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    – a year ago **files (3)** – ## GraduateMentalStatusExam.docx – ComprehensiveevaluationtemplateNUR650.docx – Comprehensiveevaluation1Clinicals.docx **## GraduateMentalStatusExam.docx** **MENTAL STATUS EXAM GUIDE** Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, O…

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    Assignment Prompt & Instructions

    – a year ago

    **files (3)**

    – ## GraduateMentalStatusExam.docx

    – ComprehensiveevaluationtemplateNUR650.docx
    – Comprehensiveevaluation1Clinicals.docx

    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx-10304549)

    **Comprehensiveevaluation1Clinicals.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx-10304553)

    **Comprehensiveevaluation1Clinicals.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx-10304553)

    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx-10304549)

    **Comprehensiveevaluation1Clinicals.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx-10304553)

    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx-10304549)

    **Comprehensiveevaluation1Clinicals.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx-10304553)

  • [Solved] Nursing Homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (3)** – ## GraduateMentalStatusExam.docx – ComprehensiveevaluationtemplateNUR650.docx – Comprehensiveevaluation1Clinicals.docx **## GraduateMentalStatusExam.docx** **MENTAL STATUS EXAM GUIDE** Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, O…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    – a year ago

    **files (3)**

    – ## GraduateMentalStatusExam.docx

    – ComprehensiveevaluationtemplateNUR650.docx
    – Comprehensiveevaluation1Clinicals.docx

    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

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    **Comprehensiveevaluation1Clinicals.docx**

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    **Comprehensiveevaluation1Clinicals.docx**

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    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx)

    **Comprehensiveevaluation1Clinicals.docx**

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    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

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    **Comprehensiveevaluation1Clinicals.docx**

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  • [Solved] The Literature Review

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    What is the importance of a literature review and what should you avoid when conducting a literature review? **Submission Instructions:** – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. – a year ago

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    Assignment Prompt & Instructions

    What is the importance of a literature review and what should you avoid when conducting a literature review?

    **Submission Instructions:**

    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    – a year ago

  • [Solved] Psychopharmacology

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## CaseStudyDiscussion1.docx **## CaseStudyDiscussion1.docx** **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!** Case Study Discussion 1 **Study Discussion Instructions** **Scenario:** A 30-year-old…

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    – a year ago

    **files (1)**

    – ## CaseStudyDiscussion1.docx

    **## CaseStudyDiscussion1.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    Case Study Discussion 1

    **Study Discussion Instructions**

    **Scenario:**
    A 30-year-old female is rushed to the emergency department with signs and symptoms of a heart attack. However, an extensive medical workup is negative for any cardiac or physiological issues. She is prescribed
    **Ativan 0.5 mg by mouth twice daily as needed for severe anxiety**. The patient is also given a
    **potential diagnosis of Panic Disorder** and referred to your office for follow-up care.

    Based on this scenario, respond to the following prompts:

    1.
    **Discuss the etiology** of Panic Disorder.

    2.
    **List the clinical manifestations** associated with this condition.

    3.
    **Identify the neurotransmitter(s)** that are abnormal in Panic Disorder.

    4.
    **Describe your approach** to establishing a diagnosis. What key information would you gather during the patient’s
    **history and physical exam**?

    5.
    **Recommend non-pharmacological and pharmacological interventions**, including appropriate
    **nursing interventions** for this patient.

    **Assignment Guidelines**

    ·
    **Format:** Your response must be written in
    **APA format**.

    ·
    **Peer Responses:** You are required to respond to at least
    **two (2) classmates' original posts** to receive full credit.

    ·
    **Grading:** A
    **grading rubric** is associated with this Discussion. Please review the rubric by selecting
    **"How to view the Discussion Rubric"** in the course.

    ·
    **Feedback:** Instructor feedback will be provided within
    **7–14 business days** after the assignment deadline.

    **## CaseStudyDiscussion1.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    Case Study Discussion 1

    **Study Discussion Instructions**

    **Scenario:**
    A 30-year-old female is rushed to the emergency department with signs and symptoms of a heart attack. However, an extensive medical workup is negative for any cardiac or physiological issues. She is prescribed
    **Ativan 0.5 mg by mouth twice daily as needed for severe anxiety**. The patient is also given a
    **potential diagnosis of Panic Disorder** and referred to your office for follow-up care.

    Based on this scenario, respond to the following prompts:

    1.
    **Discuss the etiology** of Panic Disorder.

    2.
    **List the clinical manifestations** associated with this condition.

    3.
    **Identify the neurotransmitter(s)** that are abnormal in Panic Disorder.

    4.
    **Describe your approach** to establishing a diagnosis. What key information would you gather during the patient’s
    **history and physical exam**?

    5.
    **Recommend non-pharmacological and pharmacological interventions**, including appropriate
    **nursing interventions** for this patient.

    **Assignment Guidelines**

    ·
    **Format:** Your response must be written in
    **APA format**.

    ·
    **Peer Responses:** You are required to respond to at least
    **two (2) classmates' original posts** to receive full credit.

    ·
    **Grading:** A
    **grading rubric** is associated with this Discussion. Please review the rubric by selecting
    **"How to view the Discussion Rubric"** in the course.

    ·
    **Feedback:** Instructor feedback will be provided within
    **7–14 business days** after the assignment deadline.

  • [Solved] The Nurse Leader as Knowledge Worker

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    Executive Solution Overview

    The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, _The Landmarks of Tomorrow_ (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop product…

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    Assignment Prompt & Instructions

    The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, _The Landmarks of Tomorrow_  (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?

    Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

    In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.

    _Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers._

    **To Prepare:**

    – Review the concepts of informatics as presented in the Resources.
    – Reflect on the role of a nurse leader as a knowledge worker.
    – Consider how knowledge may be informed by data that is collected/accessed.

    **The Assignment:**

    – Explain the concept of a knowledge worker.
    – Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
    – Include one slide that visually represents the role of a nurse leader as knowledge worker.
    – Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.

    Weekly resources

    – McGonigle, D., & Mastrian, K. G. (2022). _Nursing informatics and the foundation of knowledge_  (5th ed.). Jones & Bartlett Learning.

    – Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–17)
    – Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–32)
    – Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–64)
    – Nagle, L., Sermeus, W., & Junger, A. (2017).  [Evolving Role of the Nursing Informatics SpecialistLinks to an external site.](https://serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REF "REF28106600.pdf"). In J. Murphy, W. Goosen, &  P. Weber  (Eds.), _Forecasting Competencies for Nurses in the Future of Connected Health_  (212-221). Clifton, VA: IMIA and IOS Press. Retrieved from https://serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REF

    – Sweeney, J. (2017). [Healthcare informaticsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=128848047&site=eds-live&scope=site&authtype=shib&custid=s6527200). _Online Journal of Nursing Informatics, 21_ (1).

    – [\
    \
    RubricInfo.pdf](https://www.sweetstudy.com/files/rubricinfo-pdf "RubricInfo.pdf")

    – a year ago

  • [Solved] THE APPLICATION OF DATA TO PROBLEM-SOLVING

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    Executive Solution Overview

    In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters. Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of propert…

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    Assignment Prompt & Instructions

    In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters. Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of property. In these and other cases, data not only helps solve problems, but adds to the practitioner’s and the discipline’s body of knowledge.

    Of course, the nursing profession also relies heavily on data. The field of nursing informatics aims to make sure nurses have access to the appropriate date to solve healthcare problems, make decisions in the interest of patients, and add to knowledge.

    In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.

    **To Prepare:**

    – Reflect on the concepts of informatics and knowledge work as presented in the Resources.
    – Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap

    – **Post** a description of the focus of your scenario. Describe the data that could be used and how the data might be collected and accessed. What knowledge might be derived from that data? How would a nurse leader use clinical reasoning and judgment in the formation of knowledge from this experience?

    – a year ago

  • [Solved] discussion

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Nursing Need help with my assignment

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    In-depth study guidance and analytical solution covering Nursing Need help with my assignment.

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  • [Solved] Discussion post

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    Module 2 discussion post apa format – a year ago

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    Module 2 discussion post apa format

    – a year ago

  • [Solved] Health Policy

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    See Attachment – a year ago **files (1)** – ## Health_Policy_Brief_Round1.docx **## Health_Policy_Brief_Round1.docx** ## Health Policy Brief: ## Employee Wellness programs ## Date: May 30th, 2025 Executive Summary Add the key findings of your brief here using bullet points. ![](https://www.swe…

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    See Attachment

    – a year ago

    **files (1)**

    – ## Health_Policy_Brief_Round1.docx

    **## Health_Policy_Brief_Round1.docx**

    ## Health Policy Brief:

    ## Employee Wellness programs

    ## Date: May 30th, 2025 Executive Summary Add the key findings of your brief here using bullet points. ![](https://www.sweetstudy.com/questions/health-policy-20918103) Tap here to add a caption

    ## Introduction

    ### 1-2 paragraphs telling the reader why they should be concerned about this topic.

    ### Why is this topic an urgent issue?

    ### What is the importance of this topic to healthcare, communities, nursing etc.

    ### You want to clearly show the purpose of the research and why the reader should be concerned.

    ### Insert a picture from your files or add a shape, text box, or table

    #### -Insert a hyperlink-

    “Call out an important point or quote from a story. In the Styles gallery, tap Quote.”

    ## Research Overview

    1-2 paragraphs

    In this section you should describe the research methods. How did you search for your findings? What search terms did you use? How many articles did you find? How did you limit your search? What did the research show?

    ## Discussion/Analysis of the Research findings

    In this section you will connect your findings with your policy reccommendation. Your goal in this section is to be convincing. Add a graphic here to quickly show the reader your findings. This should be 1-2 paragraphs.

    ## Conclusion ![](https://www.sweetstudy.com/questions/health-policy-20918103) Tap here to add a caption Contact Us Your Name Email

    Restate your recommendations for this policy. It is acceptable to use paragraphs or bullet points. No new information should go here. This is a conclusion of the infromation provided above.

    ## image1.png

    ## image2.png

    **## Health_Policy_Brief_Round1.docx**

    ## Health Policy Brief:

    ## Employee Wellness programs

    ## Date: May 30th, 2025 Executive Summary Add the key findings of your brief here using bullet points. ![](https://www.sweetstudy.com/questions/health-policy-20918103) Tap here to add a caption

    ## Introduction

    ### 1-2 paragraphs telling the reader why they should be concerned about this topic.

    ### Why is this topic an urgent issue?

    ### What is the importance of this topic to healthcare, communities, nursing etc.

    ### You want to clearly show the purpose of the research and why the reader should be concerned.

    ### Insert a picture from your files or add a shape, text box, or table

    #### -Insert a hyperlink-

    “Call out an important point or quote from a story. In the Styles gallery, tap Quote.”

    ## Research Overview

    1-2 paragraphs

    In this section you should describe the research methods. How did you search for your findings? What search terms did you use? How many articles did you find? How did you limit your search? What did the research show?

    ## Discussion/Analysis of the Research findings

    In this section you will connect your findings with your policy reccommendation. Your goal in this section is to be convincing. Add a graphic here to quickly show the reader your findings. This should be 1-2 paragraphs.

    ## Conclusion ![](https://www.sweetstudy.com/questions/health-policy-20918103) Tap here to add a caption Contact Us Your Name Email

    Restate your recommendations for this policy. It is acceptable to use paragraphs or bullet points. No new information should go here. This is a conclusion of the infromation provided above.

    ## image1.png

    ## image2.png