Tag: Nursing

[Solved] InformaticsT5Q2

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Describe how lifelong learning helps nurses stay up-to-date on the latest medical advances and best practices. Explain how emerging fields, such as health informatics, improve patient safety and nursing competency. What are some challenges that nurses face in lifelong learning, and how can these cha…

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Describe how lifelong learning helps nurses stay up-to-date on the latest medical advances and best practices. Explain how emerging fields, such as health informatics, improve patient safety and nursing competency. What are some challenges that nurses face in lifelong learning, and how can these challenges be overcome?

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format.

– a year ago

November 5, 2026
[Solved] week 4 peds soap note. Well child visit

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SOAP note well visit child. APA format. Use evidence based practice and CDC recommendations due in 30 hours. Follow the template and rubric – [\ \ PEDSSOAPNoteTemplateweek4.docx](https://www.sweetstudy.com/files/pedssoapnotetemplateweek4-docx "PEDSSOAPNoteTemplateweek4.docx") – [\ \ Soapnotechec…

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Assignment Prompt & Instructions

SOAP note well visit child. APA format. Use evidence based practice and CDC recommendations due in 30 hours. Follow the template and rubric

– [\
\
PEDSSOAPNoteTemplateweek4.docx](https://www.sweetstudy.com/files/pedssoapnotetemplateweek4-docx "PEDSSOAPNoteTemplateweek4.docx")
– [\
\
Soapnotechecklistwellchildvisitrubric.docx](https://www.sweetstudy.com/files/soapnotechecklistwellchildvisitrubric-docx "Soapnotechecklistwellchildvisitrubric.docx")

– a year ago

November 5, 2026
[Solved] Week 4 DB response 2

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Executive Solution Overview

– a year ago **files (1)** – ## Week4DBresponse2.pdf **## Week4DBresponse2.pdf** Table 1 1-hour Oral Glucose Tolerance Test (OGTT) After a 50-g oral glucose load in pregnant women Table 2 Criteria for Abnormal Result on 100-g, 3-Hour Oral Glucose Tolerance Test in Pregnant Women Table 3 Define and d…

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– a year ago

**files (1)**

– ## Week4DBresponse2.pdf

**## Week4DBresponse2.pdf**

Table 1

1-hour Oral Glucose Tolerance Test (OGTT) After a 50-g oral glucose load in pregnant women

Table 2

Criteria for Abnormal Result on 100-g, 3-Hour Oral Glucose Tolerance Test in Pregnant Women

Table 3

Define and differentiate between the following Postpartum Disorders:

Normal Range (Negative) Abnormal Range (Positive)

1 hour < 140 mg/dL 130 – 140 mg/dL

Blood Sample
National Diabetes Data Group
Criteria

Carpenter and Coustan Criteria

Fasting 105 mg/dL 95 mg/dL

1 hour 190 mg/dL 180 mg/dL

2 hours 165 mg/dL 155 mg/dL

3 hours 145 mg/dL 140 mg/dL

What defines a positive 3-hour glucose tolerance test result (failed result)? Two or more
threshold glucose levels on the 3-hour test must be met or exceeded.

Definition Signs and Symptoms

Management of the
Diagnosis

Postpartum
Blues

Short-lived
mood change

Sadness, weepiness, mood
swings, irritability that occurs
in the first few days to 10
days postpartum; lasts less
than two weeks

Family support,
uninterrupted rest, exercise,
adequate fluids, nutritious
meals

Table 4

Postpartum
Depression

Depression
occurring within
the first year
postpartum that
meets standard
diagnostic
criteria; lasts
longer than two
years

Crying, feeling sad,
overwhelmed, lack of interest
in daily activities, lack of
interest in infant, feeling sub-
inadequacy

Home support, therapy

Postpartum
Obsessive-
Compulsive
Disorder

Need to perform
repetitive
physical or
mental actions

Onslaught of intrusive
thoughts or rituals SSRIs and CBT

Postpartum
Psychosis

Psychotic
episode
(delusions or
break with
reality)
occurring within
the first year
after birth

Auditory and visual
hallucinations, various
unexplained behaviors, i.e.
smelling smoke

Immediate care i.e.
emergency room

Definition

Presentation

(include Signs and
Symptoms)

Management of the
Diagnosis

Puerperal
Fever

Temp. 100.4 F or
greater during

postpartum period
caused by bacterial
infection in the
reproductive tract or
breasts

Genital tract or wound
infections

breast engorgement,
dehydration, DVT

CBC w/ diff, urine
analysis, cultures,
radiology and/or
ultrasound.

Antimicrobial therapy

Postpartum
Hematoma

Collection of blood in
the vaginal, perineal,
pelvic, or abdominal
tissue, post childbirth

Evidence of blood loss:

Decrease hematocrit

Severe perineal and/or
rectal pain

Management varies on
size.

Small hematomas can
reabsorb; moderate to
large hematomas may
need I&D

Secondary
(delayed)
Postpartum
Hemorrhage

Excessive bleeding that
occurs between 24
hours after birth until
six weeks postpartum

Hemorrhage bleeding

Masses suspicious for
retained placental
fragments

Uterotonic agents:
ergonovine,
methylergonovine,
oxytocin, a prostaglandin
analog, or tranexamic
acid. Surgical referral for
suction evacuation to stop
bleeding

Sore Nipples

The most common
reasons for abandoning
exclusive breastfeeding.

Sore, painful, cracked.

infection: exudate,
increased erythema, pus,
or dry scab

Warm compresses, green
tea bag compresses,
coconut oil, hydrogel
dressing, nipple shields,
wash nipples with soap &
water once daily, topical
mupirocin, peppermint oil,
topical low dose steroids
for inflammation;
antibiotic: Miconazole for

C. albicans

Jennifer is a G2P1, 31-year-old pregnant female at 24 weeks EGA who has come to the clinic
for her 24-week prenatal visit and recommended screening tests. Jennifer’s one hour glucose test
result is 156 mg/DL. Her BP is 118/78 T 98.7 F, P 68, RR 18, fundal height is 25 cm, no urine/
protein in urine, weight is 145 lbs at 5 lbs increased from last visit 4 weeks ago, her height is 5’
5”.

Demographic Data

• 31-year-old-female

Mastitis

Acute inflammation of
the interlobular
connective tissue of the
breast that may include
an infection. S. aureus
is the main causative
bacteria.

Erythema, pain,
swelling, fever.

Pain described as sharp,
needlelike, with burning
sensation.

Symptoms associated
with infection: fever 101
F or greater, area red,
tender, and hot; muscle
aches & malaise,
elevated heart rate,
nausea, chills, red streaks
on the breast.

Feed or pump on the
affected side. Frequent
feedings, breast
compressions, topical
ricinoleic acid; heating
pad, castor oil,

Antibiotics:

First line: Dicloxacillin or
Flucloxacillin; Cephalexin

Second line: Clindamycin
or Bactrim DS

Breast
Abscess

A potential
complication of mastitis
r/t untreated, delayed,
inadequate, or incorrect
treatment for mastitis.
Abscess formation
increases with smoking.

Hard, red, and tender
area on the breast.

If incapsulated, must be
drained either surgically or
needle aspiration. Abscess
drainage should be
cultured to determine
antibiotic sensitivity.

Continue breast feeding
and/or pumping.

Subjective

Chief Complaint (CC): 31-year-old-female, G2P1 at 24 weeks EGA, presents to the clinic for a
routine follow up 24-week prenatal visit and recommended screen tests.

History of Present Illness (HPI): 31-year-old-female, G2P1 at 24 weeks EGA, presents to the
clinic for a routine follow up 24-week prenatal visit and recommended screening tests. The one-
hour glucose test result is 156 mg/dL; the patient has gained 5 lbs in the past 4 weeks; the fundal
height is 25 cm; and POCT urine dipstick is (-) for protein.

Past Medical History (PMH):

• Medical History:
o Denies history of HTN, diabetes, elevated cholesterol
o Denies complications with previous pregnancy
o Denies abnormal pap smears
• Hospitalizations:
o Spontaneous vaginal delivery: 2023- no complications
• Medications:
o Prenatal vitamin daily
• Allergies:
o No known drug allergies
o No know food allergies
• Immunizations:
o Influenza vaccine: 10/2024
o Covid Vaccines: 2021 & 2022
o HPV Vaccines: x3 doses at 12 years old
• Preventative Health Maintenance:
o PAP: last pap at 30 years
o Eye exams: every 2 years, last exam 2024
o Dentals exam & cleaning: last dental visit 1/2025
o STI screening: at 21 years old; 2020, and at each pregnancy diagnoses: 2023 & 2025
• Family History:
o Mother: hyperlipidemia
o Father: HTN, Hyperlipidemia
o Maternal Grandmother: hyperlipidemia
o Maternal Grandfather: HTN, Hyperlipidemia
o Paternal Grandmother: hyperlipidemia

o Paternal Grandfather: HTN, DM Type II
o Maternal great-grandmother: hyperlipidemia
o Maternal great-grandfather: HTN, Hyperlipidemia
o Paternal great-grandmother: Hypertension
o Paternal great-grandfather: HTN, DM Type II
• Social History:
o Nutrition: Eats a balanced diet and occasional take out
o Exercise: denies
o Denies history of illegal drug use
o Sexual history: 2 lifetime partners; 1 partner for the past 5 years
o Sexual intercourse with males
o History of STIs: denies
o Contraception: male condoms
o Menstrual history: 1st menstrual cycle at 13 years old
o Occupation: Elementary school teacher
o Caffeine: Green and black tea
o Smoking: denies cigarette and vaping
o Alcohol: 2-3 glasses a week prior to pregnancy

Review of Symptoms:

• General: denies fever/chills, (+) fatigue, (+) increased thirst
• Psychological: denies anxiety and depression
• Neurological: denies headaches and dizziness
• Eyes: denies blurry vision
• Ears: denies ringing in ears
• Nose, Mouth, and Throat: denies nasal congestion, dry mouth, sore throat
• Cardiology: denies chest pain
• Respiratory: denies shortness of breath
• Breast: denies breast pain
• Gastrointestinal: denies abdominal pain, nausea/vomiting, diarrhea, constipation, heartburn
• Genitourinary: denies burning; (+) frequency and urgency
• Musculoskeletal: denies muscle, joint, back pain
• Skin: denies itching
• Gynecological: Denies discharge, bleeding, pelvic cramping, leaking of fluids; denies

Braxton Hicks
• Heme/Lymph/Endo: denies heat/cold intolerance

Objective:

Vital signs: B/P: 118/78; HR: 68; T: 98.7 F; RR: 18

Pain: 0/10

Pre-pregnancy weight: 120 lb; Height: 65 inches; BMI: 20.0

Current weight 145 lbs

Pregnancy gain: + 5 lbs in 4 weeks

One hour glucose test result: 156 mg/dL. Positive result

POCT: Urine dipstick: (-) protein

Physical exam:

• Generalized: age appropriate, well developed, well-nourished, no acute distress
• Neurological: alert and oriented
• Cardiology: no swelling noted to BLE, no murmur
• Pulmonary: regular respiratory rate; chest symmetric, no wheezing
• Gastrointestinal: abdomen round; non-tender
• Musculoskeletal: upper and lower extremities, full range of motion; stable gait
• Integumentary: warm and dry
• Psychiatric: calm and cooperative
• Genitourinary: urine clear, no odor
• Gynecological: no vaginal redness or discharge noted
• Fundal height: 25cm (acceptable 22-26 cm)

OB Abdominal ultrasound:

• Intrauterine pregnancy singleton
• Presentation: Vertex
• Fetal cardiac activity present; HR 144
• Amniotic fluid appears adequate
• Fetal movements: Yes
• Fetal breathing movements: Yes

Differential Diagnosis

(1) Urinary tract infection:

• Positives: frequency, urgency, pregnancy
• Negatives: urine clear, no odor, no fevers/chills, no low abdominal/back pain

Final Diagnosis

(1) Gestational diabetes (GD):

• Positives: maternal age > 25, weight gain +5 lbs in 4 weeks, 1-hr glucose teat 156, fatigue,
increased thirst, increased urinary frequency and urgency

Plan:

Diagnostic testing

• Urine POCT in office: to r/o UTI: negative for nitrite and/or leukocyte
• NST: monitors fetal heart rate in response to their movement
• CBC: monitor WBC & platelets, can increase with GD.
• 3-hour 100-g OGTT Glucose challenge: to diagnose GD

Medications:

Continue: Prenatal vitamin: Take 1 tablet by mouth daily.

Vaccine: Tdap

Education:

• Normal weight pre-pregnancy: weight gain 1 lb /week during 2nd – 3rd trimester.
• Complications of GDM if noncompliant
o Maternal: Risk of high blood pressure, preeclampsia, pre-term labor, spontaneous abortion
o Fetus: microsomia, macrosomia (makes delivery difficult), still birth
o Newborn: elevated bilirubin causes jaundice, hypocalcemia, polycythemia, hypoglycemia
• Exercise 30 minutes daily 5 times a week, such as walking
• Limit carbohydrates
• Eat 3 meals and 2 snacks
• Monitor blood glucose at home 4-6 times per day: before meals, and 2 hours after
• 3-hour 100-g OGTT: in the morning after fasting overnight
• Management for Class GDMA1:
o diet, exercise, blood glucose monitoring
• Management for Class GDMA2
o Starting with Metformin 500mg by mouth once a day for one week, then increase to 500 mg

to twice a day to decrease side effects
o Can increase 500 mg every week to a maximum of 2500 ng
o Most common side effects of Metformin: abdominal pain & diarrhea
• Insulin
o Recommended for BMI > 40

o Serious risk factor is hypoglycemia which can lead to coma or death if not treated
immediately

o Symptoms of hypoglycemia: shaking, sweating, agitation, rapid heart rate, clammy skin
o Blood glucose < 80 should be treated with 15 gm of glucose
• Monitor for type DM and insulin resistance after delivery

Referral/Follow-up

• Referral to dietician or diabetes educator- if positive
• Week 28 visit:
o NST:
o Urogynecology for pelvic floor evaluation, exercises
o Transabdominal ultrasound
o Amniotic fluid index (AFI)
o POCT: urine dipstick
• RSV: recommended at 28 weeks to protect the infant from RSV
• Tdap: recommended between 27-36 weeks to protect against pertussis (whooping cough)

Health Maintenance:

• Vision exams: every 2 years- 2026
• Dental exams/cleaning: 2 per year- 7/2025
• Pap: 33 years old
• Vaccines: 10/2025: annual influenza

**## Week4DBresponse2.pdf**

Table 1

1-hour Oral Glucose Tolerance Test (OGTT) After a 50-g oral glucose load in pregnant women

Table 2

Criteria for Abnormal Result on 100-g, 3-Hour Oral Glucose Tolerance Test in Pregnant Women

Table 3

Define and differentiate between the following Postpartum Disorders:

Normal Range (Negative) Abnormal Range (Positive)

1 hour < 140 mg/dL 130 – 140 mg/dL

Blood Sample
National Diabetes Data Group
Criteria

Carpenter and Coustan Criteria

Fasting 105 mg/dL 95 mg/dL

1 hour 190 mg/dL 180 mg/dL

2 hours 165 mg/dL 155 mg/dL

3 hours 145 mg/dL 140 mg/dL

What defines a positive 3-hour glucose tolerance test result (failed result)? Two or more
threshold glucose levels on the 3-hour test must be met or exceeded.

Definition Signs and Symptoms

Management of the
Diagnosis

Postpartum
Blues

Short-lived
mood change

Sadness, weepiness, mood
swings, irritability that occurs
in the first few days to 10
days postpartum; lasts less
than two weeks

Family support,
uninterrupted rest, exercise,
adequate fluids, nutritious
meals

Table 4

Postpartum
Depression

Depression
occurring within
the first year
postpartum that
meets standard
diagnostic
criteria; lasts
longer than two
years

Crying, feeling sad,
overwhelmed, lack of interest
in daily activities, lack of
interest in infant, feeling sub-
inadequacy

Home support, therapy

Postpartum
Obsessive-
Compulsive
Disorder

Need to perform
repetitive
physical or
mental actions

Onslaught of intrusive
thoughts or rituals SSRIs and CBT

Postpartum
Psychosis

Psychotic
episode
(delusions or
break with
reality)
occurring within
the first year
after birth

Auditory and visual
hallucinations, various
unexplained behaviors, i.e.
smelling smoke

Immediate care i.e.
emergency room

Definition

Presentation

(include Signs and
Symptoms)

Management of the
Diagnosis

Puerperal
Fever

Temp. 100.4 F or
greater during

postpartum period
caused by bacterial
infection in the
reproductive tract or
breasts

Genital tract or wound
infections

breast engorgement,
dehydration, DVT

CBC w/ diff, urine
analysis, cultures,
radiology and/or
ultrasound.

Antimicrobial therapy

Postpartum
Hematoma

Collection of blood in
the vaginal, perineal,
pelvic, or abdominal
tissue, post childbirth

Evidence of blood loss:

Decrease hematocrit

Severe perineal and/or
rectal pain

Management varies on
size.

Small hematomas can
reabsorb; moderate to
large hematomas may
need I&D

Secondary
(delayed)
Postpartum
Hemorrhage

Excessive bleeding that
occurs between 24
hours after birth until
six weeks postpartum

Hemorrhage bleeding

Masses suspicious for
retained placental
fragments

Uterotonic agents:
ergonovine,
methylergonovine,
oxytocin, a prostaglandin
analog, or tranexamic
acid. Surgical referral for
suction evacuation to stop
bleeding

Sore Nipples

The most common
reasons for abandoning
exclusive breastfeeding.

Sore, painful, cracked.

infection: exudate,
increased erythema, pus,
or dry scab

Warm compresses, green
tea bag compresses,
coconut oil, hydrogel
dressing, nipple shields,
wash nipples with soap &
water once daily, topical
mupirocin, peppermint oil,
topical low dose steroids
for inflammation;
antibiotic: Miconazole for

C. albicans

Jennifer is a G2P1, 31-year-old pregnant female at 24 weeks EGA who has come to the clinic
for her 24-week prenatal visit and recommended screening tests. Jennifer’s one hour glucose test
result is 156 mg/DL. Her BP is 118/78 T 98.7 F, P 68, RR 18, fundal height is 25 cm, no urine/
protein in urine, weight is 145 lbs at 5 lbs increased from last visit 4 weeks ago, her height is 5’
5”.

Demographic Data

• 31-year-old-female

Mastitis

Acute inflammation of
the interlobular
connective tissue of the
breast that may include
an infection. S. aureus
is the main causative
bacteria.

Erythema, pain,
swelling, fever.

Pain described as sharp,
needlelike, with burning
sensation.

Symptoms associated
with infection: fever 101
F or greater, area red,
tender, and hot; muscle
aches & malaise,
elevated heart rate,
nausea, chills, red streaks
on the breast.

Feed or pump on the
affected side. Frequent
feedings, breast
compressions, topical
ricinoleic acid; heating
pad, castor oil,

Antibiotics:

First line: Dicloxacillin or
Flucloxacillin; Cephalexin

Second line: Clindamycin
or Bactrim DS

Breast
Abscess

A potential
complication of mastitis
r/t untreated, delayed,
inadequate, or incorrect
treatment for mastitis.
Abscess formation
increases with smoking.

Hard, red, and tender
area on the breast.

If incapsulated, must be
drained either surgically or
needle aspiration. Abscess
drainage should be
cultured to determine
antibiotic sensitivity.

Continue breast feeding
and/or pumping.

Subjective

Chief Complaint (CC): 31-year-old-female, G2P1 at 24 weeks EGA, presents to the clinic for a
routine follow up 24-week prenatal visit and recommended screen tests.

History of Present Illness (HPI): 31-year-old-female, G2P1 at 24 weeks EGA, presents to the
clinic for a routine follow up 24-week prenatal visit and recommended screening tests. The one-
hour glucose test result is 156 mg/dL; the patient has gained 5 lbs in the past 4 weeks; the fundal
height is 25 cm; and POCT urine dipstick is (-) for protein.

Past Medical History (PMH):

• Medical History:
o Denies history of HTN, diabetes, elevated cholesterol
o Denies complications with previous pregnancy
o Denies abnormal pap smears
• Hospitalizations:
o Spontaneous vaginal delivery: 2023- no complications
• Medications:
o Prenatal vitamin daily
• Allergies:
o No known drug allergies
o No know food allergies
• Immunizations:
o Influenza vaccine: 10/2024
o Covid Vaccines: 2021 & 2022
o HPV Vaccines: x3 doses at 12 years old
• Preventative Health Maintenance:
o PAP: last pap at 30 years
o Eye exams: every 2 years, last exam 2024
o Dentals exam & cleaning: last dental visit 1/2025
o STI screening: at 21 years old; 2020, and at each pregnancy diagnoses: 2023 & 2025
• Family History:
o Mother: hyperlipidemia
o Father: HTN, Hyperlipidemia
o Maternal Grandmother: hyperlipidemia
o Maternal Grandfather: HTN, Hyperlipidemia
o Paternal Grandmother: hyperlipidemia

o Paternal Grandfather: HTN, DM Type II
o Maternal great-grandmother: hyperlipidemia
o Maternal great-grandfather: HTN, Hyperlipidemia
o Paternal great-grandmother: Hypertension
o Paternal great-grandfather: HTN, DM Type II
• Social History:
o Nutrition: Eats a balanced diet and occasional take out
o Exercise: denies
o Denies history of illegal drug use
o Sexual history: 2 lifetime partners; 1 partner for the past 5 years
o Sexual intercourse with males
o History of STIs: denies
o Contraception: male condoms
o Menstrual history: 1st menstrual cycle at 13 years old
o Occupation: Elementary school teacher
o Caffeine: Green and black tea
o Smoking: denies cigarette and vaping
o Alcohol: 2-3 glasses a week prior to pregnancy

Review of Symptoms:

• General: denies fever/chills, (+) fatigue, (+) increased thirst
• Psychological: denies anxiety and depression
• Neurological: denies headaches and dizziness
• Eyes: denies blurry vision
• Ears: denies ringing in ears
• Nose, Mouth, and Throat: denies nasal congestion, dry mouth, sore throat
• Cardiology: denies chest pain
• Respiratory: denies shortness of breath
• Breast: denies breast pain
• Gastrointestinal: denies abdominal pain, nausea/vomiting, diarrhea, constipation, heartburn
• Genitourinary: denies burning; (+) frequency and urgency
• Musculoskeletal: denies muscle, joint, back pain
• Skin: denies itching
• Gynecological: Denies discharge, bleeding, pelvic cramping, leaking of fluids; denies

Braxton Hicks
• Heme/Lymph/Endo: denies heat/cold intolerance

Objective:

Vital signs: B/P: 118/78; HR: 68; T: 98.7 F; RR: 18

Pain: 0/10

Pre-pregnancy weight: 120 lb; Height: 65 inches; BMI: 20.0

Current weight 145 lbs

Pregnancy gain: + 5 lbs in 4 weeks

One hour glucose test result: 156 mg/dL. Positive result

POCT: Urine dipstick: (-) protein

Physical exam:

• Generalized: age appropriate, well developed, well-nourished, no acute distress
• Neurological: alert and oriented
• Cardiology: no swelling noted to BLE, no murmur
• Pulmonary: regular respiratory rate; chest symmetric, no wheezing
• Gastrointestinal: abdomen round; non-tender
• Musculoskeletal: upper and lower extremities, full range of motion; stable gait
• Integumentary: warm and dry
• Psychiatric: calm and cooperative
• Genitourinary: urine clear, no odor
• Gynecological: no vaginal redness or discharge noted
• Fundal height: 25cm (acceptable 22-26 cm)

OB Abdominal ultrasound:

• Intrauterine pregnancy singleton
• Presentation: Vertex
• Fetal cardiac activity present; HR 144
• Amniotic fluid appears adequate
• Fetal movements: Yes
• Fetal breathing movements: Yes

Differential Diagnosis

(1) Urinary tract infection:

• Positives: frequency, urgency, pregnancy
• Negatives: urine clear, no odor, no fevers/chills, no low abdominal/back pain

Final Diagnosis

(1) Gestational diabetes (GD):

• Positives: maternal age > 25, weight gain +5 lbs in 4 weeks, 1-hr glucose teat 156, fatigue,
increased thirst, increased urinary frequency and urgency

Plan:

Diagnostic testing

• Urine POCT in office: to r/o UTI: negative for nitrite and/or leukocyte
• NST: monitors fetal heart rate in response to their movement
• CBC: monitor WBC & platelets, can increase with GD.
• 3-hour 100-g OGTT Glucose challenge: to diagnose GD

Medications:

Continue: Prenatal vitamin: Take 1 tablet by mouth daily.

Vaccine: Tdap

Education:

• Normal weight pre-pregnancy: weight gain 1 lb /week during 2nd – 3rd trimester.
• Complications of GDM if noncompliant
o Maternal: Risk of high blood pressure, preeclampsia, pre-term labor, spontaneous abortion
o Fetus: microsomia, macrosomia (makes delivery difficult), still birth
o Newborn: elevated bilirubin causes jaundice, hypocalcemia, polycythemia, hypoglycemia
• Exercise 30 minutes daily 5 times a week, such as walking
• Limit carbohydrates
• Eat 3 meals and 2 snacks
• Monitor blood glucose at home 4-6 times per day: before meals, and 2 hours after
• 3-hour 100-g OGTT: in the morning after fasting overnight
• Management for Class GDMA1:
o diet, exercise, blood glucose monitoring
• Management for Class GDMA2
o Starting with Metformin 500mg by mouth once a day for one week, then increase to 500 mg

to twice a day to decrease side effects
o Can increase 500 mg every week to a maximum of 2500 ng
o Most common side effects of Metformin: abdominal pain & diarrhea
• Insulin
o Recommended for BMI > 40

o Serious risk factor is hypoglycemia which can lead to coma or death if not treated
immediately

o Symptoms of hypoglycemia: shaking, sweating, agitation, rapid heart rate, clammy skin
o Blood glucose < 80 should be treated with 15 gm of glucose
• Monitor for type DM and insulin resistance after delivery

Referral/Follow-up

• Referral to dietician or diabetes educator- if positive
• Week 28 visit:
o NST:
o Urogynecology for pelvic floor evaluation, exercises
o Transabdominal ultrasound
o Amniotic fluid index (AFI)
o POCT: urine dipstick
• RSV: recommended at 28 weeks to protect the infant from RSV
• Tdap: recommended between 27-36 weeks to protect against pertussis (whooping cough)

Health Maintenance:

• Vision exams: every 2 years- 2026
• Dental exams/cleaning: 2 per year- 7/2025
• Pap: 33 years old
• Vaccines: 10/2025: annual influenza

November 5, 2026
[Solved] Week 1 Discussion Question Interprofessional Organizational and Systems Leadership Response ZH

✓ Verified Academic Solution Available

Executive Solution Overview

**Respond** to at least **two** of your colleagues **on two different days** who chose a different national healthcare issue/stressor than you selected. Explain how their chosen national healthcare issue/stressor may also impact your work setting and what (if anything) is being done to address the n…

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Assignment Prompt & Instructions

**Respond** to at least **two** of your colleagues **on two different days** who chose a different national healthcare issue/stressor than you selected. Explain how their chosen national healthcare issue/stressor may also impact your work setting and what (if anything) is being done to address the national healthcare issue/stressor.

**National Healthcare Issue and Its Impact on the Work Setting**

Many rural communities in the United States struggle to access basic healthcare services easily. Despite comprising nearly 20% of the U.S. population, rural residents often face barriers such as geographic isolation, healthcare provider shortages, and transportation difficulties that limit their access to timely and appropriate care. Coombs et al. (2022) suggest that rugged individualism and stigma surrounding medical care are even more prevalent in rural areas, such as Montana. Often, people refuse treatment due to a lack of trust in doctors or hospitals and believe the medical system does not consider their values.

As our area is both urban and rural, this particular stressor poses significant challenges to carrying out operations at our facility. Many rural patients have advanced disease because their care was delayed, resulting in numerous preventable emergency visits and hospital stays. The pressure on clinical teams increases, which can lead to a shortage of resources. Sometimes, a rural patient who has not kept their diabetes under control can delay seeking treatment because of transport difficulties. This can result in emergency care being required in the hospital. It influences how well patients do and also places great demands on our staff and facilities.

Geographic location, the ability to manage finances, and the ability to read health information effectively are among the main social factors affecting this problem. People in rural regions commonly earn less money, face difficulties getting to services, and rarely have continuous access to guides that help them understand health matters (Gizaw et al., 2022). Due to these factors, healthcare is often inaccessible or underutilized, thereby exacerbating the disparities between individuals. Not knowing the value of routine screenings results in more cases being found at an advanced stage, making treatment longer, more difficult, and more costly.

**Health System Response and Implemented Changes**

Our healthcare system employs several key approaches to address the ongoing issue of limited primary healthcare in rural areas and reduce disparities in care. Because many rural patients face difficulties due to distance and cultural barriers, the first step was to introduce telemedicine services. As a result, patients can see primary care doctors, specialists, and mental health experts locally without having to travel far. For example, we established a virtual program that enables diabetic patients in remote areas to consult with providers, submit their glucose readings online, and have their medications adjusted remotely. Consequently, fewer patients miss their appointments, and the quality of care has increased.

To reach people who do not regularly have access to hospitals, we set up mobile clinics in rural counties. These clinics provide preventive care through vaccinations, screenings, and health education. As part of this, a team regularly visited rural farmers who frequently had to drive 45 miles or more for medical services. These clinics are staffed by rotating teams of nurses and nurse practitioners, improving access and trust in the healthcare system by maintaining a consistent presence.

To address problems related to cultural differences and a lack of understanding of health information, our organization now provides cultural competency training to all medical staff. The training emphasizes respectful interaction, humility, and providing care that is culturally sensitive and values-based, tailored to the needs of rural settings. Now, medical providers are paying attention to how stoicism and self-reliance influence decisions about seeking healthcare.

Additionally, we enhanced our information-sharing systems between clinics and hospitals by upgrading the EHR, allowing rural primary care physicians to view all details of their patients' hospital visits. As a result, patients are less likely to repeat the same services, and their care remains uninterrupted. Thus, such joint steps highlight how the healthcare sector handles one of its most difficult ongoing challenges.

**References**

Coombs, N. C., Campbell, D. G., & Caringi, J. (2022). A qualitative study of rural healthcare providers’ views of social, cultural, and programmatic barriers to healthcare access. _BMC Health Services Research_, _22_(1). [https://doi.org/10.1186/s12913-022-07829-2Links to an external site.](https://doi.org/10.1186/s12913-022-07829-2)

Gizaw, Z., Astale, T., & Kassie, G. M. (2022). What improves access to primary healthcare services in rural communities? A systematic review. _BMC Primary Care_, _23_(1). [https://doi.org/10.1186/s12875-022-01919-0Links to an external site.](https://doi.org/10.1186/s12875-022-01919-0)

– a year ago

November 5, 2026
[Solved] Week 1 Discussion Question interprof Org and Sys leadership Response CJLD

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**Respond** to at least **two** of your colleagues **on two different days** who chose a different national healthcare issue/stressor than you selected. Explain how their chosen national healthcare issue/stressor may also impact your work setting and what (if anything) is being done to address the n…

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Assignment Prompt & Instructions

**Respond** to at least **two** of your colleagues **on two different days** who chose a different national healthcare issue/stressor than you selected. Explain how their chosen national healthcare issue/stressor may also impact your work setting and what (if anything) is being done to address the national healthcare issue/stressor.

Main Discussion Post

**Shortage of Healthcare Professionals**

U.S. healthcare suffers from a shortage of doctors, nurses, and specialists. This workforce gap has worsened due to aging seniors, chronic diseases, staff shortages, and COVID-19. The scarcity at my urban hospital forces nurses to care for more patients, lengthens wait times, and dissatisfies patients and staff. Working overtime causes burnout, sick leave, and turnover, thus the problem persists (Greco et al., 2022). Overworked healthcare staff cannot provide personalized, high-quality care in emergencies (Broome & Marshall, 2021). A key aspect of this issue is access to quality health professional education. Many prospective healthcare workers worry about the cost of education and their starting salary. These variables affect the supply of new health workers and lower field representation.

Our healthcare sector is reporting on the measures we are taking to retain and improve our workforce in response to this persistent stressor. We have partnered with local colleges to place healthcare students in rotations and present them with scholarship opportunities. This, in turn, introduces new professionals to the field and simultaneously enables academic institutions and the healthcare system to meet their future healthcare needs. To give our employees more freedom, we are introducing more part-time and independent options. We are also ensuring that we have wellness programs, which include counseling, stress relief, and critical incident processing, thereby reducing burnout (Dixon-Woods et al., 2012). Additionally, we conducted a recent poll among healthcare professionals, which highlighted the need for a mentor program. We have implemented this program for our new nurses, which our experienced nurses run. These programs we have implemented are a result of transformative leadership with strong organizational support, which in turn reduces workforce stress (Greco et al., 2022). Although we have implemented these initiatives, they are issue-specific; For example, rural service and specialty staffing.

Social contexts continue to affect intervention success. Advanced partnerships help, but many underserved students still lack quality, affordable pre-college education. High school students are receiving speeches and workshops from the hospital to spark their interest in healthcare. For many healthcare support staff, including aides, transportation and housing issues make it harder to stay working (Flaherty & Bartels, 2020). Thus, the hospital's HR team is working with local nonprofits to provide staff with affordable housing and shuttles. Social care should be involved in hiring and retention initiatives nationwide (Dixon-Woods et al., 2012). The lack of healthcare experts in organizations and multisectoral cooperative efforts to solve social issues must be addressed.

**References**

Broome, M. E., & Marshall, E. S. (2021). _Transformational leadership in nursing: From expert clinician to influential leader_ (3rd ed.). Springer Publishing Company.

Dixon-Woods, M., McNicol, S., & Martin, G. (2012). Ten challenges in improving quality in healthcare: Lessons from the health foundation's programme evaluations and relevant literature: Table 1. _BMJ Quality & Safety_, _21_(10), 876–884. [https://doi.org/10.1136/bmjqs-2011-000760Links to an external site.](https://doi.org/10.1136/bmjqs-2011-000760)

Flaherty, E., & Bartels, S. J. (2019). Addressing the community‐based geriatric healthcare workforce shortage by leveraging the potential of interprofessional teams. _Journal of the American Geriatrics Society_, _67_(S2). [https://doi.org/10.1111/jgs.15924Links to an external site.](https://doi.org/10.1111/jgs.15924)

Greco, E., Graziano, E., Stella, G., Mastrodascio, M., & Cedrone, F. (2022). The impact of leadership on perceived work-related stress in healthcare facilities organisations. _Journal of Organizational Change Management_, _35_(4/5), 734–748. [https://doi.org/10.1108/jocm-07-2021-0201Links to an external site.](https://doi.org/10.1108/jocm-07-2021-0201)

– a year ago

November 5, 2026
[Solved] Thinking about your work area, elaborate on a case study with any specific patient’s situation, and describe the policy issues involving quality and safety in this patient’s healthcare.

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Thinking about your work area, elaborate on a case study with any specific patient’s situation, and describe the policy issues involving quality and safety in this patient’s healthcare. SITUATION I HAVE WITH ONE OF MY PATIENTS ASKING ME FOR PAIN MEDICINE WITHOUT A PHYSICIAN COSIGN SIGNATURE. NURSE P…

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Assignment Prompt & Instructions

Thinking about your work area, elaborate on a case study with any specific patient’s situation, and describe the policy issues involving quality and safety in this patient’s healthcare.

SITUATION I HAVE WITH ONE OF MY PATIENTS ASKING ME FOR PAIN MEDICINE WITHOUT A PHYSICIAN COSIGN SIGNATURE.

NURSE PRACTITIONER LIMITED SCOPE OF PRACTICE FLORIDA WHY THE PHYSICIAN HAVE TO COSING MY ORDERS IN THE HOSPITAL SETTINGS.

– a year ago

November 5, 2026
[Solved] Think about your nursing work environment; next, answer the following questions:

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Think about your nursing work environment; next, answer the following questions: 1. What do you think affects your nursing work environment in the Covid-19 pandemic situation? Why? 2. What can you do to change this situation? Did you try to implement any change to solve it? If yes, did you see any p…

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Assignment Prompt & Instructions

Think about your nursing work environment; next, answer the following questions:

1. What do you think affects your nursing work environment in the Covid-19 pandemic situation? Why?
2. What can you do to change this situation? Did you try to implement any change to solve it? If yes, did you see any progress in your work environment?

Contribute a minimum of 450 words for your initial post. It should include at least two academic sources, formatted, and cited in APA.

– a year ago

November 5, 2026
[Solved] Provide a reply as DNP student. No plagiarism and No AI use, use at least 2 references no older than 5years

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To william It is important to understand the value of being able to distinguish the differences between qualitative and quantitative approaches. This is especially important when selecting the most effective method to explore clinical questions. Quantitative research is all about numbers. It focuses…

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Assignment Prompt & Instructions

To william

It is important to understand the value of being able to distinguish the differences between qualitative and quantitative approaches. This is especially important when selecting the most effective method to explore clinical questions. Quantitative research is all about numbers. It focuses on measuring variables, analyzing data statistically, and often aims to find cause-and-effect relationships. Tools such as surveys, experiments, and structured observations are commonly used, and the findings are usually intended to apply to larger groups. A good example is the study by Abbade and colleagues (2017) on venous ulcers, which used a randomized controlled trial (RCT) to evaluate treatment effectiveness. This type of study will follow the PICOT format to ensure a better, focused, and structured approach to various research questions.

However, in contrast, qualitative research is more about understanding people—their experiences, beliefs, and perspectives. Instead of relying on numbers, it draws on interviews, focus groups, or observations to gain a richer, more in-depth understanding of what patients or healthcare providers think and feel. As explained in Critical Appraisal of Nursing Studies (Elsevier, 2017), this kind of research emphasizes the importance of viewing issues through the participant's eyes. Methods like grounded theory or phenomenology are commonly used to explore these human dimensions. While these two research styles are very different, both are essential. Quantitative methods help test ideas and measure results, while qualitative research adds depth and insight that numbers alone can't provide.

Research, whether it is quantitative or qualitative, is the foundation of evidence-based practice (EBP). Research generates evidence, and EBP applies that evidence to real-world care, combining it with clinical expertise and patient preferences. Abbade et al. (2017) highlight how the use of well-structured research questions, like those following the PICOT model, strengthens this connection by producing clear, applicable evidence for practice. Without high-quality research, EBP would not have a strong base to stand on.

Nurses need to know how to critically evaluate research in order to determine whether it is reliable, relevant, and applicable to their clinical setting and practice. Elsevier (2017) outlines a process for this, emphasizing the value of understanding both the benefits and limitations of a study. This is especially important in Doctor of Nursing Practice (DNP) programs, which place strong emphasis on translating evidence into action. According to the DNP Essentials (AACN, 2006), nurses must understand the scientific foundations (Essential I) and have the analytical skills needed for evidence-based practice (Essential III). These competencies are key to improving healthcare delivery.

Although research is essential, integrating it into everyday practice can still pose a challenge. White and colleagues (2021) argue that nurse leaders play an important role in fostering a culture that values research and evidence-based care. Ongoing education and system-level support are essential to ensure that evidence-based interventions are sustained.

It is important to understand how qualitative and quantitative research provides nurses with various strategies to use in practice. Combining them, they provide a more complete picture and help ensure that both data and human experience inform patient care. For DNP-prepared nurses, understanding, evaluating, and applying research is essential for leading change and improving patient outcomes.

**References**

Abbade, L. P. F., Wang, M., Sriganesh, K., Jin, Y., Mbuagbaw, L., & Thabane, L. (2017). The framing of research questions using the PICOT format in randomized controlled trials of venous ulcer disease is suboptimal: A systematic survey. _Wound Repair and Regeneration, 25_(6), 892–900. [https://doi.org/10.1111/wrr.12592](https://doi.org/10.1111/wrr.12592)

American Association of Colleges of Nursing. (2006). _The essentials of doctoral education for advanced nursing practice_. [https://www.aacnnursing.org/DNP/DNP-Essentials](https://www.aacnnursing.org/DNP/DNP-Essentials)

Elsevier Inc. (2017). _Critical appraisal of nursing studies_ [PowerPoint slides]. Chapter 18.

White, K. M., Dudley-Brown, S., & Terhaar, M. F. (2021). _Translation of evidence into nursing and health care_ (3rd ed.). Springer Publishing Company. [https://doi.org/10.1891/9780826147441](https://doi.org/10.1891/9780826147441)

– a year ago

November 5, 2026
[Solved] NUR505 3A

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Executive Solution Overview

This is an assignment + outline please review both attached documents – a year ago **files (2)** – ## NUR5053AOUTLINE.docx – ## NUR5053A.docx **## NUR5053AOUTLINE.docx** Create an outline for your comprehensive assessment of how your selected cultural group’s beliefs and practices might impact healt…

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Assignment Prompt & Instructions

This is an assignment + outline please review both attached documents

– a year ago

**files (2)**

– ## NUR5053AOUTLINE.docx

– ## NUR5053A.docx

**## NUR5053AOUTLINE.docx**

Create an outline for your comprehensive assessment of how your selected cultural group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient's cultural values and preferences.

## OUTLINE TEMPLATE: Title

Introduction

Capture reader’s interest

Build case through logic

Topic sentence/thesis statement

First main point (strongest)

A. Support

Example

Example

B. Support

Example

Example

C. Support

Example

Example

Second main point (second strongest)

A. Support

Example

Example

B. Support

Example

Example

C. Support

Example

Example

Third main point (weakest)

A. Support

Example

Example

B. Support

Example

Example

C. Support

Example

Example

Conclusion

Restate topic

A. Summarize three main points

Revisit introduction or tie all ideas together

**## NUR5053A.docx**

Choose one cultural group (
**JAPANESE**) reviewed within this course. Using Giger and Davidhizar's Transcultural Assessment Model, perform a comprehensive assessment of how your selected cultural group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient's cultural values and preferences.

Utilize your mind map from module 1 and the textbook’s FIG. 1.1 and FIG. 1.2 in Chapter 1 to thoroughly outline your assessment and expand upon each of the six cultural phenomena for your selected group.

INSTRUCTIONS:

· The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

· The paper should be formatted per current APA

· 4-5 pages in length, excluding the title and references page. Incorporate a minimum of 5 current (published within the last five years)
_scholarly journal articles_ or
_primary legal sources_(statutes, court opinions) within your work.

RUBRIC:

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur505-3a)

MIND MAP:

![A diagram of a diagram AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur505-3a)

## image1.png

## image2.png

**## NUR5053A.docx**

Choose one cultural group (
**JAPANESE**) reviewed within this course. Using Giger and Davidhizar's Transcultural Assessment Model, perform a comprehensive assessment of how your selected cultural group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient's cultural values and preferences.

Utilize your mind map from module 1 and the textbook’s FIG. 1.1 and FIG. 1.2 in Chapter 1 to thoroughly outline your assessment and expand upon each of the six cultural phenomena for your selected group.

INSTRUCTIONS:

· The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

· The paper should be formatted per current APA

· 4-5 pages in length, excluding the title and references page. Incorporate a minimum of 5 current (published within the last five years)
_scholarly journal articles_ or
_primary legal sources_(statutes, court opinions) within your work.

RUBRIC:

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur505-3a)

MIND MAP:

![A diagram of a diagram AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur505-3a)

## image1.png

## image2.png

**## NUR5053AOUTLINE.docx**

Create an outline for your comprehensive assessment of how your selected cultural group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient's cultural values and preferences.

## OUTLINE TEMPLATE: Title

Introduction

Capture reader’s interest

Build case through logic

Topic sentence/thesis statement

First main point (strongest)

A. Support

Example

Example

B. Support

Example

Example

C. Support

Example

Example

Second main point (second strongest)

A. Support

Example

Example

B. Support

Example

Example

C. Support

Example

Example

Third main point (weakest)

A. Support

Example

Example

B. Support

Example

Example

C. Support

Example

Example

Conclusion

Restate topic

A. Summarize three main points

Revisit introduction or tie all ideas together

**## NUR5053A.docx**

Choose one cultural group (
**JAPANESE**) reviewed within this course. Using Giger and Davidhizar's Transcultural Assessment Model, perform a comprehensive assessment of how your selected cultural group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient's cultural values and preferences.

Utilize your mind map from module 1 and the textbook’s FIG. 1.1 and FIG. 1.2 in Chapter 1 to thoroughly outline your assessment and expand upon each of the six cultural phenomena for your selected group.

INSTRUCTIONS:

· The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

· The paper should be formatted per current APA

· 4-5 pages in length, excluding the title and references page. Incorporate a minimum of 5 current (published within the last five years)
_scholarly journal articles_ or
_primary legal sources_(statutes, court opinions) within your work.

RUBRIC:

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur505-3a)

MIND MAP:

![A diagram of a diagram AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur505-3a)

## image1.png

## image2.png

**## NUR5053AOUTLINE.docx**

Create an outline for your comprehensive assessment of how your selected cultural group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient's cultural values and preferences.

## OUTLINE TEMPLATE: Title

Introduction

Capture reader’s interest

Build case through logic

Topic sentence/thesis statement

First main point (strongest)

A. Support

Example

Example

B. Support

Example

Example

C. Support

Example

Example

Second main point (second strongest)

A. Support

Example

Example

B. Support

Example

Example

C. Support

Example

Example

Third main point (weakest)

A. Support

Example

Example

B. Support

Example

Example

C. Support

Example

Example

Conclusion

Restate topic

A. Summarize three main points

Revisit introduction or tie all ideas together

**## NUR5053A.docx**

Choose one cultural group (
**JAPANESE**) reviewed within this course. Using Giger and Davidhizar's Transcultural Assessment Model, perform a comprehensive assessment of how your selected cultural group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient's cultural values and preferences.

Utilize your mind map from module 1 and the textbook’s FIG. 1.1 and FIG. 1.2 in Chapter 1 to thoroughly outline your assessment and expand upon each of the six cultural phenomena for your selected group.

INSTRUCTIONS:

· The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

· The paper should be formatted per current APA

· 4-5 pages in length, excluding the title and references page. Incorporate a minimum of 5 current (published within the last five years)
_scholarly journal articles_ or
_primary legal sources_(statutes, court opinions) within your work.

RUBRIC:

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur505-3a)

MIND MAP:

![A diagram of a diagram AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur505-3a)

## image1.png

## image2.png

November 5, 2026
[Solved] NUR 612 Clinical SOAP Note 1

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Executive Solution Overview

– a year ago **files (3)** – ## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx – ## SOAPNoteTemplate-1.docx – ## SoapNoterubric.docx **## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientin…

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Assignment Prompt & Instructions

– a year ago

**files (3)**

– ## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx

– ## SOAPNoteTemplate-1.docx

– ## SoapNoterubric.docx

**## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx**

A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

**Instructions:**

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

| | |
| — | — |
| **S** = | Subjective data: Patient’s Chief Complaint (CC). |
| **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
| **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
| **P** = | Plan: Treatment, diagnostic testing, and follow up |

**## SOAPNoteTemplate-1.docx**

| | |
| — | — |
| SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
| _Demographics_ | |
| _Chief Complaint (Reason for seeking health care)_ | |
| _History of Present Illness (HPI)_ | |
| _Allergies_ | |
| _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
| _Vital Signs_ | |
| _Labs_ | |
| _Medications_ | |
| _Past Medical History_ | |
| _Past Surgical History_ | |
| _Family History_ | |
| _Social History_ | |
| _Health Maintenance/ Screenings_ | |
| _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
| _Diagnosis_ | |
| _Differential Diagnosis_ | |
| _ICD 10 Coding_ | |
| _Pharmacologic treatment plan_ | |
| _Diagnostic/Lab Testing_ | |
| _Education_ | |
| _Anticipatory Guidance_ | |
| _Follow up plan_ | |
| _Prescription_ | See Below (scroll down) |
| _References_ | |
| _Grammar_ | |

| |
| — |
| EA#: 101010101 STU Clinic LIC# 10000000 |
| Tel: (000) 555-1234 FAX: (000) 555-12222 |
| Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

Signature (with appropriate credentials):_____________________________________

References (must use current evidence-based guidelines used to guide the care [Mandatory])

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

**## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx**

A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

**Instructions:**

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

| | |
| — | — |
| **S** = | Subjective data: Patient’s Chief Complaint (CC). |
| **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
| **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
| **P** = | Plan: Treatment, diagnostic testing, and follow up |

**## SOAPNoteTemplate-1.docx**

| | |
| — | — |
| SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
| _Demographics_ | |
| _Chief Complaint (Reason for seeking health care)_ | |
| _History of Present Illness (HPI)_ | |
| _Allergies_ | |
| _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
| _Vital Signs_ | |
| _Labs_ | |
| _Medications_ | |
| _Past Medical History_ | |
| _Past Surgical History_ | |
| _Family History_ | |
| _Social History_ | |
| _Health Maintenance/ Screenings_ | |
| _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
| _Diagnosis_ | |
| _Differential Diagnosis_ | |
| _ICD 10 Coding_ | |
| _Pharmacologic treatment plan_ | |
| _Diagnostic/Lab Testing_ | |
| _Education_ | |
| _Anticipatory Guidance_ | |
| _Follow up plan_ | |
| _Prescription_ | See Below (scroll down) |
| _References_ | |
| _Grammar_ | |

| |
| — |
| EA#: 101010101 STU Clinic LIC# 10000000 |
| Tel: (000) 555-1234 FAX: (000) 555-12222 |
| Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

Signature (with appropriate credentials):_____________________________________

References (must use current evidence-based guidelines used to guide the care [Mandatory])

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

**## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx**

A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

**Instructions:**

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

| | |
| — | — |
| **S** = | Subjective data: Patient’s Chief Complaint (CC). |
| **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
| **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
| **P** = | Plan: Treatment, diagnostic testing, and follow up |

**## SOAPNoteTemplate-1.docx**

| | |
| — | — |
| SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
| _Demographics_ | |
| _Chief Complaint (Reason for seeking health care)_ | |
| _History of Present Illness (HPI)_ | |
| _Allergies_ | |
| _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
| _Vital Signs_ | |
| _Labs_ | |
| _Medications_ | |
| _Past Medical History_ | |
| _Past Surgical History_ | |
| _Family History_ | |
| _Social History_ | |
| _Health Maintenance/ Screenings_ | |
| _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
| _Diagnosis_ | |
| _Differential Diagnosis_ | |
| _ICD 10 Coding_ | |
| _Pharmacologic treatment plan_ | |
| _Diagnostic/Lab Testing_ | |
| _Education_ | |
| _Anticipatory Guidance_ | |
| _Follow up plan_ | |
| _Prescription_ | See Below (scroll down) |
| _References_ | |
| _Grammar_ | |

| |
| — |
| EA#: 101010101 STU Clinic LIC# 10000000 |
| Tel: (000) 555-1234 FAX: (000) 555-12222 |
| Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

Signature (with appropriate credentials):_____________________________________

References (must use current evidence-based guidelines used to guide the care [Mandatory])

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

November 5, 2026