Instructions:

    Initial Post:

    Answer the provided questions about the origins of medical terminology.

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

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

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

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

    ASSIGNMENT OVERVIEW

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

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

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

    out of this project.

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

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

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

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

    outcomes needs to be included.

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

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

    health promotion needs to be included.

    d. Summary

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

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

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

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

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

    APA Manual.

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

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

    Health Promotion Need Identification

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

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

    Importance of Collaboration and Interdisciplinary Strategies

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

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

    Team Members and Plan Rollout

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

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

    Conclusion

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

    References

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

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

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

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

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

  • PRAC 6552 – Comprehensive History and Physical SOAP Note

    PRAC 6552 – Comprehensive History and Physical SOAP Note

    Comprehensive History and Physical

     SOAP Note

     

    SUBJECTIVE DATA (S):

    Identifying data:

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

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

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

    PHQ-9 score: 3, showing minimal depression.

    PAST MEDICAL HISTORY (PMH):

    Allergies
    : NKDA

    Medications
    : Levetiracetam (Keppra) 1000 mg PO BID

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

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

    Previous screening Current test results
    :

    Depression screening: PHQ-9 score 3 → minimal depression

    STI screening: urine NAAT pending

    UA: negative for UTI

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

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

    Injuries
    : Denies significant injuries.

    Hospitalizations: Denies prior hospitalizations.

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

    FAMILY HISTORY (FH):

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

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

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

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

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

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

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

    Children
    : none.

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

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

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

    REVIEW OF SYSTEMS (ROS):

     

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    OBJECTIVE DATA:

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

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

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

    Hair
    :  Normal texture and distribution.

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

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

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

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

    Nose:
    Mucosa pink, no discharge or congestion.

    Mouth:
    Mucous membranes are moist, with no lesions.

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

    Pharynx:
    No erythema, exudate, or tonsillar enlargement.

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

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

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

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

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

    Rectal:
      Normal sphincter tone, no hemorrhoids or masses palpable

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

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

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

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

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

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

     

    DIAGNOSTIC TESTING (Results)

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

    Whiff test (KOH):
    Positive

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

    ASSESSMENT (A):

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

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

    Vaginal discharge – ICD-10: N89.8

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

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

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

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

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

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

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

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

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

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

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

    PLAN (P) – Shared Decision Making

    Bacterial Vaginosis (N76.0)

    Laboratory/Diagnostics:

    Whiff test already positive

    STI NAAT (GC/CT/Trich) pending

    No additional labs required unless symptoms persist or worsen

    Medications:

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

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

    Lifestyle Modifications:

    Avoid douching, scented soaps, vaginal irritants

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

    Patient Education:

    Medication adherence emphasized; complete full antibiotic course

    Avoid alcohol during and 24 hrs after metronidazole

    Educated on BV recurrence risk and prevention strategies

    Patient Responsibility:

    Report worsening symptoms (odor, pelvic pain, fever)

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

    Follow-up:

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

    Vaginal Discharge (N89.8)

    Laboratory/Diagnostics:

    Await STI results (GC/CT/Trich NAAT)

    Consider HIV and RPR screening if not previously done

    Patient Education:

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

    Educated on normal vs abnormal vaginal discharge characteristics

    Counseling:

    Reinforced safe sex practices and condom use

    Follow-up:

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

    STI Exposure Risk / Screening (Z11.3)

    Laboratory/Diagnostics:

    GC/CT/Trich NAAT (already sent)

    Recommend HIV 4th generation test and RPR for syphilis

    Consultation:

    No specialty referral required at this time unless positive results

    Patient Education:

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

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

    Coordination of Care:

    If positive results, arrange partner notification and treatment per guidelines

    Follow-up:

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

    Seizure Disorder (G40.909)

    Medications:

    Continue Levetiracetam 1000 mg PO BID, no changes

    Monitoring:

    No recent seizure activity reported

    Patient Education:

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

    Follow-up:

    Neurology follow-up as scheduled or PRN breakthrough seizures

    Family Planning / Contraception Needs (Z30.09)

    Laboratory/Diagnostics:

    Pregnancy test recommended if clinically indicated

    Patient Education:

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

    Discussed the failure risk of the withdrawal method

    Emphasized dual protection (condoms + hormonal/LARC method)

    Lifestyle Modification:

    Encourage consistent condom use for STI and pregnancy prevention

    Coordination of Care:

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

    Follow-up:

    Reassess contraception plan at next visit or within 1 month

    Preventive Health / Depression Screening (Z13.31)

    Patient Education:

    PHQ-9 reviewed; minimal symptoms, no intervention required

    Discussed sleep hygiene strategies due to intermittent insomnia symptoms

    Lifestyle Modification:

    Encouraged regular sleep schedule, exercise ≥150 min/week

    Follow-up:

    Repeat screening annually or sooner if mood changes occur

    Reflection

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

     
    References

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

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

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

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

     

    PRAC 6552 – Comprehensive History and Physical SOAP Note
     

    Guidelines for a Comprehensive History and Physical

     SOAP Note

     

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

         
    Do 
    not
    use unnecessary words or complete sentences.

         
    Use standard abbreviations.

     

     

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

     

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

     

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

     

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

    Location
    : Where it started, where it is located now

    Quality
    : Unique properties or characteristics of the symptom

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

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

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

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

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

     

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

     

    PAST MEDICAL HISTORY (PMH):

    Allergies

    Current medications: prescription and over the counter

    Age/health status

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

    Previous screening tests result

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

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

    Injuries

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

    Surgeries (include hospital and year)

     

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

     

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

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

     

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

     

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

     

     

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

     

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

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

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

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

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

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

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

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

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

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

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

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

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

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

     

    OBJECTIVE DATA:

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

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

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

    Hair:  Normal texture and distribution.

    Nails:  Normal color, no deformities

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

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

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

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

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

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

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

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

    Lungs:
      Clear to auscultation and percussion

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

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

    Rectal:
      Normal sphincter tone, no hemorrhoids or masses palpable

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

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

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

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

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

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

     

    Results of any diagnostic testing available during patient visit.

     

    ASSESSMENT (A):

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

    Diagnosis must be codable (CPT codes).

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

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

    Health maintenance

    Acute self-limited problems

    Chronic health problems

     

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

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

     

     

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

     

    The treatment plan includes a wide range of management actions:

    Laboratory test

    Consultation requested and justification

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

    Appliances prescribed

    Lifestyle modifications: diet, activity modification

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

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

    Family education

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

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

     

     

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

     

    Include your reflection per the assignment rubric

     

    Include references per the assignment rubric

     

     

     

    Allowed Attempts
     2

    Back to Week at a Glance

    Comprehensive Well-Woman Paper

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

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

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

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

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

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

    Resources

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

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    tO prepare

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

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

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

    Assignment:

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

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

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

    Contraception method (if any)

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

    Review of systems

    Physical exam

    Labs, tests, and other diagnostics

    Differential diagnoses

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

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

    Reflection

    Reflect on some additional factors for your patient:

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

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

    Reminder
    Links to an external site.
    : The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm).

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

    By Day 7

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

    submission information

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

    To submit your completed assignment, save your Assignment as 
    WK10Assgn2_LastName_Firstinitial

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

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

    Rubric

    PRAC_6552_Week10_Assignment2_Rubric – PRAC 6552 – Comprehensive History and Physical SOAP Note

    PRAC_6552_Week10_Assignment2_Rubric

    Criteria

    Ratings

    Pts

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

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

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

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

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

    45 pts

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

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

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

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

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

    40 pts

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

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

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

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

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

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

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

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

    5 pts

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

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

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

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

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

    5 pts

    Total Points: 100

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

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

    Analyzing a Research Paper: Diabetic Ketoacidosis (DKA)

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

    Evaluation of Credibility

    Fig. 1: Abstract

    Table for Article Evaluation

    Criteria

    Analysis

    Type of Study & Level of Evidence

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

    Credibility Factors

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

    Importance of Diagnosis (DKA)

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

    Application to Practice/Patient Population

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

     

    Summary of Findings and Relevance to Diagnosis

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

    Generalizability to Practice and Patient Population

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

    Conclusion

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

    References

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

     

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

    Assessment 1 – Analyzing a Research Paper

    Instructions:

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

    Collapse All

    Introduction

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

    Professional Context

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

    Preparation

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

    What Are Peer-Reviewed Articles?

    Anatomy of a Scholarly Article.

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

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

    Instructions

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

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

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

    Review the article for the following criteria:

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

    Credibility factors.

    Importance of content to selected diagnosis.

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

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

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

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

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

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

    Include a reference to your article in APA format.

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

    Competencies Measured

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

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

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

    Identify the credibility factors of an article.

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

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

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

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

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

    Scoring Guide

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

     

    Criterion 1

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

    Distinguished

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

     

    Criterion 2

    Identify the credibility factors of an article.

    Distinguished

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

     

    Criterion 3

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

    Distinguished

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

     

    Criterion 4

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

    Distinguished

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

     

    Criterion 5

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

    Distinguished

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

  • Head-to-Toe Skills Exam – NURS-6512 Module 5: Assignment Genitourinary and Reproductive Systems and Ethical Considerations

    Head-to-Toe Skills Exam – NURS-6512 Module 5: Assignment Genitourinary and Reproductive Systems and Ethical Considerations

    Module 5: Genitourinary and Reproductive Systems and Ethical Considerations

    Head-to-Toe Skills Exam

    The Final Skills Check-off is your opportunity to demonstrate mastery of a comprehensive head-to-toe physical examination using advanced assessment techniques. This live, synchronous evaluation integrates all body systems and builds upon the skills you have practiced throughout the course. In this assessment, you will apply professional communication, organization, and clinical reasoning while maintaining ethical and professional standards during your assessment.

    A minimum score of 80% is required for this assessment to pass the course.

    Level 1: No AI Permitted

    AI tools may 
    not
     be used at any stage

    Common for clinical documentation or performance‑based work

    Resources

     

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

    Required Resources

    To prepare:

    Review the demonstration videos in the Week 3, Week 5, and Week 8 Learning Resources as a guide for correct sequence, positioning, and verbalizations.

    Review the Week 10 Rubric in the Learning Resources to understand grading criteria.

    Ensure your patient volunteer (friend, family member, or co-worker) is available for the entire exam period.

    Gather all necessary equipment and ensure a professional environment with clear lighting and camera angles.

    The Assessment (Live Evaluation) 

    Conduct a comprehensive full-body physical examination within a 30-minute time limit. Demonstrate accurate techniques, professional communication, and correct sequencing of all body systems.

    Recheck Policy 

    Rechecks are permitted only if all of the following conditions are met: 

    Score above 60% and below 80% on the first attempt.

    No-show with communication at least 48 hours in advance (first attempt).

    Completion of an approved remediation plan prior to recheck.

    Rechecks must be completed before the end of the current quarter.

    Rechecks will not be permitted if any of the following apply: 

    No-show for the first attempt 
    without approved medical documentation
    .

    No appointment scheduled for the first attempt.

    Attended the first attempt 
    without knowledge of the assignment
     or required preparation.

    Attended 
    without proper equipment
    .

    No-show for the second attempt (with or without communication).

    Scored below 80% on the second attempt.

    Course failure or withdrawal.

    Academic Integrity concern
     identified during the exam.

    You did not self-schedule and your first attempt was an instructor scheduled appointment.

    All Academic Integrity issues will be referred to the 
    Academic Integrity Committee
     for review.

    Reminder:
     No call/no-shows without medical documentation will result in a 
    zero
    .

    Important Notes 

    This is a high-stakes assessment; a minimum score of 80% is required to pass the course.

    Students should arrive fully prepared and demonstrate professionalism throughout the live check-off.

    Recheck dates are at the discretion of your instructor. You may need to adjust your schedule to accommodate the retest date.

    Dates and times are limited and must be completed before the last day of the course.

    Incompletes are not granted for rechecks on skills exams.

    By Sunday of Week 10

    Complete the Head-to-Toe Skills Exam.

    Submission Information

    Self-schedule your exam between Weeks 3 and 7. Check the Announcements area of the course for details. If you do not self-schedule by Week 7, your instructor will automatically assign a time for your exam.

    Rubric

    NURS_6512_Module5_Assignment_Rubric

    NURS_6512_Module5_Assignment_Rubric

    Criteria

    Ratings

    Pts

    This criterion is linked to a Learning Outcome
    HEAD AND FACE… Palpates lymph nodes of the head and neck: Preauricular (in front ears), postauricular (behind ears), occipital (back of head), tonsillar (edge of jaw), submandibular (under jaw), submental (chin), anterior cervical (front neck), posterior cervical (back neck), supraclavicular (above clavicle) (verbalize locations) No enlargements and they are equal bilaterally

    4
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    2
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    4
     pts

    This criterion is linked to a Learning Outcome
    CN 5 (Trigeminal)… Motor – palpate over the masseter muscle as patient clenches jaw- CN 5 intact Sensory – light touch sensation to forehead, cheeks, chin, nose (patient closes eyes and identifies where they are being touched) -CN 5 intact

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    CN 7 (Facial)… Inspect for facial symmetry with smile, frown, raise eyebrows, puff cheeks, pucker lips CN 7 intact

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    EAR… Inspect auditory canal and TM (using otoscope) To both ears (Pull up and back). External auditory canal is clear. No swelling, redness, drainage, or cerumen. Tympanic membrane is pearly gray and there is no effusion.

    4
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    2
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    4
     pts

    This criterion is linked to a Learning Outcome
    CN 8 (Acoustic) (Hearing)… Whisper Test (whisper 3 words out of patient’s sight, and patient repeats words back) Test one ear at a time. Hearing is intact bilaterally.

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    EYE… CN 2 (Optic) Assess peripheral/central vision Peripheral vision- stand at same eye level and bring hands from beside patient until they see them. Let me know when you see my hands. Do directly beside, above, and below. Peripheral vision is normal.

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    CN 2 (Optic)… Check pupillary response to light [PERRL] Using ophthalmoscope with light have patient stare at my nose and come from side with light source. Pupils are about 2- 3mm and they respond to light.

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    CN 3 (Oculomotor), 4 (Trochlear), 6 (Abducens) Extraoccular Movement Test for conjugate gaze with EOM. Using an H pattern have patient follow with only eyes. All EOM’s are intact equally.

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    Assess blood vessels in the eye – Fundoscope exam (using ophthalmoscope) To both eyes. Disc margins are round and sharp No AV nicking No exudate or hemorrhages

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    NOSE… Assess nasal turbinates and septum (using light source) Lift tip of nose All turbinates are pink and moist. Septum is midline. Angling anteriorly, I see the septum is straight with no deviation.

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    Palpates frontal and maxillary sinuses No tenderness noted. Head-to-Toe Skills Exam – NURS-6512 Module 5: Assignment Genitourinary and Reproductive Systems and Ethical Considerations

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    THROAT AND MOUTH… Inspect lips, teeth, gums, buccal mucosa, palate, tongue, the floor of the mouth (under the tongue), posterior pharynx, and tonsils (grade tonsils, if present) Lips-pink and moist. Open mouth. Teeth-no signs of decay or cracks. Gums- no redness or swelling and moist and pink. Buccal Mucosa-moist and pink bilaterally Upper Soft and Hard Palates-pink and moist Tongue-smooth and pink Lift tongue Floor of mouth is pink with no nodules or drainage and is moist. Posterior pharynx- no drainage and is moist and pink. Grade Tonsils if present

    4
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    2
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    4
     pts

    This criterion is linked to a Learning Outcome
    CN 9 (glossopharyngeal) and 10 (Vagus)… Say “Ahh” and soft palate and uvula rise symmetrically with phonation (CN 10) * Gag reflex not tested for this exam (CN 9). Must only state name and number Uvula rises symmetrically with phonation, so CN 10 is intact.

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    CN 12 (Hypoglossal) Stick out tongue and move it left to right. Intact

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    NECK… Palpates trachea – midline It is midline.

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    Palpates thyroid gland Find cricoid process and suprasternal notch. Place hand on side of neck and ask pt to swallow while retracting a bit. I’m feeling for nodules and size. I feel no nodules.

    4
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    2
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    4
     pts

    This criterion is linked to a Learning Outcome
    Auscultate over the carotid arteries for bruits using the bell of stethoscope Have pt hold breath. No bruits noted

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    CN 11 (Spinal Accessory)… Shrug shoulders against resistance Equal and intact

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    HEART… Auscultate in all 5 areas with the diaphragm and bell with the patient sitting (if stethoscope does not have a bell, then verbalize you would also auscultate with the bell) Verbalize Areas: Aortic (2nd intercostal space on R sternal border) Pulmonic (2nd intercostal space on L sternal border) Erb’s Point (3rd intercostal space on L sternal border) Tricuspid (4th intercostal space on L sternal border) Mitral (5th intercostal space in midclavicular line)

    4
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    2
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    4
     pts

    This criterion is linked to a Learning Outcome
    ANTERIOR CHEST… Auscultate lung sounds in anterior lung fields Beginning in intercostal spaces. Breath sounds are clear throughout

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    POSTERIOR CHEST (BACK)… Auscultate posterior lung fields: Start above scapula alternating side-to-side in intercostal spaces. Go down into bases of lungs. Assess lateral lung fields (get right middle lobe) 6 areas All clear bilaterally

    4
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    2
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    4
     pts

    This criterion is linked to a Learning Outcome
    UPPER EXTREMITIES… *All ROM & DTR examination only needs to be performed unilaterally for purposes of the evaluation. Strength testing should be performed bilaterally…. Assess hand grips (bilateral) – 5/5 strength Squeeze tight. Strength 5/5 bilaterally.

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    Assess passive unilateral ROM of the elbows (flexion (Bend), extension (straight))

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    Assess strength of biceps, triceps (bilateral) – flex/extend elbow against resistance – 5/5 strength Flex up elbows and pull and then push. Strength is 5/5.

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    Assess passive unilateral ROM of the shoulders (flexion, extension, internal rotation, external rotation, abduction, adduction) Flexion-Arm straight up, 4 2 0 Extension-Arm bend and back like upper cut Internal rotation- arm bent and hand across chest. External Rotation-Arm bent and out to side Abduction-straight arm out to side Adduction- moving the arm towards the center line of your body

    4
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    2
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    4
     pts

    This criterion is linked to a Learning Outcome
    Assess cerebellar coordination with rapid alternating movement: Serial finger opposition (thumb to fingers), hand flip-flop (hands on knees and alternate getting faster) Those are both normal and well coordinated.

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    Assess unilateral DTRs. Biceps, patellar, Achilles Biceps-Support pt arm on arm and place my thumb on medial aspect of antecubital fossa. Then I’ll strike my thumb with the pointy end of the hammer. Contracted well. Patellar-Will use the flat end. Good contraction. Achilles-pt relax foot while I dorsiflex foot and tap with flat end. Pt has pronation.

    4
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    2
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    4
     pts

    This criterion is linked to a Learning Outcome
    ABDOMEN Auscultate for bowel sounds in all 4 quadrants. Present in all 4 quadrants.

    4
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    2
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    4
     pts

    This criterion is linked to a Learning Outcome
    Auscultate for bruits (verbalize) – aorta, renal arteries, iliac arteries. Must use the bell of stethoscope (if no bell on stethoscope, then state bell would normally be used) Aortic- midline right below xyphoid process. L Renal-Above and lateral to the L of umbilicus. R Renal-Above and lateral to the R of umbilicus. L Iliac-below and L of the umbilicus. R Iliac-below and R of the umbilicus. No bruits noted.

    4
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    2
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    4
     pts

    This criterion is linked to a Learning Outcome
    Percuss in all 4 quadrants for tympany, dullness, flatness. Normal

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    Palpate in all 4 quadrants for tenderness and masses. No masses or tenderness

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    Palpate liver and spleen (verbalize). Liver-Place L hand underneath pt. Look at midclavicular line on R side. I’m placing palm upward right at edge of costovertebral angle. When pt takes a deep breath, I’ll push down and up and may feel the lower edge of the liver. Spleen-Have pt come toward me laterally with knees bent. Place L hand underneath. Again at costovertebral angle I’ll push down and up as the pt takes a deep breath. I don’t feel the spleen, which is normal.

    4
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    2
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    4
     pts

    This criterion is linked to a Learning Outcome
    LOWER EXTREMITIES… Assess passive unilateral ROM of hips (flexion, abduction, adduction, internal rotation, external rotation) *extension not tested for this exam Flexion-bend knee up Abduction- straight leg away Adduction- straight leg across Internal Rotation-bent knee in and foot out External Rotation-bent knee out and foot in

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    Assess passive unilateral ROM of the knees (flexion (bend), extension (straight))

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    Assess strength at the knees (bilateral) – flex/extend against resistance – 5/5 strength. Bend knees up and place feet on table. Push up and pull in against resistance. Strength 5/5 and equal bilaterally.

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    Assess passive unilateral ROM of the ankles (dorsiflexion (toes towards body), plantar flexion (toes toward ground), rotation (roll))

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    Assess strength at ankles (bilateral) – dorsi/plantar flex against resistance – 5/5 strength. Push feet down/Plantar flex against my hands and pull feet up/dorsiflex. Strength 5/5 and equal bilaterally.

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    Assess active ROM of the spine (flexion (touch toes), extension (bend back), lateral flexion (lean to sides), and rotation(twist to sides)). Good active ROM

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

    This criterion is linked to a Learning Outcome
    Assess Romberg. I’m going to have you close your eyes. We’ll do this for 20 seconds and look for swaying. You can open your eyes. None seen which equals Negative Romberg. Head-to-Toe Skills Exam – NURS-6512 Module 5: Assignment Genitourinary and Reproductive Systems and Ethical Considerations

    2
     pts
    Excellent
    Demonstrated thoroughly with correct technique

    1
     pts
    Fair
    Demonstrated Partially with mostly correct technique

    0
     pts
    Poor
    Did not demonstrate or demonstrated with incorrect technique

    2
     pts

  • Assignment: Use of AI in Evidence-Based Plan Management

    Assignment: Use of AI in Evidence-Based Plan Management

    This assignment integrates clinical reasoning with the ethical use of artificial intelligence (AI) to develop an evidence-based management plan for a neurological or psychiatric condition. You will use AI tools to assist in generating differential diagnoses, identifying a final diagnosis, and creating a comprehensive management plan—then verify all information using current clinical practice guidelines and your own clinical judgment.

    Through this activity, you will strengthen your ability to apply advanced documentation, diagnostic reasoning, and ethical decision making while evaluating the accuracy and limitations of AI in clinical care.

    Level 4: AI as a Learning Partner

    AI use is 
    required
     and may be used to help generate, analyze, or refine responses

    Often paired with reflective or practice‑focused assignments

    Resources

     

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

    Required Resources

    To prepare:

    Review all Week 9 Learning Resources, including materials on ethical AI use and evidence-based practice guidelines for neurological and psychiatric conditions.

    Download and review the Assignment Template

    Your instructor will assign a neurological or psychiatric case study scenario found in course Announcements.

    Review current clinical practice guidelines (e.g., APA, AAN, AAFP, CDC, or USPSTF) relevant to your assigned condition.

    The Assignment (Template) 

    Analyze your assigned patient scenario (posted in Week 9 Announcements) and use an AI tool (such as ChatGPT, GROK, etc.) to assist in creating the following:

    Differential Diagnoses (3–5):
     List and provide a rationale for each diagnosis, using subjective, objective, and pertinent history findings to rule out each differential diagnosis.

    Final Diagnosis:
     Identify the final diagnosis with a rationale supported by subjective, objective, and pertinent history findings that rule in the diagnosis according to evidence-based guidelines.

    Final Problem Statement:
     Write a problem statement with positive, negative, subjective and objective findings and pertinent history.

    Evidence-Based Management Plan:
     Include diagnostics, medications, referrals/consults, patient education, and follow-up, verified against evidence-based clinical guidelines. Use a minimum of 3–5 peer-reviewed, scholarly sources published within the last 5 years. Cite all sources used with in-text citations and a corresponding list of references.

    Complete and appropriate first-line medication orders (dose, route, frequency, duration, quantity, refills); thorough patient education including diagnosis explanation, medication teaching, lifestyle guidance, and red-flag symptoms; appropriate referrals with clear justification; and specific follow-up instructions including timeframe, purpose, and ED/urgent care precautions.)

    Reflection on AI US:
     Write a brief paragraph discussing the accuracy, usefulness, and limitations of AI in developing your management plan.

    Use of AI:
     Ensure all AI-generated recommendations are verified and adjusted based on clinical judgment and guideline validation.

    Appendix:
     Include copies of prompts entered and outputs generated.

    Assignment: Use of AI in Evidence-Based Plan Management

    By Sunday of Week 9

    Submit
     the Assignment.

    Submission Information

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

    To submit your completed assignment, save your Assignment as 
    MD4Assgn_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_6512_Module4_Assignment

    NURS_6512_Module4_Assignment

    Criteria

    Ratings

    Pts

    This criterion is linked to a Learning Outcome
    Differential Diagnoses (3–5): List and provide a rationale for each diagnosis, using subjective, objective, and pertinent history findings to rule out each differential diagnosis.

    20
     
    to >
    17.88
     pts
    Excellent
    Lists 3–5 differential diagnoses; provides a fully developed rationale for each diagnosis, using subjective, objective, and pertinent history findings to rule out each differential diagnosis.

    17.88
     
    to >
    15.88
     pts
    Good
    Lists 3–5 differential diagnoses; provides an adequately developed rationale for each diagnosis, using subjective, objective, and pertinent history findings to rule out each differential diagnosis.

    15.88
     
    to >
    13.88
     pts
    Fair
    Lists 3–5 differential diagnoses; provides a minimally developed rationale for each diagnosis, using subjective, objective, and pertinent history findings to rule out each differential diagnosis.

    13.88
     
    to >
    0
     pts
    Poor
    Does not list at least 3 differential diagnoses.

    20
     pts

    This criterion is linked to a Learning Outcome
    Final Diagnosis: Identify the final diagnosis with a rationale supported by subjective, objective, and pertinent history findings that rule in the diagnosis according to evidence-based guidelines.

    15
     
    to >
    13.41
     pts
    Excellent
    Identifies the correct final diagnosis with a fully supported rationale with subjective, objective, and pertinent history findings that rule in the diagnosis according to evidence-based guidelines.

    13.41
     
    to >
    11.91
     pts
    Good
    Identifies the correct final diagnosis with adequately supported rationale with subjective, objective, and pertinent history findings that rule in the diagnosis according to evidence-based guidelines.

    11.91
     
    to >
    10.41
     pts
    Fair
    Identifies the correct final diagnosis with minimally supported rationale with subjective, objective, and pertinent history findings that rule in the diagnosis according to evidence-based guidelines.

    10.41
     
    to >
    0
     pts
    Poor
    Does not identify the correct diagnosis; lacks rationale with subjective, objective, and pertinent history findings that rule in the diagnosis according to evidence-based guidelines.

    15
     pts

    This criterion is linked to a Learning Outcome
    Write a problem statement with positive, negative, subjective, and objective findings and pertinent history.

    15
     
    to >
    13.41
     pts
    Excellent
    Provides a fully developed problem statement with positive, negative, subjective, and objective findings and pertinent history.

    13.41
     
    to >
    11.91
     pts
    Good
    Provides an adequately developed problem statement with positive, negative, subjective, and objective findings and pertinent history.

    11.91
     
    to >
    10.41
     pts
    Fair
    Provides a minimally developed problem statement with positive, negative, subjective, and objective findings and pertinent history.

    10.41
     
    to >
    0
     pts
    Poor
    Does not provide a problem statement with positive, negative, subjective, and objective findings and pertinent history.

    15
     pts

    This criterion is linked to a Learning Outcome
    Management Plan: Include diagnostics, medications, referrals/consults, patient education, and follow-up, verified against evidence-based clinical guidelines. Complete and appropriate first-line medication orders (dose, route, frequency, duration, quantity, refills); thorough patient education including diagnosis explanation, medication teaching, lifestyle guidance, and red-flag symptoms; appropriate referrals with clear justification; and specific follow-up instructions including time frame, purpose, and ED/urgent care precautions Assignment: Use of AI in Evidence-Based Plan Management.)

    20
     
    to >
    17.88
     pts
    Excellent
    Provides a fully developed, evidence-based management plan that includes diagnostics, medications, referrals/consults, patient education, and follow-up, verified against evidence-based clinical guidelines.

    17.88
     
    to >
    15.88
     pts
    Good
    Provides an adequately developed, evidence-based management plan that includes diagnostics, medications, referrals/consults, patient education, and follow-up, verified against evidence-based clinical guidelines.

    15.88
     
    to >
    13.88
     pts
    Fair
    Provides a minimally developed management plan that includes some diagnostics, medications, referrals/consults, patient education, and follow-up, verified against evidence-based clinical guidelines. Lacks evidence-based approach in some or most sections.

    13.88
     
    to >
    0
     pts
    Poor
    Does not provide a management plan; plan is vague, incomplete, inaccurate, and/or not sufficiently supported by evidence.

    20
     pts

    This criterion is linked to a Learning Outcome
    Reflection: Write a brief paragraph discussing the accuracy (verified against evidence-based resources), usefulness, and limitations of AI in developing your management plan.

    10
     
    to >
    8.94
     pts
    Excellent
    Provides a fully developed reflection demonstrating strong critical analysis of the accuracy (verified against evidence-based resources), usefulness, and limitations of AI in developing their management plan.

    8.94
     
    to >
    7.94
     pts
    Good
    Provides an adequately developed reflection demonstrating sufficient critical analysis of the accuracy (verified against evidence-based resources), usefulness, and limitations of AI in developing their management plan.

    7.94
     
    to >
    6.94
     pts
    Fair
    Provides a minimally developed reflection demonstrating minimal critical analysis of the accuracy (not verified against evidence-based resources), usefulness, and limitations of AI in developing their management plan.

    6.94
     
    to >
    0
     pts
    Poor
    Reflection lacks critical analysis; or reflection not provided.

    10
     pts

    This criterion is linked to a Learning Outcome
    Use a minimum of 3–5 sources published within the last 5 years. Cite all sources used with in-text citations and a corresponding list of references.

    10
     
    to >
    8.94
     pts
    Excellent
    Uses 3 peer-reviewed scholarly sources.

    8.94
     
    to >
    7.94
     pts
    Good
    Uses 2 peer-reviewed scholarly sources.

    7.94
     
    to >
    6.94
     pts
    Fair
    Uses 1 peer-reviewed scholarly source.

    6.94
     
    to >
    0
     pts
    Poor
    Does not use peer-reviewed scholarly sources.

    10
     pts

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

    5
     
    to >
    4.46
     pts
    Excellent
    All sources are cited in APA format without any errors… Includes a complete AI template in the appendix… Student work is original– no AI-generated text is presented as student’s own, independent work.

    4.46
     
    to >
    3.96
     pts
    Good
    All sources are cited in APA format with some minor errors… Includes a mostly complete AI template in the appendix… Student work is original– no AI-generated text is presented as student’s own, independent work.

    3.96
     
    to >
    3.47
     pts
    Fair
    All sources are cited with frequent APA formatting errors… Includes an incomplete AI template in the appendix… Student work is original– no AI-generated text is presented as student’s own, independent work.

    3.47
     
    to >
    0
     pts
    Poor
    Missing source citations and/or minimal adherence to APA formatting rules… AI template missing… Student work is not original– AI-generated text is presented as student’s own, independent work.

    5
     pts

    This criterion is linked to a Learning Outcome
    Grammar, Mechanics, and Punctuation Assignment: Use of AI in Evidence-Based Plan Management

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

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

    3.96
     
    to >
    3.47
     pts
    Fair
    Uses correct grammar, spelling, and punctuation with frequent errors.

    3.47
     
    to >
    0
     pts
    Poor
    Post contains frequent errors in grammar, spelling, and punctuation that interfere with comprehension.

    5
     pts

    Total Points: 
    100

  • NURS 6512: Week 9 Assignment Template Use of AI in Evidence-Based Plan Management

    NURS 6512: Week 9 Assignment Template Use of AI in Evidence-Based Plan Management

    NURS 6512: Week 9 Assignment Template

    Use of AI in Evidence-Based Plan Management

     

    Student Name:

    Date:

    Assigned Case:

     

    List AI Tools Used:

     

    SECTION 1: Differential Diagnoses (3–5 Required)

    List and provide a rationale for each, using subjective, objective, and pertinent history of findings to rule out each differential diagnosis.

     

    SECTION 2: Final Diagnosis

    Identify the final diagnosis with a rationale supported by subjective, objective, and pertinent history findings that rule in the diagnosis according to evidence-based guidelines.

     

    Final Problem Statement (Use Template Below)

    [Initials/Name], [Age], presents with [chief complaint] characterized by [positive subjective findings] and denies [negative subjective findings]. Physical exam reveals [positive objective findings] with absence of [negative objective findings]. Pertinent history includes [relevant PMH, family history, or risk factors]. The overall clinical picture is most consistent with [final diagnosis].

     

    SECTION 3: Evidence-Based Management Plan

    Include diagnostics, medications, referrals/consults, patient education, and follow-up, verified against evidence-based clinical guidelines. Using a minimum of 3–5 peer- reviewed scholarly sources published within the last 5 years, develop an evidence-based management plan. Cite all sources used with in-text citations and a corresponding list of references listed in Section 4.

     

     

    Diagnostics

    Order only tests supported by clinical decision rules or guidelines.

    Testing must change management.

    Document test + guideline + rationale.

     

    Medications

    Include name, dose, route, frequency, duration, quantity, refills.

    Use evidence-based, first-line therapies.

    Consider allergies, interactions, renal/hepatic adjustment.

    Provide patient-specific instructions.

     

    Patient Education

    Explain diagnosis and expected course.

    Provide medication teaching and red flags.

    Include lifestyle recommendations.

    Reinforce with teach-back when possible.

     

    Referrals / Consults

    Refer to specialists or services as indicated (cardiology, neuro, derm, GI, psych, PT/OT, nutrition, behavioral health).

    Document the reason for referral.

     

    Follow-Up

    Set specific time frame.

    State purpose of follow-up.

    Provide ED/urgent care precautions.

     

    References (3–5 REQUIRED)

    Include 3–5 peer-reviewed, scholarly sources published within the last 5 years. Cite them in APA format.

     

    SECTION 5: Reflection on AI Use

    Write a brief paragraph discussing the accuracy (verified against evidence-based resources), usefulness, and limitations of AI in developing your management plan.

     

     

     

    Use of AI

    Ensure all AI-generated recommendations are verified and adjusted based on clinical judgment and guideline validation.

     

    Appendix

    Include copies of all your interactions with various AI tools used, including prompts entered and outputs generated. NURS 6512: Week 9 Assignment Template Use of AI in Evidence-Based Plan Management

  • NURS-6512 week 7 Angela Brooks Simulation Case Studies -Burning In Chest After Eating

    Simulation Case Studies -Burning In Chest After Eating – NURS-6512 week 7 Angela Brooks

    Burning in Chest After Eating Presentation

    Angela Brooks

    Age:
     52
    Sex:
     Female
    Race/Ethnicity: 
    African American
    Marital Status:
     Divorced
    Occupation: 
    Real Estate Agent
    Insurance:
     Private
    Living Situation:
     Lives alone

    Chief Complaint (CC):
     Burning in Chest After Eating

    Patient Statement

    For about the past three or four months, I’ve been getting this burning feeling in the middle of my chest after I eat. It usually starts about 30 minutes to an hour after meals, especially if I eat something spicy or fried. Sometimes it feels like the food is coming back up into my throat, and I get a sour taste in my mouth.

    It’s not really a sharp pain — more like a burning pressure. I’d rate it about a 5 out of 10. It’s worse when I lie down at night, and I’ve had to prop myself up on pillows. I’ve also noticed I clear my throat a lot in the mornings.

    I haven’t had shortness of breath. No sweating. No pain going into my arm or jaw. I haven’t thrown up, and I haven’t seen any blood. My weight has been stable.

    I drink coffee every morning and usually have a glass of wine a few nights a week. I’ve been under some stress lately and probably eat out more than I should. I’ve been taking over-the-counter antacids, and they help, but the symptoms keep coming back.

     

    Week 7

    This week you’ll step into the role of the primary care provider as you complete 
    Simulation Case Study #3.
     Your goal is to gather a thorough health history, perform a focused physical examination, and use your clinical reasoning skills to develop appropriate differential diagnoses before identifying the most likely diagnosis. Think like a detective—collect the clues, analyze the evidence, and support every clinical decision with sound reasoning.

    🚫
    AI Policy: Level 1 Assignment

    This is a 
    Level 1: No AI Permitted
     assignment.

    AI tools may 
    not
     be used at any point during this assignment. Your history, physical exam findings, diagnostic reasoning, and written work must represent your own clinical thinking.

    📚
    Before You Begin

    Be sure to review the following resources before opening the simulation:

    Comprehensive Health History Reference Sheet

    Physical Exam Reference Sheet

    Assessment Reference Sheet

    Week 7 Assignment Template

    Also spend some time reviewing current evidence-based guidelines related to your patient’s presenting complaint before beginning the assignment.

    🩺
    Your Mission

    You’ll complete a comprehensive patient assessment that includes:

    Part I: Comprehensive Health History (Subjective)

    Document:

    Identifying data

    Chief complaint

    OLDCARTS HPI written as a cohesive narrative

    Medications

    Past medical history

    Surgical history

    Family history

    Preventive screenings

    Social history and Social Determinants of Health (SDOH)

    Focused Review of Systems (ROS)

    💡 
    Remember:
     The ROS is 
    subjective only.
     If the patient didn’t tell you about it, it doesn’t belong here.

    Part II: Focused Physical Examination (Objective)

    Document expected objective findings that support your assessment.

    You may develop your own examination findings as long as they are clinically appropriate and consistent with your patient’s presentation.

    Keep subjective and objective information completely separate.

    Part III: Assessment & Diagnostic Reasoning

    This is where your clinical reasoning shines.

    Include:

    ✅ At least 
    three differential diagnoses

    ✅ One 
    primary diagnosis

    For each differential diagnosis discuss:

    Pathophysiology

    Pertinent positives

    Pertinent negatives

    Why the diagnosis is ruled in

    For your final diagnosis:

    Justify your clinical decision

    Correlate subjective and objective findings

    Explain why the remaining differentials are less likely

    Finally, complete the 
    Final Problem Statement
     using the template provided.

    📖
    Evidence-Based Practice

    Support your documentation with 
    at least three scholarly references published within the last five years.

    Be sure your references support your diagnostic reasoning and management of your patient’s presenting complaint.

    ✔
    Acceptable Sources

    Peer-reviewed journal articles

    Professional clinical practice guidelines

    Evidence-based advanced practice nursing texts

    CDC or WHO clinical publications (when applicable)

    ❌
    Do Not Use

    Mayo Clinic

    Cleveland Clinic

    WebMD

    Healthline

    Wikipedia

    Blogs or commercial websites

    All references must be cited in current APA format.

    💭
    Part IV: Reflection

    Finish your assignment by completing the 1–2 page reflection included in the template. This is your opportunity to think through your clinical reasoning process and reflect on the importance of accurately separating subjective and objective documentation.

    ⭐
    Tips for Success

    Think like a provider—not just about what fits, but also what 
    doesn’t

    Support every diagnosis with pertinent positives 
    and
    pertinent negatives.

    Keep subjective and objective findings separate throughout your documentation.

    Review the grading rubric before submitting your assignment.

    Remember that strong documentation tells the patient’s story while demonstrating sound clinical reasoning.

    📅
    Due Date

    Submit your completed assignment by Sunday at 10:59 PM CT.

    Have a great week! This case is an excellent opportunity to continue strengthening the diagnostic reasoning skills you’ll use throughout your advanced practice career. As always, please reach out if you have any questions along the way.

     

     

    NURS 6512

    Week 7 Assignment Template

    Comprehensive Health History, Physical Examination, and Assessment Template

    Part I: Comprehensive Health History (Subjective Data Only)

    Subjective Data

    Chief Complaint (CC):

    History of Present Illness (HPI):

    Past Medical History (PMH):

    Surgical History (PSH):

    Medications:

    Allergies:

    Preventive Health:

    Social History:

    Review of Systems (ROS) (Subjective Data Only – Patient-Reported Symptoms):

    General:

    Skin:

    HEENT:

    Cardiac:

    Respiratory:

    Gastrointestinal (GI):

    Genitourinary (GU):

    Musculoskeletal (MSK):

    Neurologic:

    Psychiatric:

    Endocrine:

    Hematologic/Lymphatic/Immune:

    Part II: Focused Physical Examination (Objective Data Only)

    Physical Examination: Objective Data Only (Do NOT include subjective statements):

    General:

    Skin:

    Head:

    Eyes:

    Ears:

    Nose:

    Mouth/Throat:

    Neck:

    Cardiac:

    Lungs:

    Abdomen:

    Genitourinary (GU):

    Musculoskeletal:

    Lower Extremities:

    Neurologic:

     

     

    Part III: Assessment and Diagnostic Reasoning

    Part III, Section 1: Three Differential Diagnoses

    Directions:
    Using the template below, for each differential diagnosis, provide pathophysiologic explanation, identify pertinent positives, identify pertinent negatives, explain why it is ruled in or ruled out.

    Differential Diagnosis #1:

    Condition:

    Rationale:

    Pertinent positives and negatives:

    Differential Diagnosis #2:

    Condition:

    Rationale:

    Pertinent positives and negatives:

    Differential Diagnosis #3:

    Condition:

    Rationale:

    Pertinent positives and negatives:

    Part III, Section 2: One Primary Diagnosis

    Directions:
    Indicate your final diagnosis (
    ONE
    ONLY). Include your diagnostic reasoning with rationale: provide clear clinical justification, correlate subjective and objective findings, and explain why competing diagnoses are less likely.

     

    Part III, Section 3: Final Problem Statement

    Directions:
    Use the template below to write a final, synthesized problem statement.

    [Initials/Name], [Age], presents with [chief complaint] characterized by [positive subjective findings] and denies [negative subjective findings]. Physical exam reveals [positive objective findings] with absence of [negative objective findings]. Pertinent history includes [relevant PMH, family history, or risk factors]. The overall clinical picture is most consistent with [final diagnosis].

     

     

     

    Part IV: Reflection

    This reflection is designed to strengthen your clinical reasoning and your ability to clearly separate subjective and objective data in documentation.

     

    Part IV, Section 1: Subjective vs. Objective Distinction

    Identify one example in your documentation where it was challenging to separate subjective and objective data.

    Explain how you ensured patient-reported symptoms remained in the history/ROS and observable findings remained in the physical exam.

    Briefly explain why this distinction is important for diagnostic accuracy.

    Part IV, Section 2: Diagnostic Reasoning

    Identify one differential diagnosis you strongly considered but ultimately ruled out.

     

    List
    two
    key findings (pertinent positives or negatives) that helped you rule it out.

     

     

    State what finding most strongly supported your final diagnosis.

     

     

    References

    List 3–5 peer-reviewed references, less than 5 Years Old. Cite all sources in APA format.

     

     

     

    Simulation Case Study #3: Gastrointestinal Complaint – Reflux Symptoms

    This simulation assignment allows you to demonstrate advanced clinical reasoning by conducting a comprehensive health history and physical examination followed by the development of an accurate assessment that includes differential and final diagnoses NURS-6512 week 7 Angela Brooks. You will apply a systematic approach to identify normal and abnormal findings, support diagnostic reasoning with evidence-based guidelines, and document clearly using professional standards.

    Level 1: No AI Permitted

    AI tools may 
    not
    be used at any stage

    Common for clinical documentation or performance‑based work

    Resources

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

    Required Resources

    To prepare:

    Download and review both the “
    Comprehensive Health History Reference Sheet”
    Download Comprehensive Health History Reference Sheet”
    , “
    Physical Exam Reference Sheet
    Download Physical Exam Reference Sheet
    ”, and the “
    Assessment Reference Sheet
    Download Assessment Reference Sheet
    .”

    Access 
    Simulation Case Study #3: Gastrointestinal ComplaintLinks to an external site.
    .

    Review current evidence-based guidelines related to the patient complaint.

    Download the Assignment Template
    Download Download the Assignment Template
    .

    The Assignment (Template) 

    This assignment requires you to document:

    Comprehensive health history (subjective data)

    Focused physical examination (objective data)

    Development of at least three differential diagnoses

    Identification of one primary diagnosis

    Diagnostic reasoning with rationale

    A final synthesized problem statement

    PART I: Comprehensive Health History (Subjective Data Only)

    Include:

    Identifying data

    Chief complaint

    HPI written as a cohesive OLDCARTS narrative

    Medications

    Past medical history

    Surgical history

    Family history

    Preventive screenings

    Social history and SDOH

    Focused ROS

    You must document expected findings in the ROS based on your clinical reasoning. ROS must remain 
    subjective only
    .

    PART II: Focused Physical Examination (Objective Data Only)

    You must document expected objective findings consistent with your assessment and differential considerations. Expand your finding results as appropriate by identifying and documenting expected findings. You may include your 
    own
     version of findings as you see fit. In other words, you can formulate your own health history and objective data of the patient as long as it is 
    properly documented
    .

     

    PART III: Assessment and Diagnostic Reasoning

    Part III, Section 1: Differential Diagnoses 

    You must include a minimum of 
    three 
    differential diagnoses and one final (primary) diagnosis.

    For each differential diagnosis:

    Provide pathophysiologic explanation

    Identify pertinent positives

    Identify pertinent negatives

    Explain why it is ruled in or ruled out

    Part III, Section 2: One Primary Diagnosis 

    For the primary diagnosis:

    Provide clear clinical justification

    Correlate subjective and objective findings

    Explain why competing diagnoses are less likely

    Part III, Section 3: Final Problem Statement 

    Conclude your assessment with a synthesized problem statement using the template provided.

    Documentation Expectations 

    You must:

    Clearly separate subjective and objective data

    Use appropriate medical terminology

    Demonstrate systematic and logical reasoning

    Support all diagnostic conclusions with pertinent positives and negatives

    Present professional, graduate-level documentation

    Ensure the final problem statement reflects clinical synthesis rather than repetition

    Evidence-Based Practice Requirement 

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

    References must support: 

    Evaluation of GERD

    Differentiation of GI versus cardiac chest pain

    Diagnostic criteria and risk factors

    Clinical reasoning in primary care

    Acceptable Sources: 

    Peer-reviewed journal articles

    American College of Gastroenterology (ACG) guidelines

    Evidence-based advanced practice nursing texts

    CDC or WHO clinical documents

    Unacceptable Sources: 

    Patient education websites (Mayo Clinic, Cleveland Clinic, WebMD, Healthline)

    Wikipedia

    Blogs or commercial websites

    All references must be cited in APA format.

    Part IV: Reflection (1–2 pages in Template)

    After completing 
    Parts I, II, and III
    , submit a reflection addressing the prompts provided in the assignment template. This reflection is designed to strengthen your clinical reasoning and your ability to clearly separate subjective and objective data in documentation.

    By Sunday of Week 7

    Submit the Assignment.

    Submission Information

    Before submitting your final NURS-6512 week 7 Angela Brooks 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 
    MD3Assgn2_LastName_FirstInitial

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

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

     

    NURS-6512 week 7 Angela Brooks Rubric

    NURS_6512_Module3_Assignment2_Rubric

    NURS_6512_Module3_Assignment2_Rubric

    Criteria

    Ratings

    Pts

    This criterion is linked to a Learning OutcomePart I: Comprehensive Health History (Subjective Data Only)… Demonstrates accurate and complete documentation of patient comprehensive health history (subjective data only, including review of systems) NURS-6512 week 7 Angela Brooks.

    15 to >13.41 ptsExcellent
    Provides accurate and complete documentation of patient comprehensive health history (subjective data only, including patient-reported symptoms).

    13.41 to >11.91 ptsGood
    Provides a mostly accurate and complete patient comprehensive health history (subjective data only, including patient-reported symptoms); may contain some minor errors.

    11.91 to >0 ptsPoor
    Does not provide documentation of patient health history (subjective data only, including patient-reported symptoms); documentation is inaccurate and/or incomplete.

    15 pts

    This criterion is linked to a Learning OutcomePart II: Focused Physical Examination (Objective Data Only)… Demonstrates accurate and complete documentation of patient focused physical examination (objective data only).

    15 to >13.41 ptsExcellent
    Provides accurate and complete documentation of patient focused physical examination (objective data only).

    13.41 to >11.91 ptsGood
    Provides a complete, mostly accurate documentation of patient focused physical examination (objective data only); may contain some minor errors.

    11.91 to >0 ptsPoor
    Does not provide documentation of patient focused physical examination (objective data only); data provided is inaccurate and/or incomplete.

    15 pts

    This criterion is linked to a Learning OutcomePart III: Assessment and Diagnostic Reasoning… Part III, Section 1: Three Differential Diagnoses… For each differential diagnosis, provide pathophysiologic explanation, identify pertinent positives, identify pertinent negatives, explain why it is ruled in or ruled out.

    15 to >13.41 ptsExcellent
    Provides three fully developed and accurate differential diagnoses.

    13.41 to >11.91 ptsGood
    Provides three adequately developed and accurate differential diagnoses.

    11.91 to >0 ptsPoor
    Does not provide three differential diagnoses; the diagnoses provided are inaccurate or incomplete.

    15 pts

    This criterion is linked to a Learning OutcomePart III: Assessment and Diagnostic Reasoning… Part III, Section 2: One Primary Diagnosis… Indicate your final diagnosis (ONE ONLY). Include your diagnostic reasoning with rationale: provide clear clinical justification, correlate subjective and objective findings, and explain why competing diagnoses are less likely.

    10 to >8.94 ptsExcellent
    Provides correct primary diagnoses including a fully developed diagnostic reasoning with rationale.

    8.94 to >7.94 ptsGood
    Provides correct primary diagnoses including an adequately developed diagnostic reasoning with rationale.

    7.94 to >0 ptsPoor
    Does not provide correct primary diagnosis; diagnostic reasoning is incorrect, incomplete, or inaccurate.

    10 pts

    This criterion is linked to a Learning OutcomePart III: Assessment and Diagnostic Reasoning… Part III, Section 3: Final Problem Statement… Write a final, synthesized problem statement.

    10 to >8.94 ptsExcellent
    Provides one fully developed and accurate final problem statement.

    8.94 to >7.94 ptsGood
    Provides an adequately developed and mostly accurate final problem statement.

    7.94 to >0 ptsPoor
    Does not provide a final problem statement; final problem statement is incomplete or inaccurate.

    10 pts

    This criterion is linked to a Learning OutcomePart IV: Reflection… Part IV, Section 1: Subjective vs. Objective Distinction… Identify one example in your documentation where it was challenging to separate subjective and objective data; Explain how you ensured patient-reported symptoms remained in the history/ROS and observable findings remained in the physical exam. Briefly explain why this distinction is important for diagnostic accuracy.

    10 to >8.94 ptsExcellent
    Provides a fully developed reflection that identifies one example in their documentation where it was challenging to separate subjective and objective data, explains how they ensured patient-reported symptoms remained in the history/ROS and observable findings remained in the physical exam, and briefly explains why this distinction is important for diagnostic accuracy.

    8.94 to >7.94 ptsGood
    Provides an adequately developed reflection that identifies one example in their documentation where it was challenging to separate subjective and objective data, explains how they ensured patient-reported symptoms remained in the history/ROS and observable findings remained in the physical exam, and briefly explains why this distinction is important for diagnostic accuracy.

    7.94 to >0 ptsPoor
    Does not provide a reflection on subjective vs. objective data distinction; reflection is unclear or incomplete.

    10 pts

    This criterion is linked to a Learning OutcomePart IV: Reflection… Part IV, Section 2: Diagnostic Reasoning…Identify one differential diagnosis you strongly considered but ultimately ruled out; List two key findings (pertinent positives or negatives) that helped you rule it out; State what finding most strongly supported your final diagnosis NURS-6512 week 7 Angela Brooks.

    10 to >8.94 ptsExcellent
    Provides a fully developed reflection that identifies one differential diagnosis they strongly considered but ultimately ruled out, lists two key findings (pertinent positives or negatives) that helped them rule it out, and states what finding most strongly supported their final diagnosis.

    8.94 to >7.94 ptsGood
    Provides an adequately developed reflection that identifies one differential diagnosis they strongly considered but ultimately ruled out, lists two key findings (pertinent positives or negatives) that helped them rule it out, and states what finding most strongly supported their final diagnosis.

    7.94 to >0 ptsPoor
    Does not provide a reflection on diagnostic reasoning; reflection is unclear or incomplete.

    10 pts

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

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

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

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

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

    5 pts

    This criterion is linked to a Learning OutcomeSource Attribution and APA Formatting

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

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

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

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

    5 pts

    This criterion is linked to a Learning OutcomeGrammar, Mechanics, and Punctuation

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

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

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

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

    5 pts

    Total Points: 100 NURS-6512 week 7 Angela Brooks

  • Despite frequent turning and skin assessment, occasional urinary incontinence has caused a bedridden resident to develop a reddened and tender area on the coccyx. The resident weighs 192 pounds. Which pressure-relieving device should be used for the client?

    Despite frequent turning and skin assessment, occasional urinary incontinence has caused a bedridden resident to develop a reddened and tender area on the coccyx. The resident weighs 192 pounds. Which pressure-relieving device should be used for the client?

    A. Air crate foam

    B. Low air loss bed

    C. Alternating overlay

    For clients who weigh less than 250 pounds, an alternating pressure overlay is the best choice because it is liquid resistant. It has compartments that alternately inflate and deflate to relieve pressure. Foam and sheepskin surfaces are not appropriate for clients with urinary incontinence. A low air loss bed is
    ideal
    but expensive, and it can cause hypothermia if not carefully monitored.

    D. Natural Sheepskin