A collection of students’ favorite writing guides, how-tos, and hacks that will help them improve their writing skills and knowledge and make sure they excel in school

NURS 6512 Assessing the Head Eyes Ears Nose and Throat Case Study Assignment Example

NURS 6512 Assessing the Head, Eyes, Ears, Nose, and Throat Case Study AssignmentNURS 6512 Assessing the Head, Eyes, Ears, Nose, and Throat Case Study Assignment

NURS 6512 Assessing the Head Eyes Ears Nose and Throat Case Study Assignment Brief

Course: NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning

Assignment Title: NURS 6512 Assessing the Head, Eyes, Ears, Nose, and Throat Case Study Assignment

Assignment Instructions Overview

In this assignment, you will engage in a case study focusing on assessing conditions related to the head, eyes, ears, nose, and throat (HEENT). The goal is to apply clinical reasoning skills to differentiate between benign and potentially life-threatening conditions, thereby determining appropriate diagnostic tests and differential diagnoses.

Understanding Assignment Objectives

The objective of this assignment is to simulate a clinical scenario where you will evaluate abnormal findings in patients presenting with HEENT issues. You will formulate an episodic/focused SOAP note, detailing the patient’s history, physical exams, diagnostic tests, and differential diagnoses based on evidence from the literature.

The Student’s Role

As a student, your role is to critically analyze the provided case study, identify pertinent patient data, and apply clinical assessment skills to recommend appropriate diagnostic procedures. You will demonstrate proficiency in constructing an episodic/focused SOAP note format, integrating findings from scholarly sources to support your clinical decisions.

Competencies Measured

This assignment measures competencies in clinical assessment, differential diagnosis formulation, evidence-based practice application, and effective communication through the episodic/focused SOAP note format. It evaluates your ability to integrate theoretical knowledge with practical clinical scenarios in the context of HEENT assessments.

You Can Also Check Other Related Assessments for the NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning Course:

NURS 6512 Diversity and Health Assessments Discussion Assignment Example

NURS 6512 Differential Diagnosis for Skin Conditions Lab Assignment Example

NURS 6512 Building a Comprehensive Health History Discussion Assignment Example

NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children Assignment Example

NURS 6512 Assessing the Abdomen Lab Assignment Example

NURS 6512 Assessing the Head Eyes Ears Nose and Throat Case Study Assignment Example

NURS 6512 – Case Study Assignment: Assessing the Head, Eyes, Ears, Nose, and Throat Episodic/Focused SOAP Note Template

Patient Information:

  • Age/Gender/Race: 65-year-old African American male
  • Chief Complaint (CC): Chest pain

History of Present Illness (HPI):

The patient, a 65-year-old African American male, presented with sudden onset crushing chest pain early in the morning, rated 9/10 in severity. The pain is located centrally in the chest and is accompanied by shortness of breath and nausea. Despite taking antacids, the symptoms have not significantly improved. The patient has a history of GERD and well-controlled hypertension. Family history includes the mother’s death at 78 due to breast cancer and the father’s death at 75 due to CVA. There is no known premature cardiac disease in immediate family members. Socially, the patient consumes moderate alcohol and does not use tobacco.

Review of Systems (ROS):

  • General: Denies fever, chills, or fatigue.
  • Cardiovascular: No orthopnea; positive for sporadic lower extremity edema.
  • Gastrointestinal: Positive for nausea without vomiting.

Objective (O):

  • Vital Signs (VS): BP 186/102 mmHg, P 94 bpm, R 22 bpm, T 97.8°F, O2 saturation 96%, Weight 235 lbs, Height 70 inches.
  • Physical Exam:
    • Cardiovascular: Diaphoretic and restless, PMI in 5th intercostal space at mid-clavicular line, grade 2/6 systolic decrescendo murmur at 2nd right intercostal space radiating to neck, third heart sound at apex, bilateral 2+ lower extremity edema.
    • Abdominal: No distention or masses, normal bowel sounds, bruit in right paraumbilical area, mid-epigastric tenderness on deep palpation.
  • Diagnostic Results: EKG, CXR, CK-MB tests conducted.

Assessment (A):

Differential Diagnoses:

  • GERD (Gastroesophageal Reflux Disease): Chronic acid reflux causing chest pain.
  • Hypertrophic Cardiomyopathy: Thickening of the heart muscle leading to chest pain, shortness of breath, and potential murmurs.
  • Myocardial Ischemia: Reduced blood flow to the heart causing oxygen deprivation, resulting in chest pain and dyspnea.
  • Pulmonary Embolism: Blockage of pulmonary arteries by blood clots, leading to chest pain and shortness of breath.
  • COPD (Chronic Obstructive Pulmonary Disease): Chronic lung disease causing airflow obstruction, chest discomfort, and dyspnea.

Plan (P):

  • Further diagnostics: Recommend continuation of EKG monitoring, CXR review, and CK-MB analysis to assess cardiac function and rule out pulmonary issues.
  • Management: Initiate treatment for suspected conditions based on diagnostic findings, including potential adjustments to antacid therapy and consideration of cardiac medications.
  • Referral: Consult with cardiology for comprehensive evaluation and management of suspected cardiovascular conditions.
  • Patient education: Provide guidance on lifestyle modifications to manage GERD symptoms and hypertension, including dietary changes and stress reduction techniques.

References

Balogh E, Miller B, Ball J. The Diagnostic Process. Retrieved from [source].

Chamley R, Holdsworth D, Rajappan K, Nicol E. ECG interpretation. European Heart Journal, 40(32), 2663-2666. doi: 10.1093/eurheartj/ehz559

Haber J et al. Putting the Mouth Back in the Head: HEENT to HEENOT. Am J Public Health, 105(3), 437-441. doi: 10.2105/ajph.2014.302495

Heusch G. Myocardial Ischemia. Circ Res, 119(2), 194-196. doi: 10.1161/circresaha.116.308925

Marian A, Braunwald E. Hypertrophic Cardiomyopathy. Circ Res, 121(7), 749-770. doi: 10.1161/circresaha.117.311059

Qureshi H, Sharafkhaneh A, Hanania N. Chronic obstructive pulmonary disease exacerbations: latest evidence and clinical implications. Ther Adv Chronic Dis, 5(5), 212-227. doi: 10.1177/2040622314532862

Detailed Assessment Instructions for the NURS 6512 Assessing the Head Eyes Ears Nose and Throat Case Study Assignment

Assignment 1: Case Study Assignment: Assessing the Head, Eyes, Ears, Nose, and Throat

Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment.

Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes but would probably perform a simple strep test.

In this Case Study Assignment, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions.

To Prepare

  • By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
  • Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case.

With regard to the case study you were assigned:

  • Review this week’s Learning Resources and consider the insights they provide.
  • Consider what history would be necessary to collect from the patient.
  • Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
  • Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

The Assignment

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.

By Day 6 of Week 5

Submit your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK5Assgn1+last name+first initial.(extension)” as the name.
  • Click the Week 5 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 5 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn1+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 5 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 5 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 6 of Week 5

To participate in this Assignment:

Get The Best Nursing Paper Writing Service and Unlock Your Academic Success

Are you overwhelmed with complex nursing assignments, tight deadlines, or specific instructions that seem challenging to meet? Look no further – ReliablePapers.com is your go-to destination for all your nursing paper writing needs! Our expert nursing essay writers are dedicated to providing you with high-quality, original, and customized nursing papers that guarantee the best grades possible.

Why choose ReliablePapers.com?

  1. Professional Nursing Writers: Our team of professional writers specializes in nursing essay papers, ensuring your assignment is in the hands of experts who understand the writing of nursing topics.
  2. Affordable Prices: We understand the financial constraints of college students. Our online nursing papers are available at very cheap prices, making our services accessible to all. Whether you need assistance with nursing coursework writing, want to buy a nursing essay online, or are in search of reliable nursing assignment help, we’ve got you covered.
  3. Customized Nursing Paper Solutions: Whether you need assistance with a complex topic, have a tight deadline, or are seeking a guide on how to write your nursing assignment, we’ve got you covered. Our writers will tailor their approach to meet your specific needs.
  4. Originality Guaranteed: Say goodbye to plagiarized papers! Our writers will provide you with an outstanding nursing essay paper written from scratch, ensuring it adheres to any topic, deadline, and instructions you provide.

Save your time for what matters most and let ReliablePapers.com take care of your essay. Don’t settle for subpar papers or risk submitting plagiarized content. Choose the best nursing paper writing service today!

Unlock your academic success by trusting ReliablePapers.com – Your Partner in Excellence.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

paper writing company

NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children Assignment Example

NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children AssignmentNURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children Assignment

NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children Assignment Brief

Course: NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning

Assignment Title: NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children Assignment

Assignment Instructions Overview

In this assignment, you will explore the application of assessment tools and diagnostic tests used by advanced practice nurses to evaluate patient health conditions. Understanding the validity and reliability of these tools is crucial for accurate diagnosis and patient management. For pediatric cases, considerations such as growth, measurements, and nutrition play significant roles in assessing health risks and recommending interventions.

Understanding Assignment Objectives

The primary objective of this assignment is to assess your understanding of assessment tools and diagnostic tests in healthcare settings, both for adults and children. You will evaluate the purpose, conduct, and information gathered by these tools. Additionally, you will critically analyze factors influencing their validity, reliability, sensitivity, specificity, and predictive values. For child health cases, you will identify relevant health risks, determine necessary information for comprehensive assessment, and develop strategies to engage parents or caregivers in proactive health management.

The Student’s Role

As a student, your role is to conduct comprehensive research on the assigned assessment tool or diagnostic test. You will analyze its clinical utility, strengths, and limitations based on current literature. For child health cases, you will identify potential health risks and formulate sensitive approaches to gather necessary information from parents or caregivers.

Competencies Measured

This assignment assesses your ability to:

  • Analyze the purpose and use of assessment tools and diagnostic tests in healthcare.
  • Evaluate the validity, reliability, sensitivity, specificity, and predictive values of selected tools.
  • Identify and assess health risks relevant to pediatric patients.
  • Develop effective communication strategies to engage parents or caregivers in proactive health practices.

You Can Also Check Other Related Assessments for the NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning Course:

NURS 6512 Diversity and Health Assessments Discussion Assignment Example

NURS 6512 Differential Diagnosis for Skin Conditions Lab Assignment Example

NURS 6512 Building a Comprehensive Health History Discussion Assignment Example

NURS 6512 Assessing the Head, Eyes, Ears, Nose, and Throat Case Study Assignment Example

NURS 6512 Assessing the Abdomen Lab Assignment Example

NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children Assignment Example

Uses of BMI in Healthcare

Body Mass Index (BMI) serves as a widely used anthropometric measurement to estimate body fat by comparing an individual’s weight to their height. This metric is essential for public health purposes, providing clear indications of whether individuals have an ideal weight for their height (Hall & Cole, 2016). Primarily, BMI categorizes individuals into groups such as underweight, normal weight, overweight, and obese, helping identify those at risk for chronic conditions like type 2 diabetes, cardiovascular diseases, and hypertension (Hall & Cole, 2016). For adults, BMI remains unaffected by age or sex. However, for children and adolescents, age and sex are critical factors due to the different growth rates and body fat levels in boys and girls. Consequently, BMI measurements for this younger population must be plotted on a sex-specific BMI-for-age growth chart (Centers for Disease Control and Prevention [CDC], 2018). Children are classified as obese if their BMI-for-age is at or above the 95th percentile and overweight if it is between the 85th and 94th percentiles (CDC, 2018).

BMI’s Validity and Reliability

The validity and reliability of BMI as a tool for assessing body fat and obesity risk are subjects of ongoing debate. Validity refers to the tool’s accuracy in measuring what it intends to measure, while reliability denotes the consistency of these measurements. The accuracy of BMI in estimating body fat across different populations and individuals is often questioned. Factors such as age, physical activity, ethnicity, and gender can significantly influence the relationship between BMI and actual body fat percentage (Freedman & Sherry, 2015). As individuals age, changes in body composition, such as decreased muscle mass and increased visceral fat, can occur even if overall body weight remains stable (Zhang et al., 2018). Health risks correlate more closely with visceral fat, which BMI does not measure accurately. Thus, BMI may not always reliably indicate an individual’s health, particularly in children who exhibit significant variations in body composition based on sex and developmental stage. Moreover, ethnic differences in body composition mean that BMI thresholds may not equally predict health risks across various racial groups (Freedman & Sherry, 2015).

Health Issues/Risks Relevant to the 5-Year-Old Overweight African American Boy

The 5-year-old African American boy faces significant health risks due to his overweight status and low physical activity levels. These risks include elevated cholesterol levels, high blood pressure, and a predisposition to cardiovascular diseases. Additionally, respiratory issues such as sleep apnea and asthma pose significant concerns. The boy also risks developing impaired glucose tolerance, potentially leading to type 2 diabetes, as well as fatty liver disease, musculoskeletal discomfort, gastroesophageal reflux, and gallstones (Gibbs & Chapman-Novakofski, 2012).

Additional Information Needed

To thoroughly assess the boy’s weight-related health, gathering detailed information about his dietary habits is essential. This includes data on the types of food consumed, meal frequency, portion sizes, nutritional quality, snack consumption, food preparation methods, and the mealtime environment (Gibbs & Chapman-Novakofski, 2012). Understanding his physical activity levels, including the types and frequency of physical activities, is also crucial.

Identification of Risks to the Child’s Health

Examining the child’s dietary intake and social behaviors, such as playing with friends, enables healthcare providers to identify specific health risks. A diet high in fast foods and processed snacks, combined with a lack of physical activity, increases the child’s susceptibility to obesity and related health issues. Gathering this sensitive information from parents can be achieved by clearly explaining the study’s objectives and the benefits it can bring to their child’s health. Ensuring confidentiality will also encourage parental cooperation (Ball et al., 2019).

Specific Questions Relating to the Child

  1. How many meals does the child consume daily?
  2. What is the composition of the meals consumed throughout the day?
  3. Is the child involved in any physical activities? How frequently?

Strategies to Help Parents Control the Child’s Weight and Health

Promoting physical activity and providing nutritional guidance are essential strategies for parents. Encouraging the child to engage in daily physical activities, such as walking, cycling, or swimming, ideally involving the parents, fosters a supportive environment. Providing educational materials like a food pyramid can assist parents in planning balanced and nutritious meals, thereby guiding healthier food choices and controlling portion sizes. These measures contribute to gradual and sustainable weight loss (Ball et al., 2019).

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Centers for Disease Control and Prevention. (2018). Childhood overweight and obesity. Retrieved from http://www.cdc.gov/obesity/childhood.

Freedman, D. S., & Sherry, B. (2015). The validity of BMI as an indicator of body fatness and risk among children. Pediatrics, 124(Supplement 1), S23–S34. https://doi.org/10.1542/peds.2008-3586e

Gibbs, H., & Chapman-Novakofski, K. (2012). Exploring nutrition literacy: Attention to assessment and the skills clients need. Health, 4(3), 120–124.

Hall, D. M., & Cole, T. J. (2016). What use is the BMI?. Archives of Disease in Childhood, 91(4), 283–286. https://doi.org/10.1136/adc.2005.077339

Zhang, L., Fos, P. J., Johnson, W. D., Kamali, V., Cox, R. G., Zuniga, M. A., & Kittle, T. (2018). Body mass index and health-related quality of life in elementary school children: A pilot study. Health and Quality of Life Outcomes, 6, 77. https://doi.org/10.1186/1477-7525-6-77

Detailed Assessment Instructions for the NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children Assignment

Assessment Tool, Diagnostics, Growth, Measurements, and Nutrition in Adults and Children – Week 3 (11m)

Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children

When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.

Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.

For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.

To Prepare

  • Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.
  • By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Adult Assessment Tools or Diagnostic Tests (option 1), or Child Health Case (Option 2). Note: Please see the “Course Announcements” section of the classroom for your assignments from your Instructor.
  • Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?
  • Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.
  • If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example.
    • Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
    • Consider how you could encourage parents or caregivers to be proactive toward the child’s health.

The Assignment

Assignment (3–4 pages, not including title and reference pages):

Assignment Option 1: Adult Assessment Tools or Diagnostic Tests:

Include the following:

  • A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
    • What is its purpose?
    • How is it conducted?
    • What information does it gather?
  • Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.
Assignment Option 2: Child Health Case:

Include the following:

  • An explanation of the health issues and risks that are relevant to the child you were assigned.
  • Describe additional information you would need in order to further assess his or her weight-related health.
  • Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
  • Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information.
  • Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight.

By Day 6 of Week 3

Submit your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK3Assgn1+last name+first initial.(extension)” as the name.
  • Click the Week 3 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 3 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn1+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 3 Assignment 1 Option 1 Rubric

To access your rubric:

Week 3 Assignment 1 Option 2 Rubric

To check your Assignment draft for authenticity:

Submit your Week 3 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 6 of Week 3

To participate in this Assignment:

Get The Best Nursing Paper Writing Service and Unlock Your Academic Success

Are you overwhelmed with complex nursing assignments, tight deadlines, or specific instructions that seem challenging to meet? Look no further – ReliablePapers.com is your go-to destination for all your nursing paper writing needs! Our expert nursing essay writers are dedicated to providing you with high-quality, original, and customized nursing papers that guarantee the best grades possible.

Why choose ReliablePapers.com?

  1. Professional Nursing Writers: Our team of professional writers specializes in nursing essay papers, ensuring your assignment is in the hands of experts who understand the writing of nursing topics.
  2. Affordable Prices: We understand the financial constraints of college students. Our online nursing papers are available at very cheap prices, making our services accessible to all. Whether you need assistance with nursing coursework writing, want to buy a nursing essay online, or are in search of reliable nursing assignment help, we’ve got you covered.
  3. Customized Nursing Paper Solutions: Whether you need assistance with a complex topic, have a tight deadline, or are seeking a guide on how to write your nursing assignment, we’ve got you covered. Our writers will tailor their approach to meet your specific needs.
  4. Originality Guaranteed: Say goodbye to plagiarized papers! Our writers will provide you with an outstanding nursing essay paper written from scratch, ensuring it adheres to any topic, deadline, and instructions you provide.

Save your time for what matters most and let ReliablePapers.com take care of your essay. Don’t settle for subpar papers or risk submitting plagiarized content. Choose the best nursing paper writing service today!

Unlock your academic success by trusting ReliablePapers.com – Your Partner in Excellence.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

paper writing company

NURS 6512 Building a Comprehensive Health History Discussion Paper Example

NURS 6512 Building a Comprehensive Health History Discussion AssignmentNURS 6512 Building a Comprehensive Health History Discussion Assignment

NURS 6512 Building a Comprehensive Health History Discussion Assignment Brief

Course: NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning

Assignment Title: NURS 6512 Building a Comprehensive Health History Discussion Assignment

Assignment Instructions Overview

Effective communication is vital for constructing an accurate and detailed patient history. Various factors, including age, gender, ethnicity, and environmental setting, significantly influence a patient’s health or illness. Advanced practice nurses must tailor their communication techniques to these factors to establish rapport and effectively gather information. This discussion involves building a health history for a newly assigned patient, considering their unique characteristics and health risks.

Understanding Assignment Objectives

The primary objective of this assignment is to develop skills in collecting comprehensive health histories through effective communication. This involves understanding the importance of individualized communication strategies that address the specific needs of patients based on their demographic and environmental contexts. The assignment also aims to enhance the ability to utilize appropriate risk assessment tools and identify potential health-related risks.

Competencies Measured

This assignment measures competencies in several key areas:

  • Communication Skills: Demonstrates the ability to tailor interview techniques to individual patient needs.
  • Cultural Competency: Shows awareness and integration of the patient’s cultural, ethnic, and socioeconomic background into the health history.
  • Risk Assessment: Proficient in identifying and utilizing appropriate risk assessment instruments.
  • Critical Thinking: Develops targeted questions that effectively probe health risks and concerns.

You Can Also Check Other Related Assessments for the NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning Course:

NURS 6512 Diversity and Health Assessments Discussion Assignment Example

NURS 6512 Differential Diagnosis for Skin Conditions Lab Assignment Example

NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children Assignment Example

NURS 6512 Assessing the Head, Eyes, Ears, Nose, and Throat Case Study Assignment Example

NURS 6512 Assessing the Abdomen Lab Assignment Example

NURS 6512 Building a Comprehensive Health History Discussion Paper Example

Building a Comprehensive Health History for a 38-Year-Old Native American Pregnant Female

Effective communication skills are crucial for obtaining an accurate and comprehensive health history from patients. These skills not only foster a positive patient-provider relationship but also ensure higher patient satisfaction and compliance (Berman & Chutka, 2016). According to Berman and Chutka (2016), patients often express dissatisfaction with healthcare providers who do not listen attentively. Communication encompasses not only verbal exchanges but also active listening and nonverbal cues, such as facial expressions, nodding, and body posture, which convey empathy and support (Hashim, 2017). This discussion will focus on the specific techniques and considerations necessary for interviewing a 38-year-old Native American pregnant female living on a reservation.

Communication Techniques with Rationale

The interview with this patient must prioritize cultural competence and sensitivity. Native American communities often face significant health disparities, unemployment, and overcrowded living conditions, which impact overall health and access to care (Native American Aid, 2015). Understanding the patient’s cultural background is essential for building trust and ensuring effective communication. The healthcare provider must use language and literacy levels appropriate for the patient and ensure the availability of professional interpreter services if necessary. This approach will help in gathering comprehensive information regarding the patient’s medical history, family health history, and environmental and behavioral risk factors (Sullivan, 2019).

Selected Risk Assessment Instrument with Rationale

In this scenario, the HEEADSSS screening tool is particularly appropriate for assessing the patient’s health risks. The HEEADSSS interview framework evaluates the home environment, education and employment, eating habits, peer-related activities, drug use, sexuality, mental health (suicide/depression), and safety from injury and violence (Klein, Goldenring, & Adelman, 2015). Given the higher prevalence of substance use and mental health issues in Native American communities (Park-Lee, Lipari, Bose, & Hughes, 2018), this tool is effective in identifying potential health threats to both the mother and her unborn child.

The following targeted questions are designed to assess the health risks of the patient and begin building a comprehensive health history:

  1. Is this your first pregnancy?
  2. How are you feeling about being pregnant?
  3. When was your last menstrual cycle?
  4. When was the last time you consumed alcohol or used illicit drugs?
  5. Do you have any existing health problems or medical conditions?

Introducing oneself to the patient and any accompanying individuals is the first step in the interview. Addressing the patient by their preferred name and ensuring that the consultation is not rushed are essential for building rapport and trust (Berman & Chutka, 2016). The healthcare provider must maintain consistent eye contact and use nonverbal communication effectively to demonstrate interest and empathy (Hashim, 2017). Open-ended questions will facilitate understanding of the patient’s perspective and provide opportunities for the patient to express concerns (Hashim, 2017).

In addition to verbal communication, the provider must be aware of the patient’s unspoken issues and gently probe when necessary. The “ask-tell-ask” approach is recommended to avoid overwhelming the patient with information and to ensure they understand the information provided (Berman & Chutka, 2016). Proper closure of the interview, with an invitation for the patient to ask additional questions, is important to address any lingering concerns (Hashim, 2017).

In summary, building a comprehensive health history for a 38-year-old Native American pregnant female requires cultural competence, effective communication skills, and appropriate use of risk assessment tools. The HEEADSSS screening tool is particularly useful for identifying health risks in this context. Through a combination of verbal and nonverbal communication techniques, the healthcare provider can gather the necessary information to ensure the patient’s health and well-being.

References

Berman, A. C., & Chutka, D. S. (2016). Assessing effective physician-patient communication skills: “Are you listening to me, doc?” Mayo Clinic Proceedings, 91(2), 173-181.

Hashim, M. J. (2017). Patient-centered communication: Basic skills. American Family Physician, 95(1), 29-34.

Klein, D. A., Goldenring, J. M., & Adelman, W. P. (2015). HEEADSSS 3.0: The psychosocial interview for adolescents updated for a new century fueled by media. Contemporary Pediatrics, 32(1), 16-28.

Native American Aid. (2015). Living conditions. Retrieved June 2, 2020, from http://www.nativepartnership.org/site/PageServer?pagename=naa_livingconditions

Park-Lee, E., Lipari, R. N., Bose, J., & Hughes, A. (2018). Substance use and mental health issues among U.S.-born American Indians or Alaska natives residing on and off tribal lands. Substance Abuse and Mental Health Services Administration (SAMHSA). Retrieved from https://www.samhsa.gov/data/sites/default/files/cbhsq-reports/DRAIANTribalAreas2018/DRAIANTribalAreas2018.pdf

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

Response to Colleague 1: Interview Techniques and Health Risks for an Adolescent Hispanic Male

The approach to constructing a comprehensive health history for an adolescent Hispanic male demonstrates a thorough understanding of culturally sensitive communication. Enhancing this strategy with additional interview and communication techniques may further improve patient outcomes.

Additional Interview and Communication Techniques

Implementing motivational interviewing can significantly engage adolescents in identifying their motivations for behavior change, which is crucial for addressing issues like substance use or risky behaviors (Miller & Rollnick, 2013). Additionally, involving family members in the interview process, with the adolescent’s consent, aligns with the cultural significance of family in decision-making within Hispanic communities (Cabassa, 2010). Utilizing visual aids such as diagrams, charts, or videos to explain medical concepts can enhance understanding and retention, particularly for discussing complex issues like sexual health or substance abuse.

Additional Health-Related Risks

Identifying potential mental health issues is vital, given the higher risk for depression and anxiety among Hispanic adolescents, often linked to acculturation stress and discrimination (Lorenzo-Blanco et al., 2012). Moreover, the increased risk of obesity and type 2 diabetes within this demographic necessitates inquiries about dietary habits, physical activity, and family history of these conditions (Cruz, 2019).

References

Cabassa, L. J. (2010). Latino immigrant men’s perceptions of depression and attitudes toward help seeking. Hispanic Journal of Behavioral Sciences, 32(3), 345-363.

Cruz, M. L. (2019). The increasing prevalence of obesity and diabetes among Hispanics in the United States. Journal of Health Disparities Research and Practice, 12(2), 82-90.

Lorenzo-Blanco, E. I., Unger, J. B., Oshri, A., Baezconde-Garbanati, L., & Soto, D. (2012). Acculturation, enculturation, and symptoms of depression in Hispanic youth: The roles of gender, Hispanic cultural values, and family functioning. Journal of Youth and Adolescence, 41(10), 1350-1365.

Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). New York, NY: Guilford Press.

Response to Colleague 2: Interview Techniques and Health Risks for an Elderly African American Male with Cardiovascular Disease

The outlined strategies for interviewing an elderly African American male with cardiovascular disease are effective. Expanding on these techniques and considering additional health risks will enhance patient care.

Additional Interview and Communication Techniques

Using the teach-back method ensures the patient comprehends the provided information by having them repeat it in their own words, which is particularly important for managing chronic conditions like cardiovascular disease (Schillinger et al., 2003). Addressing cultural health beliefs helps tailor care plans to be more acceptable and effective, considering some African American patients might use home remedies or have specific dietary practices impacting cardiovascular health (Mayo Clinic, 2020). Engaging the patient’s social support systems, such as family, friends, or community organizations, improves adherence to treatment plans, especially for elderly patients who might struggle with isolation or transportation to appointments (Berkman et al., 2000).

Additional Health-Related Risks

Given the higher prevalence of hypertension among African American males, hypertension management through regular monitoring and adherence to antihypertensive medications is crucial (Lackland, 2014). Additionally, due to the increased risk for chronic kidney disease associated with hypertension and diabetes, regular screening for kidney function should be prioritized (Norris & Agodoa, 2005). Addressing medication adherence challenges, often due to polypharmacy, side effects, or cognitive decline, can be managed through strategies like simplifying medication regimens or using pill organizers (Krousel-Wood et al., 2004).

References

Berkman, L. F., Glass, T., Brissette, I., & Seeman, T. E. (2000). From social integration to health: Durkheim in the new millennium. Social Science & Medicine, 51(6), 843-857.

Krousel-Wood, M., Thomas, S., Muntner, P., & Morisky, D. (2004). Medication adherence: A key factor in achieving blood pressure control and good clinical outcomes in hypertensive patients. Current Opinion in Cardiology, 19(4), 357-362.

Lackland, D. T. (2014). Racial differences in hypertension: Implications for high blood pressure management. American Journal of the Medical Sciences, 348(2), 135-138.

Mayo Clinic. (2020). Cardiovascular disease in African Americans. Retrieved from https://www.mayoclinic.org

Norris, K., & Agodoa, L. (2005). Unraveling the racial disparities associated with kidney disease. Kidney International, 68(3), 914-924.

Schillinger, D., Piette, J., Grumbach, K., Wang, F., Wilson, C., Daher, C., … & Bindman, A. B. (2003). Closing the loop: Physician communication with diabetic patients who have low health literacy. Archives of Internal Medicine, 163(1), 83-90.

Detailed Assessment Instructions for the NURS 6512 Building a Comprehensive Health History Discussion Assignment

Discussion: Building a Health History

Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.

For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

Photo Credit: Sam Edwards / Caiaimage / Getty Images

To prepare:

With the information presented in Chapter 1 of Ball et al. in mind, consider the following:

  • By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
  • How would your communication and interview techniques for building a health history differ with each patient?
  • How might you target your questions for building a health history based on the patient’s social determinants of health?
  • What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
  • Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
  • Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
  • Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history Building a Health History NURS 6512 week 1 Discussion Post.

By Day 3 of Week 1

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches:

  • Share additional interview and communication techniques that could be effective with your colleague’s selected patient.
  • Suggest additional health-related risks that might be considered.
  • Validate an idea with your own experience and additional research.

Get The Best Nursing Paper Writing Service and Unlock Your Academic Success

Are you overwhelmed with complex nursing assignments, tight deadlines, or specific instructions that seem challenging to meet? Look no further – ReliablePapers.com is your go-to destination for all your nursing paper writing needs! Our expert nursing essay writers are dedicated to providing you with high-quality, original, and customized nursing papers that guarantee the best grades possible.

Why choose ReliablePapers.com?

  1. Professional Nursing Writers: Our team of professional writers specializes in nursing essay papers, ensuring your assignment is in the hands of experts who understand the writing of nursing topics.
  2. Affordable Prices: We understand the financial constraints of college students. Our online nursing papers are available at very cheap prices, making our services accessible to all. Whether you need assistance with nursing coursework writing, want to buy a nursing essay online, or are in search of reliable nursing assignment help, we’ve got you covered.
  3. Customized Nursing Paper Solutions: Whether you need assistance with a complex topic, have a tight deadline, or are seeking a guide on how to write your nursing assignment, we’ve got you covered. Our writers will tailor their approach to meet your specific needs.
  4. Originality Guaranteed: Say goodbye to plagiarized papers! Our writers will provide you with an outstanding nursing essay paper written from scratch, ensuring it adheres to any topic, deadline, and instructions you provide.

Save your time for what matters most and let ReliablePapers.com take care of your essay. Don’t settle for subpar papers or risk submitting plagiarized content. Choose the best nursing paper writing service today!

Unlock your academic success by trusting ReliablePapers.com – Your Partner in Excellence.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

paper writing company

NURS 6512 Differential Diagnosis for Skin Conditions Lab Assignment Example

NURS 6512 Differential Diagnosis for Skin Conditions Lab AssignmentNURS 6512 Differential Diagnosis for Skin Conditions Lab Assignment

NURS 6512 Differential Diagnosis for Skin Conditions Lab Assignment Brief

Course: NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning

Assignment Title: NURS 6512 Differential Diagnosis for Skin Conditions Lab Assignment

Assignment Instructions Overview

In this lab assignment, you will engage in differential diagnosis to determine the probable cause of a patient’s skin condition based on visual representations. You will utilize clinical terminologies to describe physical characteristics, formulate a differential diagnosis, and justify the most likely diagnosis using evidence-based practices and resources provided in the course.

Understanding Assignment Objectives

The primary objective of this assignment is to develop your proficiency in differential diagnosis skills specific to dermatological conditions. By analyzing visual representations of skin abnormalities and applying clinical reasoning, you will enhance your ability to identify and prioritize potential diagnoses.

The Student’s Role

As a student, your role involves:

  • Reviewing provided resources on skin conditions.
  • Analyzing visual depictions of skin abnormalities.
  • Using clinical terminologies to describe observed characteristics.
  • Formulating a differential diagnosis of potential conditions.
  • Justifying your diagnosis with evidence-based references.
  • Completing and submitting a SOAP note following the Comprehensive SOAP template provided.

Competencies Measured

This assignment measures the following competencies:

  • Ability to apply differential diagnosis principles.
  • Proficiency in using clinical terminologies.
  • Capacity to analyze and interpret visual data.
  • Skill in integrating evidence-based practices into clinical decision-making.
  • Capability to communicate findings effectively in a SOAP note format.

You Can Also Check Other Related Assessments for the NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning Course:

NURS 6512 Diversity and Health Assessments Discussion Assignment Example

NURS 6512 Building a Comprehensive Health History Discussion Assignment Example

NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children Assignment Example

NURS 6512 Assessing the Head, Eyes, Ears, Nose, and Throat Case Study Assignment Example

NURS 6512 Assessing the Abdomen Lab Assignment Example

NURS 6512 Differential Diagnosis for Skin Conditions Lab Assignment Example

NURS 6512 – Lab Assignment: Differential Diagnosis for Skin Conditions

SOAP Note

Comprehensive SOAP NOTE

Patient Initials: N/A

Age: N/A

Gender: N/A

Student’s Name: [Your Name]

Institutional Affiliation: [Your Institution]

SUBJECTIVE DATA

Chief Complaint (CC):

Patient presents with non-scaly annular papules distributed along the nape, described as having well-defined borders and appearing reddish in color.

History of Present Illness (HPI):

A Caucasian male of unknown age with no provided medical history is observed with annular papules on the neck. No specific medications or allergies noted. Comprehensive inquiry pending into sexual/reproductive, personal/social, and immunization histories. Family history pertinent to skin conditions not disclosed.

Review of Systems:

General: No report of symptoms such as fatigue, fever, sweating, or weight changes.

HEENT: No reported changes in vision, hearing, chewing, swallowing, or nasal functions.

Neck: Presence of red lesions noted on the back of the neck.

Breasts: No history of lesions, masses, or rashes reported.

Respiratory/CV/GI/GU/MS/Psych/Neuro/Integument/Heme/Lymph/Endocrine/Allergic-Immunologic: No reported complications in any of these systems.

OBJECTIVE DATA

Physical Exam:

General: Vital signs including blood pressure, temperature, heart rate, and BMI within normal limits. No signs of fatigue or discomfort noted.

HEENT: Eyes, ears, and nose examined; no abnormalities detected.

Neck: Non-scaly annular papules observed at the nape, texture and warmth palpated.

Chest/Lungs/Heart/Peripheral Vascular/ABD/Genital/Rectal/Musculoskeletal/Neuro: No abnormalities noted in these systems.

Skin/Lymph Nodes: Non-scaly annular lesions observed at the back of the neck; assessment for lesions on other body regions recommended.

ASSESSMENT

Diagnostics:

Lab:

Recommended diagnostic procedures include dermoscopy, diascopy, and punch biopsy to further investigate the lesions and determine appropriate treatment.

Differential Diagnosis (DDx):

Tinea corporis: Red, circular, itchy rashes; common on arms and legs due to skin contact with infected persons or animals.

Pityriasis rosea: Oval rash starting on chest/back, spreading; affects young adults, often self-resolving.

Lupus: Autoimmune disorder affecting skin, joints, organs; presents with various symptoms including butterfly-shaped rashes and systemic involvement.

Guttate psoriasis: Small, red, itchy lesions; associated with streptococcal infections and genetic predisposition.

Primary Diagnosis:

Granuloma annulare: Circular, reddish lesions triggered by skin injury or specific medications; may resolve spontaneously over time or with treatment.

Discussion

Diagnosing skin conditions is challenging, especially through image interpretation without direct patient interaction. Primary diagnosis of granuloma annulare was selected based on symptoms observed. Consideration of alternative diagnoses such as tinea corporis, pityriasis rosea, and lupus is warranted due to overlapping symptoms. Further physical exams and lab assessments are necessary for accurate diagnosis and management.

References

Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia, PA: F. A. Davis.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2015). Advanced Health Assessment & Clinical Diagnosis in Primary Care-E-Book. Elsevier Health Sciences.

Halder, R. M., & Nootheti, P. K. (2014). Ethnic skin disorders overview. Journal of the American Academy of Dermatology, 48(6), S143-S148.

Detailed Assessment Instructions for the NURS 6512 Differential Diagnosis for Skin Conditions Lab Assignment

Assignment 1: Lab Assignment: Differential Diagnosis for Skin Conditions

Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause.

In this Lab Assignment, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition.

To Prepare

  • Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Lab Assignment.
  • Consider the abnormal physical characteristics you observe in the graphic you selected. How would you describe the characteristics using clinical terminologies?
  • Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.
  • Consider which of the conditions is most likely to be the correct diagnosis, and why.
  • Search the Walden library for one evidence-based practice, peer-reviewed article based on the skin condition you chose for this Lab Assignment.
  • Review the Comprehensive SOAP Exemplar found in this week’s Learning Resources to guide you as you prepare your SOAP note.
  • Download the SOAP Template found in this week’s Learning Resources, and use this template to complete this Lab Assignment.

The Lab Assignment

  • Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.
  • Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of three to five possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning Resources.

By Day 7 of Week 4

Submit your Lab Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK4Assgn1+last name+first initial.(extension)” as the name.
  • Click the Week 4 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 4 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn1+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 4 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7 of Week 4

To participate in this Assignment:

Comprehensive SOAP Template

This template is for a full history and physical. For this course include only areas that are related to the case.

Patient Initials: _______ Age: _______ Gender: _______

Note: The mnemonic below is included for your reference and should be removed before the submission of your final note.

L =location

O= onset

C= character

A= associated signs and symptoms

T= timing

E= exacerbating/relieving factors

S= severity

SUBJECTIVE DATA:Include what the patient tells you, but organize the information.

Chief Complaint (CC):In just a few words, explain why the patient came to the clinic.

History of Present Illness (HPI):This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list.If the CC was “headache”, the LOCATES for the HPI might look like the following example: NURS 6512 Week 4 Assignment 1- Differential Diagnosis for Skin Conditions

Location: head

Onset: 3 days ago

Character: pounding, pressure around the eyes and temples

Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

Timing: after being on the computer all day at work

Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better

Severity: 7/10 pain scale

Medications:Include over-the-counter, vitamin, and herbal supplements. List each one by name with dosage and frequency.

Allergies:Include specific reactions to medications, foods, insects, and environmental factors. Identify if it is an allergy or intolerance.

Past Medical History (PMH):Include illnesses (also childhood illnesses), hospitalizations.

Past Surgical History (PSH):Include dates, indications, and types of operations.

Sexual/Reproductive History: If applicable,include obstetric history, menstrual history, methods of contraception, sexual function, and risky sexual behaviors.

Personal/Social History:Include tobacco use, alcohol use, drug use, patient’s interests, ADL’s and IADL’s if applicable, and exercise and eating habits. NURS 6512 Week 4 Assignment 1- Differential Diagnosis for Skin Conditions

Immunization History:Includelast Tdap, Flu, pneumonia, etc.

Significant Family History: Include history of parents, grandparents, siblings, and children.

Lifestyle:Include cultural factors, economic factors, safety, and support systems and sexual preference.

Review of Systems:From head-to-toe, include each system that covers the Chief Complaint, History of Present Illness, and History (this includes the systems that address any previous diagnoses).Remember that the information you include in this section is based on what the patient tells you so ensure that you include all essentials in your case (refer to Chapter 2 of the Sullivan text).

General:Include any recent weight changes, weakness, fatigue, or fever, but do not restate HPI data here.

HEENT:

Neck:

Breasts:

Respiratory:

Cardiovascular/Peripheral Vascular:

Gastrointestinal:

Genitourinary:

Musculoskeletal:

Psychiatric:

Neurological:

Skin:

Hematologic:

Endocrine:

Allergic/Immunologic:

OBJECTIVE DATA:From head-to-toe, includewhat you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History unless you are doing a total H&P- only in this course. Do not use “WNL” or “normal.” You must describe what you see.

Physical Exam:

Vital signs: Include vital signs, ht, wt, and BMI.

General:Include general state of health, posture, motor activity, and gait. This may also include dress, grooming, hygiene, odors of body or breath, facial expression, manner, level of consciousness, and affect and reactions to people and things. NURS 6512 Week 4 Assignment 1- Differential Diagnosis for Skin Conditions

HEENT:

Neck:

Chest

Lungs:

Heart

Peripheral Vascular: Abdomen:

Genital/Rectal:

Musculoskeletal:

Neurological:

Skin:

Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses.

ASSESSMENT:List your priority diagnosis (es). For each priority diagnosis, list at least three differential diagnoses, each of which must be supported with evidence and guidelines. For holistic care, you need to include previous diagnoses and indicate whether these are controlled or not controlled. These should also be included in your treatment plan.

PLAN:This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

REFLECTION: This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.Reflect on your clinical experience, and consider the following questions: What did you learn from this experience? What would you do differently? Do you agree with your preceptor based on the evidence?

Get The Best Nursing Paper Writing Service and Unlock Your Academic Success

Are you overwhelmed with complex nursing assignments, tight deadlines, or specific instructions that seem challenging to meet? Look no further – ReliablePapers.com is your go-to destination for all your nursing paper writing needs! Our expert nursing essay writers are dedicated to providing you with high-quality, original, and customized nursing papers that guarantee the best grades possible.

Why choose ReliablePapers.com?

  1. Professional Nursing Writers: Our team of professional writers specializes in nursing essay papers, ensuring your assignment is in the hands of experts who understand the writing of nursing topics.
  2. Affordable Prices: We understand the financial constraints of college students. Our online nursing papers are available at very cheap prices, making our services accessible to all. Whether you need assistance with nursing coursework writing, want to buy a nursing essay online, or are in search of reliable nursing assignment help, we’ve got you covered.
  3. Customized Nursing Paper Solutions: Whether you need assistance with a complex topic, have a tight deadline, or are seeking a guide on how to write your nursing assignment, we’ve got you covered. Our writers will tailor their approach to meet your specific needs.
  4. Originality Guaranteed: Say goodbye to plagiarized papers! Our writers will provide you with an outstanding nursing essay paper written from scratch, ensuring it adheres to any topic, deadline, and instructions you provide.

Save your time for what matters most and let ReliablePapers.com take care of your essay. Don’t settle for subpar papers or risk submitting plagiarized content. Choose the best nursing paper writing service today!

Unlock your academic success by trusting ReliablePapers.com – Your Partner in Excellence.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

paper writing company

NURS 6512 Diversity and Health Assessments Discussion Paper Example

NURS 6512 Diversity and Health Assessments Discussion AssignmentNURS 6512 Diversity and Health Assessments Discussion Assignment

NURS 6512 Diversity and Health Assessments Discussion Assignment Brief

Course: NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning

Assignment Title: NURS 6512 Diversity and Health Assessments Discussion Assignment

Assignment Instructions Overview

This assignment focuses on understanding and integrating cultural and diversity awareness in health assessments. Students are required to reflect on their nursing experiences and consider the diversity issues highlighted in the course resources. The aim is to develop a culturally competent approach to building health histories for patients from diverse backgrounds.

Understanding Assignment Objectives

The primary objective of this assignment is to enhance students’ awareness and sensitivity towards the diverse cultural, socioeconomic, spiritual, and lifestyle factors that influence patients’ health. By engaging in this discussion, students will learn to adapt their health assessment techniques to meet the unique needs of patients from various cultural backgrounds.

The Student’s Role

Students are expected to:

  • Reflect on their personal nursing experiences and the course materials related to diversity in health assessments.
  • Analyze a case study assigned by the instructor, focusing on the specific cultural factors influencing the patient’s health.
  • Develop a set of targeted questions to build a comprehensive health history, considering the patient’s background, lifestyle, and cultural context.
  • Engage in discussion with peers by critiquing their questions and reflecting on how the questions could be applied to their own case study.

Competencies Measured

This assignment measures the following competencies:

  • Cultural Competence: Understanding and respecting cultural differences in healthcare practices and beliefs.
  • Communication Skills: Developing effective communication strategies that are sensitive to the cultural context of the patient.
  • Critical Thinking: Analyzing and reflecting on the diverse factors that influence patient health and adapting assessment techniques accordingly.
  • Empathy and Sensitivity: Demonstrating empathy and sensitivity in interactions with patients from diverse backgrounds, ensuring their cultural needs are met.

You Can Also Check Other Related Assessments for the NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning Course:

NURS 6512 Differential Diagnosis for Skin Conditions Lab Assignment Example

NURS 6512 Building a Comprehensive Health History Discussion Assignment Example

NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children Assignment Example

NURS 6512 Assessing the Head, Eyes, Ears, Nose, and Throat Case Study Assignment Example

NURS 6512 Assessing the Abdomen Lab Assignment Example

NURS 6512 Diversity and Health Assessments Discussion Paper Example

Case Study Discussion

Patient Profile

JC, an 86-year-old Asian male, is physically and financially dependent on his daughter, a single mother with limited time and resources to attend to her father’s health needs. JC has a history of hypertension (HTN), gastroesophageal reflux disease (GERD), vitamin B12 deficiency, and chronic prostatitis. His current medications include Lisinopril 10 mg daily, Prilosec 20 mg daily, B12 injections monthly, and Cipro 100 mg daily. JC visits for an annual exam and expresses concern about not wanting to be a burden to his daughter.

Introduction

Cultural competency in healthcare involves understanding and respecting diverse cultural perspectives and incorporating this understanding into patient care. Healthcare providers must be aware of their own cultural biases and those of their patients to build a trusting relationship. According to Ball et al. (2015), culturally competent care allows providers to meet the unique needs of patients from different backgrounds, fostering a more effective and respectful healthcare environment.

Factors

When assessing JC, several factors must be considered:

  • Socioeconomic Factors: JC’s reliance on his daughter for financial and physical support highlights the socioeconomic challenges they face. This dependency is compounded by his daughter’s role as a single mother, likely resulting in financial strain and limited time for JC’s care.
  • Cultural Factors: In many Asian cultures, adult children are expected to care for their aging parents, often resulting in multigenerational households (Yan, Chan, & Tiwari, 2014). However, this expectation can create stress and financial hardship for the caregivers, particularly in single-parent families.
  • Language and Communication: Language barriers may exist if JC is not fluent in English, which can complicate communication and lead to misunderstandings or inadequate care.
  • Mental Health Considerations: JC’s concern about being a burden may indicate underlying feelings of depression or anxiety, common among elderly individuals who are dependent on others for their care (Vega, 2014).

Sensitive Issues

When interacting with JC, it is essential to approach topics with cultural sensitivity and empathy. Discussing his concerns about being a burden must be handled delicately to avoid feelings of shame or dishonor, which are significant in many Asian cultures (Carteret, 2010). Additionally, exploring his home situation and relationship with his daughter requires careful and respectful questioning to ensure JC feels supported rather than judged.

Targeted Questions

To build a comprehensive health history and assess JC’s health risks, the following questions should will be posed with cultural sensitivity:

Can you tell me about your current health problems?

This open-ended question allows JC to describe his health issues in his own words, providing insight into his understanding and management of his conditions.

Do you ever feel sad or depressed?

This question addresses potential mental health concerns, crucial for an elderly patient who expresses feelings of being a burden.

You mentioned that you don’t want to be a burden to your daughter. Can you tell me about your relationship with her?

This question gently probes into JC’s familial relationships, helping to understand the dynamics and potential sources of stress or support.

Do you feel safe at home?

Ensuring JC’s safety is paramount, and this question can uncover any concerns about his living environment or treatment at home.

Would you be open to exploring resources to help you at home?

This question offers JC a solution-oriented approach, suggesting external support services that could alleviate some of the burdens on his daughter and improve his overall well-being.

Conclusion

Understanding and respecting JC’s cultural background is crucial in providing effective and compassionate care. Healthcare providers must be open to different cultural perspectives and address concerns in a culturally sensitive manner to build trust and ensure comprehensive care (Ball et al., 2015). By asking targeted questions and considering JC’s unique circumstances, providers can better support his health needs and improve his quality of life.

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

Carteret, M. M. (2010). Cultural values of Asian patients and families. Retrieved from Dimensions of Culture

Vega, T. (2014). As parents age, Asian-Americans struggle to obey a cultural code. The New York Times.

Yan, E., Chan, K.-L., & Tiwari, A. (2014). A systematic review of prevalence and risk factors for elder abuse in Asia. Trauma, Violence, & Abuse, 16(2), 199-219.

Detailed Assessment Instructions for the NURS 6512 Diversity and Health Assessments Discussion Assignment

Functional Assessments and Cultural and Diversity Awareness in Health Assessment – Week 2 (10m)

Discussion: Diversity and Health Assessments

May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012).

Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the healthcare field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.

In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds. Your Instructor will assign a case study to you for this Discussion.

To prepare:

  • Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.
  • By Day 1 of this week, you will be assigned a case study by your Instructor. Note: Please see the “Course Announcements” section of the classroom for your case study assignment.
  • Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you.
  • Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
  • Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?

By Day 3 of Week 2

Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Read a selection of your colleagues’ responses.

By Day 6 of Week 2

Respond on or before Day 6 on 2 different days to at least two of your colleagues who were assigned a different patient than you. Critique your colleague’s targeted questions, and explain how the patient might interpret these questions. Explain whether any of the questions would apply to your patient, and why.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 2 Discussion Rubric

Post by Day 3 of Week 2 and Respond by Day 6 of Week 2

To Participate in this Discussion:

Get The Best Nursing Paper Writing Service and Unlock Your Academic Success

Are you overwhelmed with complex nursing assignments, tight deadlines, or specific instructions that seem challenging to meet? Look no further – ReliablePapers.com is your go-to destination for all your nursing paper writing needs! Our expert nursing essay writers are dedicated to providing you with high-quality, original, and customized nursing papers that guarantee the best grades possible.

Why choose ReliablePapers.com?

  1. Professional Nursing Writers: Our team of professional writers specializes in nursing essay papers, ensuring your assignment is in the hands of experts who understand the writing of nursing topics.
  2. Affordable Prices: We understand the financial constraints of college students. Our online nursing papers are available at very cheap prices, making our services accessible to all. Whether you need assistance with nursing coursework writing, want to buy a nursing essay online, or are in search of reliable nursing assignment help, we’ve got you covered.
  3. Customized Nursing Paper Solutions: Whether you need assistance with a complex topic, have a tight deadline, or are seeking a guide on how to write your nursing assignment, we’ve got you covered. Our writers will tailor their approach to meet your specific needs.
  4. Originality Guaranteed: Say goodbye to plagiarized papers! Our writers will provide you with an outstanding nursing essay paper written from scratch, ensuring it adheres to any topic, deadline, and instructions you provide.

Save your time for what matters most and let ReliablePapers.com take care of your essay. Don’t settle for subpar papers or risk submitting plagiarized content. Choose the best nursing paper writing service today!

Unlock your academic success by trusting ReliablePapers.com – Your Partner in Excellence.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

paper writing company

NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning Course Guide, Assignments & Examples

NURS 6512 - Advanced Health Assessment and Diagnostic Reasoning* (5 credits)NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning* (5 credits)

NURS 6512 Advanced Health Assessment and Diagnostic Reasoning Course Description

The physical and emotional well-being of patients and families can be complex and multifaceted. Advanced practice nurses need to have the knowledge and ability to provide safe, competent, and comprehensive physical health assessments. Students in this course focus on concepts and skills to assess patients across the lifespan. They learn to use diagnostic reasoning, advanced communication, and physical assessment skills to identify changes in health patterns. Students also use a systematic approach through which they focus on the assessment of patients with acute and chronic health problems. The advanced skills of suturing, reading 12 Lead EKGs, and interpreting X-rays will be covered. Students engage in course assignments that emphasize risk assessment, diagnostic reasoning, and evidence-based assessment across the lifespan.

Module 1: Comprehensive Health History

What’s Happening in This Module?

This course is composed of four (4) separate modules. Each module consists of an overarching topic in which each week within the module includes specific subtopics for learning. As you work through each module, you will have an opportunity to draw upon the knowledge you gain in various Digital Clinical Experiences (DCE) and lab assignment components that will be due throughout each of the modules.

Module 1: Comprehensive Health History is a 1-week module, Week 1 of the course, in which you will examine how social determinants of health such as age, gender, ethnicity, and environmental situations impact the health and risk assessment of the patients you serve. You will also consider how social determinants of health influence your interview and communication techniques as you work in partnership with a patient to gather data to build an accurate health history.

What do I have to do?     When do I have to do it?    
Review your Learning Resources Days 1–7, Week 1
Discussion: Building a Comprehensive Health History Post by Day 3 of Week 1, and respond to your colleagues by Day 6 of Week 1.
What’s Coming Up in Module 2: Looking Ahead Review the “Looking Ahead” section for this week. You are encouraged to further review the requirements for the Shadow Health registration process for your digital clinical experiences.

 Go to the Week’s Content

Week 1: Building a Comprehensive Health History

According to a 2011 Gallup poll, nurses are ranked as the most trusted professionals in the United States. One of the most admired nursing skills is the ability to put patients at ease. When patients enter into a healthcare setting, they are often apprehensive about sharing personal health information. Caring nurses can alleviate the hesitance of patients and encourage them to be forthcoming with this information.

The initial health history interview can be an excellent opportunity to develop supportive relationships between patients and nurses. Nurses may employ a variety of communication skills and interview techniques to foster strong bonds with patients and to effectively facilitate the diagnostic process. In conducting interviews, advanced practice nurses must also take into account a range of patient-specific factors that may impact the questions they ask, how they ask those questions, and their complete assessment of the patient’s health.

This week, you will consider how social determinants of health such as age, gender, ethnicity, and environmental situation impact the health and risk assessment of the patients you serve. You will also consider how social determinants of health influence your interview and communication techniques as you work in partnership with a patient to gather data to build an accurate health history.

Learning Objectives

Students will:

  • Analyze communication techniques used to obtain patients’ health histories based upon social determinants of health
  • Analyze health-related risk
  • Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information

Learning Resources

Required Readings

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 1, “The History and Interviewing Process”

This chapter explains the process of developing relationships with patients in order to build an effective health history. The authors offer suggestions for adapting the creation of a health history according to age, gender, and disability.

  • Chapter 5, “Recording Information”

This chapter provides rationale and methods for maintaining clear and accurate records. The authors also explore the legal aspects of patient records.

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

  • Chapter 2, “The Comprehensive History and Physical Exam” (pp. 19–29)

Deckx, L., van den Akker, M., Daniels, L., De Jonge, E. T., Bulens, P., Tjan-Heijnen, V. C. G., … Buntinx, F. (2015). Geriatric screening tools are of limited value to predict decline in functional status and quality of life: Results of a cohort study. BMC Family Practice, 16, 1–12.  https://doi-org.ezp.waldenulibrary.org/10.1186/s12875-015-0241- x

Wu, R. R., & Orlando, L. A. (2015). Implementation of health risk assessments with family health history: Barriers and benefits. Postgraduate Medical Journal, (1079), 508–513.

Lushniak, B. D. (2015). Surgeon general’s perspectives: Family health history: Using the past to improve future health. Public Health Reports, (1), 3.

Jardim, T. V., Sousa, A. L. L., Povoa, T. I. R., Barroso, W. K. S., Chinem, B., Jardim, L., … Jardim, P. C. B. V. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15(1111), 1–7. https://doi-org.ezp.waldenulibrary.org/10.1186/s12889-015-2477-8

Shadow Health Support and Orientation Resources

Use the following resources to guide you through your Shadow Health orientation as well as other support resources:

Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file]. Retrieved from https://www.youtube.com/watch?v=Rfd_8pTJBkY

Shadow Health. (n.d.). Shadow Health help desk. Retrieved from https://support.shadowhealth.com/hc/en-us

Document: Shadow Health. (2014). Useful tips and tricks (Version 2) (PDF)

Document: Shadow Health Nursing Documentation Tutorial (Word document)

Optional Resource

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw- Hill Medical.

  • Chapter 2, “History Taking and the Medical Record” (pp. 15–33)

Required Media

Welcome and General Course Guidelines

Dr. Tara Harris reviews the overall guidelines and the expectations for the course. Consider how you will manage your time as you review your media and Learning Resources throughout the course to better prepare for your Discussions, Case Study Lab Assignments, Digital Clinical Experience (DCE) Assignments, and your Midterm and Final Exams (14m).

Module 1 Introduction

Dr. Tara Harris reviews the overall expectations for Module 1. Please pay special attention to the registration requirements for your use of Shadow Health for your Digital Clinical Experience (DCE) Assignments as well as the criteria for the DCE Assignments (3m).

Building a Comprehensive Health History – Week 1 (19m)

Discussion: Building a Health History

Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.

For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

To prepare:

With the information presented in Chapter 1 of Ball et al. in mind, consider the following:

  • By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
  • How would your communication and interview techniques for building a health history differ with each patient?
  • How might you target your questions for building a health history based on the patient’s social determinants of health?
  • What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
  • Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
  • Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
  • Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

By Day 3 of Week 1

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches:

  • Share additional interview and communication techniques that could be effective with your colleague’s selected patient.
  • Suggest additional health-related risks that might be considered.
  • Validate an idea with your own experience and additional research.

Submission and Grading Information

 Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 of Week 1 and Respond by Day 6 of Week 1

To Participate in this Discussion:

What’s Coming Up in Module 2?

In Module 2, you explore the impact of functional assessments, diversity, and sensitivity in conducting health assessments. You also examine various assessment tools and diagnostic tests used to gather information about patients’ conditions and examine their validity, reliability, and impact in conducting health assessments.

Next week, you will specifically examine functional assessments as they relate to diversity and sensitivity

Registration for Shadow Health

Throughout this course, you will participate in digital clinical experiences using the online simulation tool Shadow Health. The Shadow Health digital clinical experience provides a dynamic, immersive experience designed to improve nursing skills and clinical reasoning through the examination of digital standardized patients. Using Shadow Health you will participate in health histories, focused exams, and a comprehensive assessment.

There will be four Shadow Health assessment components that you will need to complete in Module’s 2 and 3:

  • Health History Assessment (Week 3 & 4)
  • Focused Exam: Cough (Week 5) for a pediatric patient presenting with cough
  • Focused Exam: Chest Pain (Week 7) for an adult patient presenting with chest pain
  • Comprehensive (Head-to-Toe) Physical Assessment (Week 9)

Before you can participate in these simulations, you will need to register for a Shadow Health account. To do this:

  • Go to the Walden Bookstore and purchase access to Shadow Health and the required texts.
  • Once Shadow Health has been purchased, an access code will be emailed to you from the bookstore.
  • Review this video explaining how to register in Shadow Health: https://vimeo.com/275921826/c12d50ee6e
  • Use the Shadow Health link located in the navigation menu on the left in the Blackboard course.
  • Follow the prompts to register in Shadow Health. You will need the access code provided from the bookstore to register. Once registered, Shadow Health should always be accessed via the link in Blackboard.
  • Use only Google Chrome when accessing Shadow Health and make sure all other programs are turned off on your computer. Other browsers do not work well and will not allow the Shadow Health speech to text function to work.
  •  Once registered, complete the Shadow Health Orientation in the Shadow Health website/program and review the videos designed to assist with navigating and completing assignments.
  • Read the Shadow Health Nursing Documentation Tutorial located in the Week 1 Learning Resources.

Note: As nurses you typically use the word assessment to mean completing the physical exam. However, in the SOAP Note format, assessment means diagnosis so start getting in the habit of calling the physical exam exactly that.

Week 2 Case Studies

In Week 2, your Instructor will assign you a case study related to your Discussion by Day 1 of the week. Please make sure to review the “Course Announcements” area of the course to verify your assigned case study. Please plan ahead to ensure you have time to review your case study and your Learning Resources so that you can complete your Discussions and Assignments on time.

Practicum – Upcoming Deadline

In the Nurse Practitioner programs of study (FNP, AGACNP, AGPCNP, and PMHNP) you are required to take several practicum courses. If you plan on taking a practicum course within the next two terms, you will need to submit your application via Meditrek .

For information on the practicum application process and deadlines, please visit the Field Experience: College of Nursing: Application Process – Graduate web page.

Please take the time to review the Appropriate Preceptors and Field Sites for your courses.

Please take the time to review the practicum manuals, FAQs, Webinars and any required forms on the Field Experience: College of Nursing: Student Resources and Manuals web page.

Next Module

Module 2: Functional Assessments and Assessment Tools

What’s Happening in This Module?

Module 2: Functional Assessments and Assessment Tools is a 2-week module, Weeks 2 and 3. In this module, you consider the impact of functional assessments, diversity, and sensitivity in conducting health assessments. You also explore various assessment tools and diagnostic tests that are used to gather information about patients’ conditions and examine the validity and reliability of these tests and tools. Finally, you examine assessment techniques, health risks and concerns, and recommendations for care related to patient growth, weight, and nutrition.

What do I have to do?     When do I have to do it?    
Review your Learning Resources. Days 1–7, Weeks 2 and 3
Discussion: Diversity and Health Assessments Post by Day 3 of Week 2, and respond to your colleagues by Day 6 of Week 2.
Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children Submit your Case Study Assignment by Day 6 of Week 3.
DCE: Health History Assessment You are encouraged to work on your DCE every week. However, this Assessment is not due until Day 7 of Week 4.

Go to the Module’s Content

Week 2: Functional Assessments and Cultural and Diversity Awareness in Health Assessment

Diversity is not about how we differ. Diversity is about embracing one another’s uniqueness.

—Ola Joseph

Countless assessments can be conducted on patients, but they may not be useful. In order to ensure that health assessments result in the necessary care, health assessments should take into account the impact of factors such as cultures and developmental circumstances.

Learning Objectives

Students will:

  • Analyze diversity considerations in health assessments
  • Apply concepts, theories, and principles related to examination techniques, functional assessments, and cultural and diversity awareness in health assessment

Learning Resources

Required Readings

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 1, “The History and Interviewing Process”  (Previously read in Week 1)

This chapter highlights history and interviewing processes. The authors explore a variety of communication techniques, professionalism, and functional assessment concepts when developing relationships with patients.

  • Chapter 2, “Cultural Competency”

This chapter highlights the importance of cultural awareness when conducting health assessments. The authors explore the impact of culture on health beliefs and practices.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

  • Chapter 2, “Evidenced-Based Clinical Practice Guidelines”

Melton, C., Graff, C., Holmes, G., Brown, L., & Bailey, J. (2014). Health literacy and asthma management among African-American adults: An interpretative phenomenological analysis. Journal of Asthma, 51(7), 703–713. doi:10.3109/02770903.2014.906605

Credit Line: Health literacy and asthma management among African-American adults: An interpretative phenomenological analysis by Melton, C., Graff, C., Holmes, G., Brown, L., & Bailey, J., in Journal of Asthma, Vol. 51/Issue 7. Copyright 2014 by Taylor & Francis, Inc. Reprinted by permission of Taylor & Francis, Inc. via the Copyright Clearance Center.

The authors of this study discuss the relationship between health literacy and health outcomes in African American patients with asthma.

Centers for Disease Control and Prevention. (2015). Cultural competence. Retrieved from https://npin.cdc.gov/pages/cultural-competence

This website discusses cultural competence as defined by the Centers for Disease Control and Prevention (CDC). Understanding the difference between cultural competence, awareness, and sensitivity can be obtained on this website.

United States Department of Human & Health Services. Office of Minority Health. (n.d.). A physician’s practical guide to culturally competent care. Retrieved June 10, 2019, from https://cccm.thinkculturalhealth.hhs.gov/

From the Office of Minority Health, this website offers CME and CEU credit and equips healthcare professionals with awareness, knowledge, and skills to better treat the increasingly diverse U.S. population they serve.

Espey , D. K., Jim, M. A., Cobb, N., Bartholomew, M., Becker, T., Haverkamp, D., & Plescia, M. (2014). Leading causes of death and all-cause mortality in American Indians and Alaska Natives. American Journal of Public Health, 104(Suppl 3), S303–S311.

The authors of this article present patterns and trends in all-cause mortality and leading cause of death in American Indians and Alaskan Natives.

Wannasirikul, P., Termsirikulchai, L., Sujirarat, D., Benjakul, S., & Tanasugarn, C. (2016). Health literacy, medication adherence, and blood pressure level among hypertension older adults treated at primary health care centers. Southeast Asian Journal of Tropical Medicine and Public Health, 47(1), 109–120.

The authors of this study explore the causal relationships between health literacy, individual characteristics, literacy, culture and society, cognitive ability, medication adherence, and the blood pressure levels of hypertensive older adults receiving healthcare services at primary healthcare centers.

Required Media

Module 2 Introduction

Dr. Tara Harris reviews the overall expectations for Module 2. Consider how you will manage your time as you review your media and Learning Resources for your Discussion, Case Study Lab Assignment, and your DCE Assignment (3m).

Functional Assessments and Cultural and Diversity Awareness in Health Assessment – Week 2 (10m)

Discussion: Diversity and Health Assessments

May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012).

Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the healthcare field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.

In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds. Your Instructor will assign a case study to you for this Discussion.

To prepare:

  • Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.
  • By Day 1 of this week, you will be assigned a case study by your Instructor. Note: Please see the “Course Announcements” section of the classroom for your case study assignment.
  • Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you.
  • Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
  • Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?

By Day 3 of Week 2

Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Read a selection of your colleagues’ responses.

By Day 6 of Week 2

Respond on or before Day 6 on 2 different days to at least two of your colleagues who were assigned a different patient than you. Critique your colleague’s targeted questions, and explain how the patient might interpret these questions. Explain whether any of the questions would apply to your patient, and why.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 2 Discussion Rubric

Post by Day 3 of Week 2 and Respond by Day 6 of Week 2

To Participate in this Discussion:

What’s Coming Up in Week 3?

Next week, you examine assessment techniques, health risks and concerns, and recommendations for care related to patient growth, weight, and nutrition. You will also begin your first DCE: Health History Assessment which will be due in Week 4. Plan your time accordingly.

Overview of Digital Clinical Experiences (DCE) and Lab Components

Throughout this course, you are required to not only complete your standard course assignments and discussions, but you will also complete DCE and Lab Components that are either structured as optional or required assignment submissions. Please take the time to review your DCEand Lab Components for this course that are required submissions. See the table below and the attached table for specific DCE and Lab Components for the course.

Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve a total score of 80% or better, but you must take all attempts by the Day 7 deadline. You must pass BOTH the Health History and Comprehensive (head-to-toe) Physical Exam of at least a total score of 80% in order to pass the course.

Week Digital Clinical Experiences Lab Components
Module 1:  Comprehensive Health History
Week 1: Building a Comprehensive Health History
Module 2: Functional Assessments and Assessment Tools
Week 2: Functional Assessments and Cultural and Diversity Awareness in Health Assessment
Week 3: Assessment Tools, Diagnostics, Growth, Measurement, and Nutrition in Adults and Children DCE: Health History Assessment (assigned in Week 3, due in Week 4) Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children
Module 3: Approach to System Focused Advanced Health Assessments
Week 4: Assessment of the Skin, Hair, and Nails DCE: Health History Assessment Lab Assignment: Differential Diagnosis for Skin Conditions (SOAP Note for differential diagnosis)
Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat DCE: Focused Exam: Cough Case Study Assignment: Assessing the Head, Eyes, Ears, Nose, and Throat (Episodic SOAP Note)
Week 6: Assessment of the Abdomen and Gastrointestinal System Lab Assignment: Assessing the Abdomen (Analyze SOAP Note)
Week 7: Assessment of the Heart, Lungs, and Peripheral Vascular System DCE: Focused Exam: Chest Pain
Week 8: Assessment of the Musculoskeletal System Discussion: Assessing Musculoskeletal Pain (Episodic SOAP Note)
Week 9: Assessment of Cognition and the Neurologic System DCE: Comprehensive (head-to-toe) Physical Assessment Case Study Assignment: Assessing Neurological Symptoms (Episodic SOAP Note)
Week 10: Special Examinations—Breast, Genital, Prostate, and Rectal Lab Assignment: Assessing the Genitalia and Rectum (analyze SOAP Note)
Module 4: Ethics in Assessment
Week 11: The Ethics Behind Assessment Lab Assignment: Ethical Concerns

 

Next Week

To go to the next week:

Week 3

Week 3: Assessment Tools, Diagnostics, Growth, Measurement, and Nutrition in Adults and Children

Many experts predict that genetic testing for disease susceptibility is well on its way to becoming a routine part of clinical care. Yet many of the genetic tests currently being developed are, in the words of the World Health Organization (WHO), of “questionable prognostic value.”

—Leslie Pray, PhD

Obesity remains one of the most common chronic diseases in the United States. As a leading cause of United States mortality, morbidity, disability, healthcare utilization and healthcare costs, the high prevalence of obesity continues to strain the United States healthcare system (Obesity Society, 2016).  More than one-third (39.8%) of U.S. adults have obesity (CDC, 2018). The estimated annual medical cost of obesity in the U.S. was $147 billion in 2008 U.S. dollars; the medical costs for people who are obese were $1,429 higher than those of normal weight (CDC, 2018).

According to the Centers for Disease Control and Prevention (CDC), the rate of childhood obesity has tripled in the past 30 years, with an estimated 13.7 million children and adolescents considered obese (CDC, 2018). When seeking insights about a patient’s overall health and nutritional state, body measurements can provide a valuable perspective. This is particularly important with pediatric patients. Measurements such as height and weight can provide clues to potential health problems and help predict how children will respond to illness. Nurses need to be proficient at using assessment tools, such as the Body Mass Index (BMI) and growth charts, in order to assess nutrition-related health risks and pediatric development while being sensitive to other factors that may affect these measures. Body Mass Index is also used as a predictor for measurement of adult weight and health.

Assessments are constantly being conducted on patients, but they may not provide useful information. In order to ensure that health assessments provide relevant data, nurses should familiarize themselves with test-specific factors that may affect the validity, reliability, and value of these tools.

This week, you will explore various assessment tools and diagnostic tests that are used to gather information about patients’ conditions. You will examine the validity and reliability of these tests and tools. You will also examine assessment techniques, health risks and concerns, and recommendations for care related to patient growth, weight, and nutrition.

Learning Objectives

Students will:

  • Evaluate validity and reliability of assessment tools and diagnostic tests
  • Analyze diversity considerations in health assessments
  • Apply concepts, theories, and principles related to examination techniques, functional assessments, and cultural and diversity awareness in health assessment
  • Apply assessment skills to collect patient health histories

Learning Resources

Required Readings

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 3, “Examination Techniques and Equipment”

This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process.

  • Chapter 8, “Growth and Nutrition”

In this chapter, the authors explain examinations for growth, gestational age, and pubertal development. The authors also differentiate growth among the organ systems.

  • Chapter 5, “Recording Information”  (Previously read in Week 1)

This chapter provides rationale and methods for maintaining clear and accurate records. The text also explores the legal aspects of patient records.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Student checklist: Health history guide. In Seidel’s guide to physical examination (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line:  Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Centers for Disease Control and Prevention. (2018). Childhood overweight and obesity. Retrieved from http://www.cdc.gov/obesity/childhood

This website provides information about overweight and obese children. Additionally, the website provides basic facts about obesity and strategies to counteracting obesity.

Chaudhry, M. A. I., & Nisar, A. (2017). Escalating health care cost due to unnecessary diagnostic testing. Mehran University Research Journal of Engineering and Technology, (3), 569.

This study explores the escalating healthcare cost due the unnecessary use of diagnostic testing. Consider the impact of health insurance coverage in each state and how nursing professionals must be cognizant when ordering diagnostics for different individuals.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

  • Chapter 1, “Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis”

This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment.

Gibbs , H., & Chapman-Novakofski, K. (2012). Exploring nutrition literacy: Attention to assessment and the skills clients need. Health, 4(3), 120–124.

This study explores nutrition literacy. The authors examine the level of attention paid to health literacy among nutrition professionals and the skills and knowledge needed to understand nutrition education.

Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R. (2014). Weight status misperception as related to selected health risk behaviors among middle school students. Journal of School Health, 84(2), 116–123. doi:10.1111/josh.12128

Credit Line: Weight status misperception as related to selected health risk behaviors among middle school students by Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R., in Journal of School Health, Vol. 84/Issue 2. Copyright 2014 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center.

Noble, H., & Smith, J. (2015) Issues of validity and reliability in qualitative research . Evidence Based Nursing, 18(2), pp. 34–35.

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). History subjective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Mosby’s Guide to Physical Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center.

This History Subjective Data Checklist was published as a companion to Seidel’s Guide to Physical Examination (8th ed.) by Ball, J. W., Dains, J. E., & Flynn, J.A. Copyright Elsevier (2015). From https://evolve.elsevier.com

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

  • Chapter 2, “The Comprehensive History and Physical Exam” (Previously read in Week 1)
  • Chapter 5, “Pediatric Preventative Care Visits” (pp. 91 101)

Shadow Health Support and Orientation Resources

Use the following resources to guide you through your Shadow Health orientation as well as other support resources:

Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file]. Retrieved from https://www.youtube.com/watch?v=Rfd_8pTJBkY

Document: Shadow Health Support and Orientation Resources (PDF)

Shadow Health. (n.d.). Shadow Health help desk. Retrieved from https://support.shadowhealth.com/hc/en-us

Document: Shadow Health. (2014). Useful tips and tricks (Version 2) (PDF)

Document: Shadow Health Nursing Documentation Tutorial (Word document)

Document: Student Acknowledgement Form (Word document)

Note: You will sign and date this form each time you complete your DCE Assignment in Shadow Health to acknowledge your commitment to Walden University’s Code of Conduct.

Optional Resource

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.

  • Chapter 3, “The Physical Screening Examination”
  • Chapter 17, “Principles of Diagnostic Testing”
  • Chapter 18, “Common Laboratory Tests”

Required Media

Taking a Health History

How do nurses gather information and assess a patient’s health? Consider the importance of conducting an in-depth health assessment interview and the strategies you might use as you watch. (16m)

Assessment Tool, Diagnostics, Growth, Measurements, and Nutrition in Adults and Children – Week 3 (11m)

Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children

When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.

Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.

For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.

To Prepare

  • Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.
  • By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Adult Assessment Tools or Diagnostic Tests (option 1), or Child Health Case (Option 2). Note: Please see the “Course Announcements” section of the classroom for your assignments from your Instructor.
  • Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?
  • Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.
  • If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example.
    • Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
    • Consider how you could encourage parents or caregivers to be proactive toward the child’s health.

The Assignment

Assignment (3–4 pages, not including title and reference pages):

Assignment Option 1: Adult Assessment Tools or Diagnostic Tests:

Include the following:

  • A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
    • What is its purpose?
    • How is it conducted?
    • What information does it gather?
  • Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.
Assignment Option 2: Child Health Case:

Include the following:

  • An explanation of the health issues and risks that are relevant to the child you were assigned.
  • Describe additional information you would need in order to further assess his or her weight-related health.
  • Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
  • Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information.
  • Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight.

By Day 6 of Week 3

Submit your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK3Assgn1+last name+first initial.(extension)” as the name.
  • Click the Week 3 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 3 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn1+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 3 Assignment 1 Option 1 Rubric

To access your rubric:

Week 3 Assignment 1 Option 2 Rubric

To check your Assignment draft for authenticity:

Submit your Week 3 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 6 of Week 3

To participate in this Assignment:

Week 3 Assignment 1

Assignment 2: Digital Clinical Experience (DCE): Health History Assessment

A comprehensive health history is essential to providing quality care for patients across the lifespan, as it helps to properly identify health risks, diagnose patients, and develop individualized treatment plans. To effectively collect these heath histories, you must not only have strong communication skills, but also the ability to quickly establish trust and confidence with your patients. For this DCE Assignment, you begin building your communication and assessment skills as you collect a health history from a volunteer “patient.”

To Prepare

  • Review this week’s Learning Resources as well as the Taking a Health History media program, and consider how you might incorporate these strategies. Download and review the Student Checklist: Health History Guide and the History Subjective Data Checklist, provided in this week’s Learning Resources, to guide you through the necessary components of the assessment.
  • Access and login to Shadow Health using the link in the left-hand navigation of the Blackboard classroom.
  • Review the Shadow Health Student Orientation media program and the Useful Tips and Tricks document provided in the week’s Learning Resources to guide you through Shadow Health.
  • Review the Week 4 DCE Health History Assessment Rubric, provided in the Assignment submission area, for details on completing the Assignment.

DCE Health History Assessment:

Complete the following in Shadow Health:

Orientation (Required, you will not be able to access the Health History without completing the requirements). 

  • DCE Orientation (15 minutes)
  • Conversation Concept Lab (50 minutes)

Health History

  • Health History of Tina Jones (180 minutes)

Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve total score of 80% or better(includes BOTH DCE and Documentation), but you must take all attempts by the Week 4 Day 7 deadline.

Submission and Grading Information

No Assignment submission due this week but will be due Day 7, Week 4.

Grading Criteria

To access your rubric:

Week 4 Assignment 2 DCE Rubric

What’s Coming Up in Module 3?

In Module 3, you will examine advanced health assessments using a system focused approach.

Next week, you will specifically explore how to assess the skin, hair, and nails, as well as how to evaluate abnormal skin findings while conducting health assessments. You will also complete your first Lab Assignment: Differential Diagnosis for Skin Conditions as well as complete your DCE: Health History Assessment in the simulation tool, Shadow Health.

Week 4 Required Media

Next week, you will need to view several videos and animations in Seidel’s Guide to Physical Examination as well as other media, as required, prior to completing your Lab Assignment. There are several videos in varied lengths. Please plan ahead to ensure you have time to view these media programs to complete your Assignment on time.

Next Module

To go to the next module:

Module 3

Module 3: Approach to System-Focused Advanced Health Assessments

What’s Happening in This Module?

Module 3: Approach to System-Focused Advanced Health Assessments is a 7-week module that spans Weeks 4–10. In this module, you explore advanced health assessments using a system-focused approach. Assessments such as skin, hair, and nails as well as head, neck eyes, ears, nose, and throat (HEENT) help you to begin considering abnormalities as you move forward in your assessments. You continue the module by assessing the abdomen and gastrointestinal system and move to other systems—such as heart, lungs, vascular, musculoskeletal, neurologic—before finishing with other special examinations.

What do I have to do? When do I have to do it?
Review your Learning Resources. Days 1–7, Weeks 4, 5, 6, 7, 8, 9, and 10
DCE: Health History Assessment Complete and submit your DCE: Health History Assessment by Day 7 of Week 4.
Lab Assignment: Differential Diagnosis for Skin Conditions Submit your Lab Assignment by Day 7 of Week 4.
Case Study Assignment: Assessing the Head, Eyes, Ears, Nose, and Throat Submit your Case Study Assignment by Day 6 of Week 5.
DCE: Focused Exam: Cough Complete and submit your DCE: Focused Exam: Cough by Day 7 of Week 5.
Lab Assignment: Assessing the Abdomen Submit your Lab Assignment by Day 7 of Week 6.
Midterm Exam Complete by Day 7 of Week 6.
DCE: Focused Exam: Chest Pain Complete and submit your DCE: Focused Exam: Chest Pain by Day 6 of Week 7.
Discussion: Assessing Musculoskeletal Pain Post by Day 3 of Week 8 and respond to your colleagues by Day 6 of Week 8.
Case Study Assignment: Assessing Neurological Symptoms Submit your Case Study Assignment by Day 6 of Week 9.
DCE: Comprehensive (Head-to-Toe) Physical Assessment Complete and submit your DCE: Comprehensive Physical Assessment by Day 7 of Week 9.
Lab Assignment: Assessing the Genitalia and Rectum Submit your Lab Assignment by Day 7 of Week 10.

Week 4: Assessment of the Skin, Hair, and Nails

Something as small and simple as a mole or a discolored toenail can offer meaningful clues about a patient’s health. Abnormalities in skin, hair, and nails can provide non-invasive external clues to internal disorders or even prove to be disorders themselves. Being able to evaluate such abnormalities of the skin, hair, and nails is a diagnostic benefit for any nurse conducting health assessments.

This week, you will explore how to assess the skin, hair, and nails, as well as how to evaluate abnormal skin findings.

Learning Objectives

Students will:

  •  Apply assessment skills to diagnose skin conditions
  • Apply concepts, theories, and principles relating to health assessment techniques and diagnoses for the skin, hair, and nails

Learning Resources

Required Readings

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 9, “Skin, Hair, and Nails”

This chapter reviews the basic anatomy and physiology of skin, hair, and nails. The chapter also describes guidelines for proper skin, hair, and nails assessments.

Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia, PA: F. A. Davis.

Credit Line: Advanced practice nursing procedures, 1st Edition by Colyar, M. R. Copyright 2015 by F. A. Davis Company. Reprinted by permission of F. A. Davis Company via the Copyright Clearance Center.

This section explains the procedural knowledge needed prior to performing various dermatological procedures.

Chapter 1, “Punch Biopsy”

Chapter 2, “Skin Biopsy”

Chapter 10, “Nail Removal”

Chapter 15, “Skin Lesion Removals: Keloids, Moles, Corns, Calluses”

Chapter 16, “Skin Tag (Acrochordon) Removal”

Chapter 22, “Suture Insertion”

Chapter 24, “Suture Removal”

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

Chapter 28, “Rashes and Skin Lesions”
This chapter explains the steps in an initial examination of someone with dermatological problems, including the type of information that needs to be gathered and assessed.

Note: Download and use the Student Checklist and the Key Points when you conduct your assessment of the skin, hair, and nails in this Week’s Lab Assignment.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Skin, hair, and nails: Student checklist. In Seidel’s guide to physical examination (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Skin, hair, and nails: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

  • Chapter 2, “The Comprehensive History and Physical Exam” (Previously read in Weeks 1 and 3)

VisualDx. (n.d.). Clinical decision support. Retrieved June 11, 2019, from http://www.skinsight.com/info/for_professionals

This interactive website allows you to explore skin conditions according to age, gender, and area of the body.

Clothier, A. (2014). Assessing and managing skin tears in older people. Nurse Prescribing, 12(6), 278–282.

Document: Skin Conditions (Word document)

This document contains five images of different skin conditions. You will use this information in this week’s Discussion.

Document: Comprehensive SOAP Exemplar (Word document)

Document: Comprehensive SOAP Template (Word document)

Shadow Health Support and Orientation Resources

Use the following resources to guide you through your Shadow Health orientation as well as other support resources:

Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file]. Retrieved from https://www.youtube.com/watch?v=Rfd_8pTJBkY

Document: Shadow Health Support and Orientation Resources (PDF)

Shadow Health. (n.d.). Shadow Health help desk. Retrieved from https://support.shadowhealth.com/hc/en-us

Document: Shadow Health. (2014). Useful tips and tricks (Version 2) (PDF)

Document: Shadow Health Nursing Documentation Tutorial (Word document)

Document: Student Acknowledgement Form (Word document)

Note: You will sign and date this form each time you complete your DCE Assignment in Shadow Health to acknowledge your commitment to Walden University’s Code of Conduct.

Document: DCE (Shadow Health) Documentation Template for Health History (Word document)

Use this template to complete your Assignment 2 for this week.

Optional Resources

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.

Chapter 6, “The Skin and Nails”

In this chapter, the authors provide guidelines and procedures to aid in the diagnosis of skin and nail disorders. The chapter supplies descriptions and pictures of common skin and nail conditions.

Ethicon, Inc. (n.d.-a). Absorbable synthetic suture material. Retrieved from https://web.archive.org/web/20170215015223/http://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/absorbable_suture_chart.pdf

Ethicon, Inc. (2006). Dermabond topical skin adhesive application technique. Retrieved from https://web.archive.org/web/20150921174121/http://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/db_application_poster.pdf

Ethicon, Inc. (2001). Ethicon needle sales types. Retrieved from https://web.archive.org/web/20150921171922/http://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/needle_template.pdf

Ethicon, Inc. (n.d.-b). Ethicon sutures. Retrieved from https://web.archive.org/web/20150921202525/http://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/suture_chart_ethicon.pdf

Ethicon, Inc. (2002). How to care for your wound after it’s treated with Dermabond topical skin adhesive. Retrieved from https://web.archive.org/web/20150926002534/http://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/db_wound_care.pdf

Ethicon, Inc. (2005). Knot tying manual. Retrieved from https://web.archive.org/web/20160915214422/http://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/knot_tying_manual.pdf

Ethicon, Inc. (n.d.-c). Wound closure manual. Retrieved from http://www.uphs.upenn.edu/surgery/Education/facilities/measey/Wound_Closure_Manual.pdf

Module 3 Introduction

Dr. Tara Harris reviews the overall expectations for Module 3. Consider how you will manage your time as you review your media and Learning Resources for your Discussions, Case Study Lab Assignments, DCE Assignments, and your Midterm exam (12m).

Skin, Hair, and Nails – Week 4 (19m)

Online media for Seidel’s Guide to Physical Examination

In addition to this week’s media, it is highly recommended that you access and view the online resources included with the text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapter 8 that relate to the assessment of the skin, hair, and nails.

Note: To access the online resources included with the text, you need to complete the FREE online registration that is located at https://evolve.elsevier.com/cs/product/9780323172660?role=student .

To Register to View the Content

  1. Go to https://evolve.elsevier.com/cs/product/9780323172660?role=student
  2. Enter the name of the textbook, Seidel’s Guide to Physical Examination (name of text without the edition number) in the Search textbox.
  3. Complete the registration process.

To View the Content for this Text

  1. Go to https://evolve.elsevier.com/
  2. Click on Student Site.
  3. Type in your username and password.
  4. Click on the Login button.
  5. Click on the plus sign icon for Resources on the left side of the screen.
  6. Click on the name of the textbook for this course.
  7. Expand the menu on the left to locate all the chapters.
  8. Navigate to the desired content (checklists, videos, animations, etc.).

Note: Clicking on the URLs in the APA citations for the Resources from the textbook will not link directly to the desired online content. Use the online menu to navigate to the desired content.

Suturing Tutorials

The following suturing tutorials provide instruction on the basic interrupted suture, as well as the vertical and horizontal mattress suturing techniques

Tulane Center for Advanced Medical Simulation & Team Training. (2010, July 8). Suturing technique [Video file]. Retrieved from https://www.youtube.com/watch?v=c-LDmCVtL0o

Note: Approximate length of this media program is 5 minutes.

Mikheil. (2014, April 22). Basic suturing: Simple, interrupted, vertical mattress, horizontal mattress [Video file]. Retrieved from https://www.youtube.com/watch?v=MFP90aQvEVM

Note: Approximate length of this media program is 9 minutes.

Incision and Drainage of an Abscess (a common procedure in primary care)

New England Journal of Medicine (NEJM). (2013, September 30). NEJM abscess incision and drainage [Video file]. Retrieved from https://www.youtube.com/watch?v=MwgNdrA18fM&list=PL9UKTUFtRDcNq4–Vf2NYfUANEyObfeNm&index=8

Note: Approximate length of this media program is 10 minutes.

Dermablade Use for Shave Biopsies

Dermablade®. (2012, November 9). PersonnaBlades [Video file]. Retrieved from https://www.youtube.com/watch?v=D8u1Y18L9DQ

Note: Approximate length of this media program is 5 minutes.

Assignment 1: Lab Assignment: Differential Diagnosis for Skin Conditions

Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause.

In this Lab Assignment, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition.

To Prepare

  • Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Lab Assignment.
  • Consider the abnormal physical characteristics you observe in the graphic you selected. How would you describe the characteristics using clinical terminologies?
  • Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.
  • Consider which of the conditions is most likely to be the correct diagnosis, and why.
  • Search the Walden library for one evidence-based practice, peer-reviewed article based on the skin condition you chose for this Lab Assignment.
  • Review the Comprehensive SOAP Exemplar found in this week’s Learning Resources to guide you as you prepare your SOAP note.
  • Download the SOAP Template found in this week’s Learning Resources, and use this template to complete this Lab Assignment.

The Lab Assignment

  • Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.
  • Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of three to five possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning Resources.

By Day 7 of Week 4

Submit your Lab Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK4Assgn1+last name+first initial.(extension)” as the name.
  • Click the Week 4 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 4 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn1+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 4 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7 of Week 4

To participate in this Assignment:

Week 4 Assignment 1

Assignment 2: Digital Clinical Experience (DCE): Health History Assessment

In Week 3, you began your DCE: Health History Assessment. For this week, you will complete this Health History Assessment in your simulation tool, Shadow Health and finalize for submission.

To Prepare

  • Review this week’s Learning Resources as well as the Taking a Health History media program in Week 3, and consider how you might incorporate these strategies. Download and review the Student Checklist: Health History Guide and the History Subjective Data Checklist, provided in this week’s Learning Resources, to guide you through the necessary components of the assessment.
  • Review the DCE (Shadow Health) Documentation Template for Health History found in this week’s Learning Resources and use this template to complete your Documentation Notes for this DCE Assignment.
  • Access and login to Shadow Health using the link in the left-hand navigation of the Blackboard classroom.
  • Review the Shadow Health Student Orientation media program and the Useful Tips and Tricks document provided in the week’s Learning Resources to guide you through Shadow Health.
  • Review the Week 4 DCE Health History Assessment Rubric, provided in the Assignment submission area, for details on completing the Assignment.

Note: There are 2 parts to this assignment – the lab pass and the documentation. You must achieve a total score of 80% in order to pass this assignment. Carefully review the rubric and video presentation in order to fully understand the requirements of this assignment.

DCE Health History Assessment:

Complete the following in Shadow Health:

Orientation

  • DCE Orientation (15 minutes)
  • Conversation Concept Lab (50 minutes)

Health History

  • Health History of Tina Jones (180 minutes)

Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve a total of 80% or better (this includes your DCE and your Documentation Notes), but you must take all attempts by the Week 4 Day 7 deadline.

Submission and Grading Information

By Day 7 of Week 4

  • Complete your Health Assessment DCE assignments in Shadow Health via the Shadow Health link in Blackboard.
  • Once you complete your assignment in Shadow Health, you will need to download your lab pass and upload it to the corresponding assignment in Blackboard for your faculty review.
  • (Note: Please save your lab pass as “LastName_FirstName_AssignmentName”.) You can find instructions for downloading your lab pass here: https://link.shadowhealth.com/download-lab-pass
  • Once you submit your Documentation Notes to Shadow Health, make sure to copy and paste the same Documentation Notes into your Assignment submission link below.
  • Download, sign, date, and submit your Student Acknowledgement Form found in the Learning Resources for this week.
  • Note: You must pass this assignment with a minimum score of 80%  in order to pass the class. Once submitted, there are not any opportunities to revise or repeat this assignment. 

Grading Criteria

To access your rubric:

Week 4 Assignment 2 DCE Rubric

Submit Your Assignment by Day 7 of Week 4

To submit your Lab Pass:

Week 4 Lab Pass

To submit this required part of the Assignment:

Week 4 Documentation Notes for Assignment 2

To Submit your Student Acknowledgement Form:

Submit your Week 4 Assignment 2 DCE Student Acknowledgement Form

Assignment 3 (Optional) Practice Assessment: Skin, Hair, and Nails Examination

Advanced practice nurses are required to have the skills and knowledge necessary to perform many different physical assessments and health examinations. In this course, you will demonstrate your abilities in this area by conducting various optional examinations on a volunteer “patient.”

In preparation for the Comprehensive (Head-to-Toe) Physical Assessment due in Week 9, it is recommended that you practice conducting an assessment of the skin, hair, and nails this week.

Note: This is an optional practice physical assessment.

To Prepare

  • Arrange an appropriate time and setting with your volunteer “patient” to perform a skin, hair, and nails examination.
  • Download and review the Skin, Hair, and Nails Student Checklist and Key Points, provided in this week’s Learning Resources, and review the Seidel’s Guide to Physical Examination online media.

Optional Lab Assignment

  • Perform the skin, hair, and nails examination, covering all of the areas listed in the checklist.

What’s Coming Up in Week 5?

Next week, you examine how to properly assess the head, neck, eyes, ears, nose, and throat in order to form accurate diagnoses as you complete your Case Study Assignment of the Skin, Hair, Nails, and HEENT. You will once again complete a DCE related to a Focused Exam for cough. Make sure to plan ahead with your Please plan your time accordingly.

Week 5 Required Media

Next week, you will need to view several videos and animations in the Seidel’s Guide to Physical Examination as well as other media, as required, prior to completing your Case Study Assignment. There are several videos of various lengths. Please plan ahead to ensure you have time to view these videos and animations to complete your Assignment on time.

Next Week

To go to the next week:

Week 5

Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat

Emily, age 15, is brought to your clinic complaining of chills, aches, and a sore throat. Without any testing, consider all of the possible diagnoses. It could be a cold, the flu, bronchitis, or even something more serious, such as meningitis or mononucleosis. Assessing the actual cause will involve much more than simple visual inspection. Some conditions are so subtle that they require the use of special instruments and tests in addition to a trained eye and ear.

This week, you will explore how to assess the head, neck, eyes, ears, nose, and throat. Whether dealing with a detached retina, sinusitis, meningitis, or even cough, advanced practice nurses need to know the proper assessment techniques in order to form accurate diagnoses.

Learning Objectives

Students will:

  • Apply assessment skills to diagnose eye, ear, and throat conditions
  • Apply concepts, theories, and principles relating to health assessment techniques and diagnoses for the head, neck, eyes, ears, nose, and throat

Learning Resources

Required Readings 

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 11, “Head and Neck”

This chapter reviews the anatomy and physiology of the head and neck. The authors also describe the procedures for conducting a physical examination of the head and neck.

  • Chapter 12, “Eyes”

In this chapter, the authors describe the anatomy and function of the eyes. In addition, the authors explain the steps involved in conducting a physical examination of the eyes.

  • Chapter 13, “Ears, Nose, and Throat”

The authors of this chapter detail the proper procedures for conducting a physical exam of the ears, nose, and throat. The chapter also provides pictures and descriptions of common abnormalities in the ears, nose, and throat.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

  • Chapter 15, “Earache”

This chapter covers the main questions that need to be asked about the patient’s condition prior to the physical examination as well as how these questions lead to a focused physical examination.

  • Chapter 21, “Hoarseness”

This chapter focuses on the most common causes of hoarseness. It provides strategies for evaluating the patient, both through questions and through physical exams.

  • Chapter 25, “Nasal Symptoms and Sinus Congestion”

In this chapter, the authors highlight the key questions to ask about the patients symptoms, the key parts of the physical examination, and potential laboratory work that might be needed to provide an accurate diagnosis of nasal and sinus conditions.

  • Chapter 30, “Red Eye”

The focus of this chapter is on how to determine the cause of red eyes in a patient, including key symptoms to consider and possible diagnoses.

  • Chapter 32, “Sore Throat”

A sore throat is one most common concerns patients describe. This chapter includes questions to ask when taking the patient’s history, things to look for while conducting the physical exam, and possible causes for the sore throat.

  • Chapter 38, “Vision Loss”

This chapter highlights the causes of vision loss and how the causes of the condition can be diagnosed.

Note: Download the six documents (Student Checklists and Key Points) below, and use them as you practice conducting assessments of the head, neck, eyes, ears, nose, and throat.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Head and neck: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., & Solomon, B. S., & Stewart, R. W. (2019). Head and neck: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Eyes: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Eyes: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Ears, nose, and throat: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Ears, nose, and throat: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia, PA: F. A. Davis.

Credit Line: Advanced practice nursing procedures, 1st Edition by Colyar, M. R. Copyright 2015 by F. A. Davis Company. Reprinted by permission of F. A. Davis Company via the Copyright Clearance Center.

  • Chapter 71, “Visual Function Evaluation: Snellen, Illiterate E, Pictorial

This section explains the procedural knowledge needed to perform eyes, ears, nose, and mouth procedures.

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

  • Chapter 2, “The Comprehensive History and Physical Exam” (Previously read in Weeks 1, 3, 4, and 5)

Bedell, H. E., & Stevenson, S. B. (2013). Eye movement testing in clinical examination. Vision Research 90, 32–37. doi:10.1016/j.visres.2013.02.001. Retrieved from https://www.sciencedirect.com/science/article/pii/S0042698913000217

Rubin, G. S. (2013). Measuring reading performance. Vision Research, 90, 43–51. doi:10.1016/j.visres.2013.02.015. Retrieved from http://www.sciencedirect.com/science/article/pii/S0042698913000436

Harmes, K. M., Blackwood, R. A., Burrows, H. L., Cooke, J. M., Harrison, R. V., & Passamani, P. P. (2013). Otitis media: Diagnosis and treatment. American Family Physicians, 88(7), 435–440.

Otolaryngology Houston. (2014). Imaging of maxillary sinusitis (X-ray, CT, and MRI). Retrieved from http://www.ghorayeb.com/ImagingMaxillarySinusitis.html

This website provides medical images of sinusitis, including X-rays, CT scans, and MRIs (magnetic resonance imaging).

Document: Episodic/Focused SOAP Note Exemplar (Word document)

Document: Episodic/Focused SOAP Note Template (Word document)

Document: Midterm Exam Review (Word document)

Shadow Health Support and Orientation Resources

Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file]. Retrieved from https://www.youtube.com/watch?v=Rfd_8pTJBkY

Shadow Health. (n.d.). Shadow Health help desk. Retrieved from https://support.shadowhealth.com/hc/en-us

Document: Shadow Health. (2014). Useful tips and tricks (Version 2) (PDF)

Document: Student Acknowledgement Form (Word document)

Note: You will sign and date this form each time you complete your DCE Assignment in Shadow Health to acknowledge your commitment to Walden University’s Code of Conduct.

Document: DCE (Shadow Health) Documentation Template for Focused Exam: Cough (Word document)

Use this template to complete your Assignment 2 for this week.

Optional Resource

Use the following resources to guide you through your Shadow Health orientation as well as other support resources:

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.

  • Chapter 7, “The Head and Neck” (pp. 178–301)

This chapter describes head and neck examinations that can be made with general clinical resources. Also, the authors detail syndromes of common head and neck conditions.

Required Media

Assessment of the Head, Neck, Eyes, Ears, Nose, and Throat – Week 5 (29m)

Online media for Seidel’s Guide to Physical Examination

It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 10, 11, and 12 that relate to the assessment of the head, neck, eyes, ears, nose, and throat. Refer to the Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/.

University of Iowa Ophthalmology. (2016, December 19). Fluorescein staining of the cornea. Retrieved from https://vimeo.com/198695974

Credit Line: University of Iowa Ophthalmology. (n.d.). Fluorescein staining of the cornea [Video file]. Retrieved from ​https://vimeo.com/198695974. The author(s) and publishers acknowledge the University of Iowa and EyeRounds.org for permission to reproduce this copyrighted material.

Note: Approximate length of this media program is 25 seconds.

Assignment 1: Case Study Assignment: Assessing the Head, Eyes, Ears, Nose, and Throat

Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment.

Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes but would probably perform a simple strep test.

In this Case Study Assignment, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions.

To Prepare

  • By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
  • Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case.

With regard to the case study you were assigned:

  • Review this week’s Learning Resources and consider the insights they provide.
  • Consider what history would be necessary to collect from the patient.
  • Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
  • Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

The Assignment

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.

By Day 6 of Week 5

Submit your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK5Assgn1+last name+first initial.(extension)” as the name.
  • Click the Week 5 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 5 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn1+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 5 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 5 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 6 of Week 5

To participate in this Assignment:

Week 5 Assignment 1

Assignment 2: Digital Clinical Experience: Focused Exam: Cough

In this DCE Assignment, you will conduct a focused exam related to cough in your DCE using the simulation tool, Shadow Health. You will determine what history should be collected from the patient, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions.

To Prepare

  • Review this week’s Learning Resources and consider the insights they provide related to ears, nose, and throat.
  • Review the Shadow Health Resources provided in this week’s Learning Resources specifically the tutorial to guide you through the documentation and interpretation within the Shadow Health platform. Review the examples also provided.
  • Review the DCE (Shadow Health) Documentation Template for Focused Exam: Cough found in this week’s Learning Resources and use this template to complete your Documentation Notes for this DCE Assignment.
  • Access and login to Shadow Health using the link in the left-hand navigation of the Blackboard classroom.
  • Review the Week 5 Focused Exam: Cough Rubric provided in the Assignment submission area for details on completing the Assignment in Shadow Health.
  • Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

Focused Exam: Cough Assignment:

Complete the following in Shadow Health:

  • Respiratory Concept Lab (Required)
  • Episodic/Focused Note for Focused Exam: Cough
  • HEENT (Recommended but not required)

Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve a total of 80% or better (this includes your DCE and your Documentation Notes), but you must take all attempts by the Week 5 Day 7 deadline.

Submission and Grading Information

By Day 7 of Week 5

  • Complete your Focused Exam: Cough DCE Assignment in Shadow Health via the Shadow Health link in Blackboard.
  • Once you complete your Assignment in Shadow Health, you will need to download your lab pass and upload it to the corresponding assignment in Blackboard for your faculty review.
  • (Note: Please save your lab pass as “LastName_FirstName_AssignmentName”.) You can find instructions for downloading your lab pass here: https://link.shadowhealth.com/download-lab-pass
  • Once you submit your Documentation Notes to Shadow Health, make sure to copy and paste the same Documentation Notes into your Assignment submission link below.
  • Download, sign, date, and submit your Student Acknowledgement Form found in the Learning Resources for this week.

Grading Criteria

To access your rubric:

Week 5 Assignment 2 DCE Rubric

Submit Your Assignment by Day 7 of Week 5

To submit your Lab Pass:

Week 5 Lab Pass

To participate in this Assignment:

Week 5 Documentation Notes for Assignment 2

To Submit your Student Acknowledgement Form:

Submit your Week 5 Assignment 2 DCE Student Acknowledgement Form

What’s Coming Up in Week 6?

Next week, you will evaluate abnormal findings in the area of the abdomen and the gastrointestinal system. In addition, you will appraise health assessment techniques and diagnoses for the heart, lungs, and peripheral vascular system as you complete your Lab Assignment in assessing the abdomen in a SOAP note format. You will also take your Midterm Exam, which covers the topics in Weeks 1–6. Please review the previous weekly content and resources to help you prepare for your exam. Plan your time accordingly.

Week 6 Required Media

Next week, you will need to view several videos and animations in the Seidel’s Guide to Physical Examination as well as other media, as required, prior to completing your Lab Assignment. There are several videos of various lengths. Please plan ahead to ensure you have time to view these media programs to complete your Assignment on time.

Next Week

To go to the next week:

Week 6

Week 6: Assessment of the Abdomen and Gastrointestinal System

On your way home from dinner, you start experiencing sharp pains in your abdomen. You ate seafood—could you have food poisoning? What else might be causing your pain? Appendicitis? Should you head to the emergency room, or should you wait and see how you feel in the morning?

Numerous ailments can affect the GI system and the abdomen. Because the organs are so close, it can be difficult to conduct an accurate assessment. Also, pain in another area of the body can affect the GI system. For example, patients with chronic migraines often report nausea.

This week, you will explore how to assess the abdomen and gastrointestinal system.

Learning Objectives

Students will:

  • Evaluate abnormal abdomen and gastrointestinal findings
  • Apply concepts, theories, and principles relating to health assessment techniques and diagnoses for the abdomen and gastrointestinal system
  • Identify concepts, theories, and principles related to advanced health assessment

Learning Resources

Required Readings

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 6, “Vital Signs and Pain Assessment”

This chapter describes the experience of pain and its causes. The authors also describe the process of pain assessment.

  • Chapter 18, “Abdomen”

In this chapter, the authors summarize the anatomy and physiology of the abdomen. The authors also explain how to conduct an assessment of the abdomen.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

  • Chapter 3, “Abdominal Pain”

This chapter outlines how to collect a focused history on abdominal pain. This is followed by what to look for in a physical examination in order to make an accurate diagnosis.

  • Chapter 10, “Constipation”

The focus of this chapter is on identifying the causes of constipation through taking a focused history, conducting physical examinations, and performing laboratory tests.

  • Chapter 12, “Diarrhea”

In this chapter, the authors focus on diagnosing the cause of diarrhea. The chapter includes questions to ask patients about the condition, things to look for in a physical exam, and suggested laboratory or diagnostic studies to perform.

  • Chapter 29, “Rectal Pain, Itching, and Bleeding”

This chapter focuses on how to diagnose rectal bleeding and pain. It includes a table containing possible diagnoses, the accompanying physical signs, and suggested diagnostic studies.

Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia, PA: F. A. Davis.

Credit Line: Advanced practice nursing procedures, 1st Edition by Colyar, M. R. Copyright 2015 by F. A. Davis Company. Reprinted by permission of F. A. Davis Company via the Copyright Clearance Center.

These sections below explain the procedural knowledge needed to perform gastrointestinal procedures.

Chapter 107, “X-Ray Interpretation: Chest (pp. 480–487)

Chapter 115, “X-Ray Interpretation of Abdomen” (pp. 514–520)

Note: Download this Student Checklist and Abdomen Key Points to use during your practice abdominal examination.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Abdomen: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Abdomen: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Document: Midterm Exam Review (Word document)

Optional Resource

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.

  • Chapter 9, “The Abdomen, Perineum, Anus, and Rectosigmoid” (pp. 445–527)

This chapter explores the health assessment processes for the abdomen, perineum, anus, and rectosigmoid. This chapter also examines the symptoms of many conditions in these areas.

  • Chapter 10, “The Urinary System” (pp. 528–540)

In this chapter, the authors provide an overview of the physiology of the urinary system. The chapter also lists symptoms and conditions of the urinary system.

Required Media

Assessment of the Abdomen and Gastrointestinal System – Week 6 (14m)

Online media for Seidel’s Guide to Physical Examination

It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapter 17 that relate to the assessment of the abdomen and gastrointestinal system. Refer to Week 4 for access instructions on https://evolve.elsevier.com/

Assignment 1: Lab Assignment: Assessing the Abdomen

A woman went to the emergency room for severe abdominal cramping. She was diagnosed with diverticulitis; however, as a precaution, the doctor ordered a CT scan. The CT scan revealed a growth on the pancreas, which turned out to be pancreatic cancer—the real cause of the cramping.

Because of a high potential for misdiagnosis, determining the precise cause of abdominal pain can be time consuming and challenging. By analyzing case studies of abnormal abdominal findings, nurses can prepare themselves to better diagnose conditions in the abdomen.

In this Lab Assignment, you will analyze an Episodic note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.

To Prepare

Review the Episodic note case study your instructor provides you for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your Episodic note case study.

  • With regard to the Episodic note case study provided:
    • Review this week’s Learning Resources, and consider the insights they provide about the case study.
    • Consider what history would be necessary to collect from the patient in the case study.
    • Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
    • Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

The Assignment

  1. Analyze the subjective portion of the note. List additional information that should be included in the documentation.
  2. Analyze the objective portion of the note. List additional information that should be included in the documentation.
  3. Is the assessment supported by the subjective and objective information? Why or why not?
  4. What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis?
  5. Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.

By Day 7 of Week 6

Submit your Lab Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK6Assgn1+last name+first initial. (extension)” as the name.
  • Click the Week 6 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 6 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK6Assgn1+last name+first initial. (extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 6 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 6 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7 of Week 6

To participate in this Assignment:

Week 6 Assignment 1

Exam: Week 6 Midterm Exam

This exam is a test of your knowledge in preparation for your certification exam. No outside resources, including books, notes, websites, or any other type of resource, are to be used to complete this exam. You are expected to comply with Walden University’s Code of Conduct.

This exam will be on topics covered in weeks 1, 2, 3, 4, 5, and 6. Prior to starting the exam, you should review all of your materials. This exam is timed with a limit of 2 hours for completion. When time is up, your exam will automatically submit.

By Day 7 of Week 6

Submit your Midterm Exam.

Submission and Grading Information

Submit Your Midterm Exam by Day 7 of Week 6.

To Complete this Exam:

Week 6 Exam

Assignment 2: Lab Assignment DCE

The causes of abdominal pain can be extremely varied due to the sheer number of structures, organs, and functions within the abdomen. If abdominal pain is caused by a life-threatening condition, then swift and accurate assessment is essential.

In preparation for the Comprehensive (Head-to-Toe) Physical Assessment due in Week 9, it is recommended that you practice performing an abdominal examination this week.

Focused Exam: Abdominal Assignment:

  • Complete the following in Shadow Health:
  • Abdominal Concept Lab (Required)
  •  Gastrointestinal (Practice)
  • Focused Exam: Abdominal Pain (Practice)

What’s Coming Up in Week 7?

Next week, you will explore how to assess the heart, lungs, and peripheral vascular system as you complete your Discussion.

Week 7 Required Media

Next week, you will need to view several videos and animations in the Seidel’s Guide to Physical Examination as well as other media, as required, prior to completing your Discussion. There are several videos of various lengths. Please plan ahead to ensure you have time to view these media programs to complete your Discussion on time.

Next Week

To go to the next week:

Week 7

Week 7: Assessment of the Heart, Lungs, and Peripheral Vascular System

Cardiovascular disease (CVD) is the largest cause of death worldwide. Accounting for 610,000 deaths annually (CDC, 2017), CVD frequently goes unnoticed until it is too late. Early detection and prevention measures can save the lives of many patients who have CVD. Conducting an assessment of the heart, lungs, and peripheral vascular system is one of the first steps that can be taken to detect CVD and many more conditions that may occur in the thorax or chest area.

This week, you will evaluate abnormal findings in the area of the chest and lungs. In addition, you will appraise health assessment techniques and diagnoses for the heart, lungs, and peripheral vascular system.

Learning Objectives

Students will:

  • Evaluate abnormal cardiac and respiratory findings
  • Apply concepts, theories, and principles relating to health assessment techniques and diagnoses for the heart, lungs, and peripheral vascular system

Learning Resources

Required Readings

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 14, “Chest and Lungs”

This chapter explains the physical exam process for the chest and lungs. The authors also include descriptions of common abnormalities in the chest and lungs.

  • Chapter 15, “Heart”

The authors of this chapter explain the structure and function of the heart. The text also describes the steps used to conduct an exam of the heart.

  • Chapter 16, “Blood Vessels”

This chapter describes how to properly conduct a physical examination of the blood vessels. The chapter also supplies descriptions of common heart disorders.

Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia, PA: F. A. Davis.

  • Chapter 107, “X-Ray Interpretation: Chest (pp. 480–487) (previously read in Week 6; specifically focus on pp. 480–481)

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

  • Chapter 8, “Chest Pain”

This chapter focuses on diagnosing the cause of chest pain and highlights the importance of first determining whether the patient is in a life-threatening condition. It includes questions that can help pinpoint the type and severity of pain and then describes how to perform a physical examination. Finally, the authors outline potential laboratory and diagnostic studies.

  • Chapter 11, “Cough”

A cough is a very common symptom in patients and usually indicates a minor health problem. This chapter focuses on how to determine the cause of the cough by asking questions and performing a physical exam.

  • Chapter 14, “Dyspnea”

The focus of this chapter is dyspnea, or shortness of breath. The chapter includes strategies for determining the cause of the problem through evaluation of the patient’s history, through physical examination, and through additional laboratory and diagnostic tests.

  • Chapter 26, “Palpitations”

This chapter describes the different causes of heart palpitations and details how the specific cause in a patient can be determined.

  • Chapter 33, “Syncope”

This chapter focuses on syncope, or loss of consciousness. The authors describe the difficulty of ascertaining the cause, because the patient is usually seen after the loss of consciousness has happened. The chapter includes information on potential causes and the symptoms of each.

Note: Download the Student Checklists and Key Points to use during your practice cardiac and respiratory examination.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Chest and lungs: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Chest and lungs: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Heart: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Heart: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Katz, J. N., Lyons, N., Wolff, L. S., Silverman, J., Emrani, P., Holt, H. L., … Losina, E. (2011). Medical decision-making among Hispanics and non-Hispanic Whites with chronic back and knee pain: A qualitative study. BMC Musculoskeletal Disorders, 12(1), 78–85.

This study examines the medical decision making among Hispanics and non-Hispanic whites. The authors also analyze the preferred information sources used for making decisions in these populations.

Smuck, M., Kao, M., Brar, N., Martinez-Ith, A., Choi, J., & Tomkins-Lane, C. C. (2014). Does physical activity influence the relationship between low back pain and obesity? The Spine Journal, 14(2), 209–216. doi:10.1016/j.spinee.2013.11.010

Shiri, R., Solovieva , S., Husgafvel-Pursiainen, K., Telama, R., Yang, X., Viikari, J., Raitakari, O. T., & Viikari-Juntura, E. (2013). The role of obesity and physical activity in non-specific and radiating low back pain: The Young Finns study. Seminars in Arthritis & Rheumatism, 42(6), 640–650. doi:10.1016/j.semarthrit.2012.09.002

McCabe, C., & Wiggins, J. (2010a). Differential diagnosis of respiratory disease part 1. Practice Nurse, 40(1), 35–41.

This article describes the warning signs of impending deterioration of the respiratory system. The authors also explain the features of common respiratory conditions.

McCabe, C., & Wiggins, J. (2010b). Differential diagnosis of respiratory diseases part 2. Practice Nurse, 40(2), 33–41.

The authors of this article specify how to identify the major causes of acute breathlessness. Additionally, they explain how to interpret a variety of findings from respiratory investigations.

Shadow Health Support and Orientation Resources

Use the following resources to guide you through your Shadow Health orientation as well as other support resources:

Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file]. Retrieved from https://www.youtube.com/watch?v=Rfd_8pTJBkY

Shadow Health. (n.d.). Shadow Health help desk. Retrieved from https://support.shadowhealth.com/hc/en-us

Document: Shadow Health. (2014). Useful tips and tricks (Version 2) (PDF)

Document: Student Acknowledgement Form (Word document)

Note: You will sign and date this form each time you complete your DCE Assignment in Shadow Health to acknowledge your commitment to Walden University’s Code of Conduct.

Document: DCE (Shadow Health) Documentation Template for Focused Exam: Chest Pain (Word document)

Use this template to complete your Assignment 1 for this week.

Optional Resource

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.

Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular Systems; The Breasts” (Section 1, “Chest Wall, Pulmonary, and Cardiovascular Systems,” pp. 302–433)

Note: Section 2 of this chapter will be addressed in Week 10.

This section of Chapter 8 describes the anatomy of the chest wall, pulmonary, and cardiovascular systems. Section 1 also explains how to properly conduct examinations of these areas.

Required Media

Advanced Health Assessment and Diagnostic Reasoning

Thoughtful, reasoned questioning leads from initial complaint to diagnosis in these three scenarios.
Note: Close the viewing window after the intro segment and after each diagnosis segment to view the menu. (12m)

Photo Credit:Provided courtesy of the Laureate International Network of Universities.

Assessment of the Heart, Lungs, and Peripheral Vascular System – Week 7 (28m)

SkillStat Learning, Inc. (2019). The 6 second ECG. Retrieved from http://www.skillstat.com/tools/ecg-simulator#/-home

This interactive website allows you to explore common cardiac rhythms. It also offers the Six Second ECG game so you can practice identifying rhythms.

Online media for Seidel’s Guide to Physical Examination

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 13 and 14 that relate to the assessment of the chest, heart, and lungs. Refer to Week 4 for access instructions on https://evolve.elsevier.com/

Assignment 1: Digital Clinical Experience: Assessing the Heart, Lungs, and Peripheral Vascular System

Take a moment to observe your breathing. Notice the sensation of your chest expanding as air flows into your lungs. Feel your chest contract as you exhale. How might this experience be different for someone with chronic lung disease or someone experiencing an asthma attack?

In order to adequately assess the chest region of a patient, nurses need to be aware of a patient’s history, potential abnormal findings, and what physical exams and diagnostic tests should be conducted to determine the causes and severity of abnormalities.

In this DCE Assignment, you will conduct a focused exam related to chest pain using the simulation too, Shadow Health. Consider how a patient’s initial symptoms can result in very different diagnoses when further assessment is conducted.

To Prepare

  • Review this week’s Learning Resources and the Advanced Health Assessment and Diagnostic Reasoning media program and consider the insights they provide related to heart, lungs, and peripheral vascular system.
  • Review the Shadow Health Resources provided in this week’s Learning Resources specifically the tutorial to guide you through the documentation and interpretation with the Shadow Health platform. Review the examples also provided.
  • Review the DCE (Shadow Health) Documentation Template for Focused Exam: Chest Pain found in this week’s Learning Resources and use this template to complete your Documentation Notes for this DCE Assignment.
  • Access and login to Shadow Health using the link in the left-hand navigation of the Blackboard classroom.
  • Review the Week 7 DCE Focused Exam: Chest Pain Rubric provided in the Assignment submission area for details on completing the Assignment in Shadow Health.
  • Consider what history would be necessary to collect from the patient.
  • Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

DCE Focused Exam: Chest Pain Assignment:

Complete the following in Shadow Health:

  • Cardiovascular Concept Lab (Required)
  • Respiratory(Recommended but not required)
  • Cardiovascular (Recommended but not required)
  • Episodic/Focused Note for Focused Exam (Required): Chest Pain

Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve a total of 80% or better (this includes your DCE and your Documentation Notes), but you must take all attempts by the Week 7 Day 7 deadline.

Submission and Grading Information

By Day 7 of Week 7

  • Complete your Focused Exam: Chest Pain DCE Assignment in Shadow Health via the Shadow Health link in Blackboard.
  • Once you complete your Assignment in Shadow Health, you will need to download your lab pass and upload it to the corresponding Assignment in Blackboard for your faculty review.
  • (Note: Please save your lab pass as “LastName_FirstName_AssignmentName”.) You can find instructions for downloading your lab pass here: https://link.shadowhealth.com/download-lab-pass
  • Once you submit your Documentation Notes to Shadow Health, make sure to copy and paste the same Documentation Notes into your Assignment submission link below.
  • Download, sign, date, and submit your Student Acknowledgement Form found in the Learning Resources for this week.

Grading Criteria

To access your rubric:

Week 7 Assignment 1 DCE Rubric

Submit Your Assignment by Day 7 of Week 7

To submit your Lab Pass:

Week 7 Lab Pass

To participate in this Assignment:

Week 7 Documentation Notes for Assignment 1

To Submit your Student Acknowledgement Form:

Submit your Week 7 Assignment 1 DCE Student Acknowledgement Form

Assignment 2: Lab Assignment (Optional): Practice Assessment: Cardiac and Respiratory Examination

It is crucial to diagnose cardiac and respiratory conditions early due to the critical nature of these organs. Before a condition can be diagnosed, an examination must be conducted. Properly conducting a cardiac and respiratory examination requires detailed knowledge of the examination procedure and experience in performing this assessment.

In preparation for the Comprehensive (Head-to-Toe) Physical Assessment due in Week 9, it is recommended that you practice performing a cardiac and respiratory examination this week.

Note: This is an optional practice physical assessment.

To Prepare

  • Arrange an appropriate time and setting with your volunteer “patient” to perform a cardiac and respiratory examination.
  • Download and review the Cardiac and Respiratory Checklists provided in this week’s Learning Resources as well as review the Seidel’s Guide to Physical Examination online media.
  • Ensure that you have a stethoscope to perform the examination.

Optional Lab Assignment

  • Perform the cardiac and respiratory examination. Be sure to cover all of the areas listed in the checklist and to use the equipment appropriately.

What’s Coming Up in Week 8?

Next week, you will explore how to accurately assess the musculoskeletal system.

Week 8 Required Media

Next week, you will need to view several videos and animations in the Seidel’s Guide to Physical Examination prior to completing your Discussion. There are several videos of various lengths. Please plan ahead to ensure you have time to view these media programs to complete your Discussion on time.

Next Week

To go to the next week:

Week 8

Week 8: Assessment of the Musculoskeletal System

A 46-year-old man walks into a doctor’s office complaining of tripping over doorways more frequently. He does not know why. What could be the causes of this condition?

Without the ability to use the complex structure and range of movement afforded by the musculoskeletal system, many of the physical activities individuals enjoy would be curtailed. Maintaining the health of the musculoskeletal system will ensure that patients live a life of full mobility. One of the most basic steps that can be taken to preserve the health of the musculoskeletal system is to perform an assessment.

This week, you will explore how to assess the musculoskeletal system.

Learning Objectives

Students will:

  • Evaluate abnormal musculoskeletal findings
  • Apply concepts, theories, and principles relating to health assessment techniques and diagnoses for the musculoskeletal system

Learning Resources

Required Readings

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 4, “Vital Signs and Pain Assessment” (Previously read in Week 6)
  • Chapter 22, “Musculoskeletal System”

This chapter describes the process of assessing the musculoskeletal system. In addition, the authors explore the anatomy and physiology of the musculoskeletal system.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

Chapter 22, “Lower Extremity Limb Pain”
This chapter outlines how to take a focused history and perform a physical exam to determine the cause of limb pain. It includes a discussion of the most common tests used to assess musculoskeletal disorders.

Chapter 24, “Low Back Pain (Acute)”
The focus of this chapter is the identification of the causes of lower back pain. It includes suggested physical exams and potential diagnoses.

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

  • Chapter 2, “The Comprehensive History and Physical Exam” (“Muscle Strength Grading”) (Previously read in Weeks 1, 2, 3, 4, and 5)
  • Chapter 3, “SOAP Notes”

This section explains the procedural knowledge needed to perform musculoskeletal procedures.

Note: Download this Student Checklist and Abdomen Key Points to use during your practice abdominal examination.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Musculoskeletal system: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Musculoskeletal system: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Katz, J. N., Lyons, N., Wolff, L. S., Silverman, J., Emrani, P., Holt, H. L., … Losina, E. (2011). Medical decision-making among Hispanics and non-Hispanic Whites with chronic back and knee pain: A qualitative study. BMC Musculoskeletal Disorders, 12(1), 78–85.

This study examines the medical decision making among Hispanics and non-Hispanic whites. The authors also analyze the preferred information sources used for making decisions in these populations.

Smuck, M., Kao, M., Brar, N., Martinez-Ith, A., Choi, J., & Tomkins-Lane, C. C. (2014). Does physical activity influence the relationship between low back pain and obesity? The Spine Journal, 14(2), 209–216. doi:10.1016/j.spinee.2013.11.010

Shiri, R., Solovieva, S., Husgafvel-Pursiainen, K., Telama, R., Yang, X., Viikari, J., Raitakari, O. T., & Viikari-Juntura, E. (2013). The role of obesity and physical activity in non-specific and radiating low back pain: The Young Finns study. Seminars in Arthritis & Rheumatism, 42(6), 640–650. doi:10.1016/j.semarthrit.2012.09.002

Document: Episodic/Focused SOAP Note Exemplar (Word document)
Document: Episodic/Focused SOAP Note Template (Word document)

Optional Resource

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.

Chapter 13, “The Spine, Pelvis, and Extremities” (pp. 585–682)

In this chapter, the authors explain the physiology of the spine, pelvis, and extremities. The chapter also describes how to examine the spine, pelvis, and extremities.

Required Media

Musculoskeletal System – Week 8 (12m)

Online media for Seidel’s Guide to Physical Examination

In addition to this week’s resources, it is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapter 21 that relate to the assessment of the musculoskeletal system. Refer to the Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/

Discussion: Assessing Musculoskeletal Pain

The body is constantly sending signals about its health. One of the most easily recognized signals is pain. Musculoskeletal conditions comprise one of the leading causes of severe long-term pain in patients. The musculoskeletal system is an elaborate system of interconnected levers that provides the body with support and mobility. Because of the interconnectedness of the musculoskeletal system, identifying the causes of pain can be challenging. Accurately interpreting the cause of musculoskeletal pain requires an assessment process informed by patient history and physical exams.

In this Discussion, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

To prepare:

  • By Day 1 of this week, you will be assigned to one of the following specific case studies for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
  • Your Discussion post should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case.
  • Review the following case studies:
Case 1: Back Pain

Photo Credit: University of Virginia. (n.d.). Lumbar Spine Anatomy [Photograph]. Retrieved from http://www.med-ed.virginia.edu/courses/rad/ext/5lumbar/01anatomy.html. Used with permission of University of Virginia.

A 42-year-old male reports pain in his lower back for the past month. The pain sometimes radiates to his left leg. In determining the cause of the back pain, based on your knowledge of anatomy, what nerve roots might be involved? How would you test for each of them? What other symptoms need to be explored? What are your differential diagnoses for acute low back pain? Consider the possible origins using the Agency for Healthcare Research and Quality (AHRQ) guidelines as a framework. What physical examination will you perform? What special maneuvers will you perform?

Case 2: Ankle Pain

Photo Credit: University of Virginia. (n.d.). Lateral view of ankle showing Boehler’s angle [Photograph]. Retrieved from http://www.med-ed.virginia.edu/courses/rad/ext/8ankle/01anatomy.html. Used with permission of University of Virginia.

A 46-year-old female reports pain in both of her ankles, but she is more concerned about her right ankle. She was playing soccer over the weekend and heard a “pop.” She is able to bear weight, but it is uncomfortable. In determining the cause of the ankle pain, based on your knowledge of anatomy, what foot structures are likely involved? What other symptoms need to be explored? What are your differential diagnoses for ankle pain? What physical examination will you perform? What special maneuvers will you perform? Should you apply the Ottawa ankle rules to determine if you need additional testing?

Case 3: Knee Pain

Photo Credit: University of Virginia. (n.d.). Normal Knee Anatomy [Photograph]. Retrieved from http://www.med-ed.virginia.edu/courses/rad/ext/7knee/01anatomy.html. Used with permission of University of Virginia.

A 15-year-old male reports dull pain in both knees. Sometimes one or both knees click, and the patient describes a catching sensation under the patella. In determining the causes of the knee pain, what additional history do you need? What categories can you use to differentiate knee pain? What are your specific differential diagnoses for knee pain? What physical examination will you perform? What anatomic structures are you assessing as part of the physical examination? What special maneuvers will you perform?

With regard to the case study you were assigned:

  • Review this week’s Learning Resources, and consider the insights they provide about the case study.
  • Consider what history would be necessary to collect from the patient in the case study you were assigned.
  • Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
  • Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

Note: Before you submit your initial post, replace the subject line (“Discussion – Week 8”) with “Review of Case Study ___.” Fill in the blank with the number of the case study you were assigned.

By Day 3 of Week 8

Post an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Read a selection of your colleagues’ responses.

By Day 6 of Week 8

Respond to at least two of your colleagues on 2 different days who were assigned different case studies than you. Analyze the possible conditions from your colleagues’ differential diagnoses. Determine which of the conditions you would reject and why. Identify the most likely condition, and justify your reasoning.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 8 Discussion Rubric

Post by Day 3 of Week 8 and Respond by Day 6 of Week 8

To Participate in this Discussion:

Week 8 Discussion

Assignment: Lab Assignment (Optional): Practice Assessment: Musculoskeletal Examination

A description of symptoms alone is not enough to form an accurate diagnosis of musculoskeletal conditions. Before forming a diagnosis, advanced practice nurses need to perform a physical examination. Although the musculoskeletal examination is relatively simple, it still needs to be performed multiple times before it can be mastered.

In preparation for the Comprehensive (Head-to-Toe) Physical Assessment due in Week 9, it is recommended that you practice performing a musculoskeletal examination this week.

Note: This is a practice physical assessment.   

To Prepare

  • Arrange an appropriate time and setting with your volunteer “patient” to perform a musculoskeletal examination.
  • Download and review the Musculoskeletal Checklist provided in this week’s Learning Resources as well as review the Seidel’s Guide to Physical Examination online media.

The Lab Assignment

Complete the following in Shadow Health:

  • Musculoskeletal (Practice)

What’s Coming Up in Week 9?

Next week, you will examine appropriate methods for assessing the cognition and the neurologic systems during your Discussion. You also will complete the last assessment, Comprehensive (Head-to-Toe) Physical Assessment. Once again, you will conduct this assessment in the Digital Clinical Experience using the simulation tool, Shadow Health. Make sure to plan your time accordingly.

Week 9 Required Media

Next week, you will need to view several videos and animations in the Seidel’s Guide to Physical Examination as well as other media, as required, prior to completing your Discussion. There are several videos of various lengths. Please plan ahead to ensure you have time to view these media programs to complete your Discussion on time.

Next Week

To go to the next week:

Week 9

Week 9: Assessment of Cognition and the Neurologic System

A 63-year-old woman comes to your office because she’s been forgetting things…a young mother comes in concerned because her baby fails to make eye contact and is unresponsive to touch…a teenager comes in and a parent complains that the teen obsessively washes his hands.

An array of neurological conditions could be causing the above symptoms. When assessing the neurologic system, it is vital to formulate an accurate diagnosis as early as possible to prevent continued damage and deterioration of a patient’s quality of life.

This week, you will explore methods for assessing the cognition and the neurologic system.

Learning Objectives

Students will:

  • Evaluate abnormal neurological symptoms
  • Apply concepts, theories, and principles relating to health assessment techniques and diagnoses for cognition and the neurologic system
  • Assess health conditions based on a head-to-toe physical examination

Learning Resources

Required Readings

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 7, “Mental Status”

This chapter revolves around the mental status evaluation of an individual’s overall cognitive state. The chapter includes a list of mental abnormalities and their symptoms.

  • Chapter 23, “Neurologic System”

The authors of this chapter explore the anatomy and physiology of the neurologic system. The authors also describe neurological examinations and potential findings.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

  • Chapter 4, “Affective Changes”

This chapter outlines how to identify the potential cause of affective changes in a patient. The authors provide a suggested approach to the evaluation of this type of change, and they include specific tools that can be used as part of the diagnosis.

  • Chapter 9, “Confusion in Older Adults”

This chapter focuses on causes of confusion in older adults, with an emphasis on dementia. The authors include suggested questions for taking a focused history as well as what to look for in a physical examination.

  • Chapter 13, “Dizziness”

Dizziness can be a symptom of many underlying conditions. This chapter outlines the questions to ask a patient in taking a focused history and different tests to use in a physical examination.

  • Chapter 19, “Headache”

The focus of this chapter is the identification of the causes of headaches. The first step is to ensure that the headache is not a life-threatening condition. The authors give suggestions for taking a thorough history and performing a physical exam.

  • Chapter 31, “Sleep Problems”

In this chapter, the authors highlight the main causes of sleep problems. They also provide possible questions to use in taking the patient’s history, things to look for when performing a physical exam, and possible laboratory and diagnostic studies that might be useful in making the diagnosis.

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

  • Chapter 2, “The Comprehensive History and Physical Exam” (“Cranial Nerves and Their Function” and “Grading Reflexes”) (Previously read in Weeks 1, 2, 3, and 5)

Note: Download the Physical Examination Objective Data Checklist to use as you complete the Comprehensive (Head-to-Toe) Physical Assessment assignment.

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical examination objective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Mosby’s Guide to Physical Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center.

Note: Download and review the Student Checklists and Key Points to use during your practice neurological examination.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Neurologic system: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Neurologic system: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Mental status: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Bearden , S. T., & Nay, L. B. (2011). Utility of EEG in differential diagnosis of adults with unexplained acute alteration of mental status. American Journal of Electroneurodiagnostic Technology, 51(2), 92–104.

This article reviews the use of electrocenographs (EEG) to assist in differential diagnoses. The authors provide differential diagnostic scenarios in which the EEG was useful.

Athilingam, P ., Visovsky, C., & Elliott, A. F. (2015). Cognitive screening in persons with chronic diseases in primary care: Challenges and recommendations for practice. American Journal of Alzheimer’s Disease & Other Dementias, 30(6), 547–558. doi:10.1177/1533317515577127

Sinclair , A. J., Gadsby, R., Hillson, R., Forbes, A., & Bayer, A. J. (2013). Brief report: Use of the Mini-Cog as a screening tool for cognitive impairment in diabetes in primary care. Diabetes Research and Clinical Practice, 100(1), e23–e25. doi:10.1016/j.diabres.2013.01.001

Roalf, D. R., Moberg, P. J., Xei, S. X., Wolk, D. A., Moelter, S. T., & Arnold, S. E. (2013). Comparative accuracies of two common screening instruments for classification of Alzheimer’s disease, mild cognitive impairment, and healthy aging. Alzheimer’s & Dementia, 9(5), 529–537. doi:10.1016/j.jalz.2012.10.001. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4036230/

Shadow Health Support and Orientation Resources

Use the following resources to guide you through your Shadow Health orientation as well as other support resources:

Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file]. Retrieved from https://www.youtube.com/watch?v=Rfd_8pTJBkY

Shadow Health. (n.d.). Shadow Health help desk. Retrieved from https://support.shadowhealth.com/hc/en-us

Document: Shadow Health. (2014). Useful tips and tricks (Version 2) (PDF)

Document: Student Acknowledgement Form (Word document)

Note: You will sign and date this form each time you complete your DCE Assignment in Shadow Health to acknowledge your commitment to Walden University’s Code of Conduct.

Document: DCE (Shadow Health) Documentation Template for Comprehensive (Head-to-Toe) Physical Assessment (Word document)

Use this template to complete your Assignment 3 for this week.

Optional Resources

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.

  • Chapter 14, “The Neurologic Examination” (pp. 683–765)

This chapter provides an overview of the nervous system. The authors also explain the basics of neurological exams.

  • Chapter 15, “Mental Status, Psychiatric, and Social Evaluations” (pp. 766–786)

In this chapter, the authors provide a list of common psychiatric syndromes. The authors also explain the mental, psychiatric, and social evaluation process.

Mahlknecht, P., Hotter, A., Hussl, A., Esterhammer, R., Schockey, M., & Seppi, K. (2010). Significance of MRI in diagnosis and differential diagnosis of Parkinson’s disease. Neurodegenerative Diseases, 7(5), 300–318.

Required Media

Neurologic System – Week 9 (16m)

Online media for Seidel’s Guide to Physical Examination

It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 7 and 23 that relate to the assessment of cognition and the neurologic system. Refer to the Week 4 Learning Resources area for access instructions on  https://evolve.elsevier.com/

Assignment 1: Case Study Assignment: Assessing Neurological Symptoms

Imagine not being able to form new memories. This is the reality patients with anterograde amnesia face. Although this form of amnesia is rare, it can result from severe brain trauma. Anterograde amnesia demonstrates just how impactful brain disorders can be to a patient’s quality of living. Accurately assessing neurological symptoms is a complex process that involves the analysis of many factors.

In this Case Study Assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

To Prepare

  • By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
  • Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case.

With regard to the case study you were assigned:

  • Review this week’s Learning Resources, and consider the insights they provide about the case study.
  • Consider what history would be necessary to collect from the patient in the case study you were assigned.
  • Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
  • Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

The Case Study Assignment

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.

By Day 6 of Week 9

Submit your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK9Assgn1+last name+first initial.(extension)” as the name.
  • Click the Week 9 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 9 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK9Assgn1+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 9 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 9 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 6 of Week 9

To participate in this Assignment:

Week 9 Assignment 1

Assignment 2: Lab Assignment: Practice Assessment: Neurological Examination

Short of opening a patient’s cranium or requesting a brain scan, what can an advanced practice nurse do to determine the cause of neurological symptoms? A multitude of techniques can be used to generate a neurological diagnosis.

In preparation for the Comprehensive (Head-to-Toe) Physical Assessment due this week, it is recommended that you practice performing a neurological examination.

Note: This is a practice physical assessment.

To Prepare

  • Arrange an appropriate time and setting with a volunteer “patient” to perform a neurological examination.
  • Download and review the Neurological Checklist provided in this week’s Learning Resources as well as review Seidel’s Guide to Physical Examination online media.

The Lab Assignment

Complete the following in Shadow Health:

  • Neurological (Practice)

Assignment 3: Digital Clinical Experience: Comprehensive (Head-to-Toe) Physical Assessment

Throughout this course, you were encouraged to practice conducting various physical assessments on multiple areas of the body, ranging from the head to the toes. Each of these assessments, however, was conducted independently of one another. For this DCE Assignment, you connect the knowledge and skills you gained from each individual assessment to perform a comprehensive head-to-toe physical examination in your Digital Clinical Experience.

To Prepare

  • Review this week’s Learning Resources, and download and review the Physical Examination Objective Data Checklist as well as the Student Checklists and Key Points documents related to neurologic system and mental status.
  • Review the Shadow Health Resources provided in this week’s Learning Resources specifically the tutorial to guide you through the documentation and interpretation with the Shadow Health platform. Review the examples also provided.
  • Review the DCE (Shadow Health) Documentation Template for Comprehensive (Head-to-Toe) Physical Assessment found in this week’s Learning Resources and use this template to complete your Documentation Notes for this DCE Assignment.
  • Access and login to Shadow Health using the link in the left-hand navigation of the Blackboard classroom.
  • Review the Week 9 DCE Comprehensive Physical Assessment Rubric provided in the Assignment submission area for details on completing the Assessment in Shadow Health.

Note: There are 2 parts to this assignment – the lab pass and the documentation. You must achieve a total score of 80% in order to pass this assignment. Carefully review the rubric and video presentation in order to fully understand the requirements of this assignment.

DCE Comprehensive Physical Assessment:

Complete the following in Shadow Health:

  • Episodic/Focused Note for Comprehensive Physical Assessment of Tina Jones (180 minutes)

Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve a total of 80% or better (this includes your DCE and your Documentation Notes), but you must take all attempts by the Week 9 Day 7 deadline. 

Submission and Grading Information

By Day 7 of Week 9

  • Complete your Comprehensive (Head-to-Toe) Physical Assessment DCE Assignment in Shadow Health via the Shadow Health link in Blackboard.
  • Once you complete your Assignment in Shadow Health, you will need to download your lab pass and upload it to the corresponding Assignment in Blackboard for your faculty review.
  • (Note: Please save your lab pass as “LastName_FirstName_AssignmentName”.) You can find instructions for downloading your lab pass here: https://link.shadowhealth.com/download-lab-pass
  • Once you submit your Documentation Notes to Shadow Health, make sure to copy and paste the same Documentation Notes into your Assignment submission link below.
  • Download, sign, date, and submit your Student Acknowledgement Form found in the Learning Resources for this week.
  • Note: You must pass this assignment with a minimum score of 80%  in order to pass the class. Once submitted, there are not any opportunities to revise or repeat this assignment. 

Grading Criteria

To access your rubric:

Week 9 Assignment 3 DCE Rubric

Submit Your Assignment by Day 7 of Week 9

To submit your Lab Pass:

Week 9 Lab Pass

To sumit this required part of the Assignment:

Week 9 Documentation Notes for Assignment 3

To Submit your Student Acknowledgement Form:

Submit your Week 9 Assignment 3 DCE Student Acknowledgement Form

What’s Coming Up in Week 10?

Next week, you will examine how to assess problems with the breasts, genitalia, rectum, and prostate while making the patient feel safe, listened to, and cared about using a non-invasive approach. Once again, you will use a SOAP note format to complete your Lab Assignment for this week.

Week 10 Required Media

Next week, you will need to view several videos and animations in the Seidel’s Guide to Physical Examination as well as other media, as required, prior to completing your Discussion. There are several videos of various lengths. Please plan ahead to ensure you have time to view these media programs to complete your Lab Assignment on time.

Next Week

To go to the next week:

Week 10

Week 10: Special Examinations—Breast, Genital, Prostate, and Rectal

One critical element of any physical exam is the ability of the examiner to put the patient at ease. By putting the patient at ease, nurses are more likely to glean quality, meaningful information that will help the patient get the best care possible. When someone feels safe, listened to, and cared about, exams often go more smoothly. This is especially true when dealing with issues concerning breasts, genitals, prostates, and rectums, which are subjects that many patients find difficult to talk about. As a result, it is important to gain a firm understanding of how to gain vital information and perform the necessary assessment techniques in as non-invasive a manner as possible.

For this week, you explore how to assess problems with the breasts, genitalia, rectum, and prostate.

Learning Objectives

Students will:

  • Evaluate abnormal findings on the genitalia and rectum
  • Apply concepts, theories, and principles relating to health assessment techniques and diagnoses for the breasts, genitalia, prostate, and rectum

Learning Resources

Required Readings

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 17, “Breasts and Axillae”

This chapter focuses on examining the breasts and axillae. The authors describe the examination procedures and the anatomy and physiology of breasts.

  • Chapter 19, “Female Genitalia”

In this chapter, the authors explain how to conduct an examination of female genitalia. The chapter also describes the form and function of female genitalia.

  • Chapter 20, “Male Genitalia”

The authors explain the biology of the penis, testicles, epididymides, scrotum, prostate gland, and seminal vesicles. Additionally, the chapter explains how to perform an exam of these areas.

  • Chapter 21, “Anus, Rectum, and Prostate”

This chapter focuses on performing an exam of the anus, rectum, and prostate. The authors also explain the anatomy and physiology of the anus, rectum, and prostate.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

  • Chapter 5, “Amenorrhea”

Amenorrhea, or the absence of menstruation, is the focus of this chapter. The authors include key questions to ask patients when taking histories and explain what to look for in the physical exam.

  • Chapter 6, “Breast Lumps and Nipple Discharge”

This chapter focuses on the important topic of breast lumps and nipple discharge. Because breast cancer is the most common type of cancer in women, it is important to get an accurate diagnosis. Information in the chapter includes key questions to ask and what to look for in the physical exam.

  • Chapter 7, “Breast Pain”

Determining the cause of breast pain can be difficult. This chapter examines how to determine the likely cause of the pain through diagnostic tests, physical examination, and careful analysis of a patient’s health history.

  • Chapter 27, “Penile Discharge”

The focus of this chapter is on how to diagnose the causes of penile discharge. The authors include specific questions to ask when gathering a patient’s history to narrow down the likely diagnosis. They also give advice on performing a focused physical exam.

  • Chapter 36, “Vaginal Bleeding”

In this chapter, the causes of vaginal bleeding are explored. The authors focus on symptoms outside the regular menstrual cycle. The authors discuss key questions to ask the patient as well as specific physical examination procedures and laboratory studies that may be useful in reaching a diagnosis.

  • Chapter 37, “Vaginal Discharge and Itching”

This chapter examines the process of identifying causes of vaginal discharge and itching. The authors include questions on the characteristics of the discharge, the possibility of the issues being the result of a sexually transmitted infection, and how often the discharge occurs. A chart highlights potential diagnoses based on patient history, physical findings, and diagnostic studies.

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

  • Chapter 3, “SOAP Notes” (Previously read in Week 8)

Cucci, E., Santoro, A., DiGesu, C., DiCerce, R., & Sallustio, G. (2015). Sclerosing adenosis of the breast: Report of two cases and review of the literature. Polish Journal of Radiology, 80, 122–127. doi:10.12659/PJR.892706. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4356184/

Sabbagh , C., Mauvis, F., Vecten, A., Ainseba, N., Cosse, C., Diouf, M., & Regimbeau, J. M. (2014). What is the best position for analyzing the lower and middle rectum and sphincter function in a digital rectal examination? A randomized, controlled study in men. Digestive and Liver Disease, 46(12), 1082–1085. doi:10.1016/j.dld.2014.08.045

Westhoff , C. L., Jones, H. E., & Guiahi, M. (2011). Do new guidelines and technology make the routine pelvic examination obsolete? Journal of Women’s Health, 20(1), 5–10.

This article describes the benefits of new technology and guidelines for pelvic exams. The authors also detail which guidelines and technology may become obsolete.

Centers for Disease Control and Prevention. (2019). Sexually transmitted diseases (STDs). Retrieved from http://www.cdc.gov/std/#

This section of the CDC website provides a range of information on sexually transmitted diseases (STDs). The website includes reports on STDs, related projects and initiatives, treatment information, and program tools.

Document: Final Exam Review (Word document)

Optional Resource

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.

  • Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular Systems; The Breasts” (Section 2, “The Breasts,” pp. 434–444)Section 2 of this chapter focuses on the anatomy and physiology of breasts. The section provides descriptions of breast examinations and common breast conditions.
  • Chapter 11, “The Female Genitalia and Reproductive System” (pp. 541–562)In this chapter, the authors provide an overview of the female reproductive system. The authors also describe symptoms of disorders in the reproductive system.
  • Chapter 12, “The Male Genitalia and Reproductive System” (pp. 563–584)The authors of this chapter detail the anatomy of the male reproductive system. Additionally, the authors describe how to conduct an exam of the male reproductive system.
  • Review of Chapter 9, “The Abdomen, Perineum, Anus, and Rectosigmoid” (pp. 445–527)

Required Media

Special Examinations – Breast, Genital, Prostate, and Rectal – Week 10 (14m)

Online media for Seidel’s Guide to Physical Examination

It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 16 and 18–20 that relate to special examinations, including breast, genital, prostate, and rectal. Refer to the Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/

Assignment: Lab Assignment: Assessing the Genitalia and Rectum

Patients are frequently uncomfortable discussing with healthcare professional’s issues that involve the genitalia and rectum; however, gathering an adequate history and properly conducting a physical exam are vital. Examining case studies of genital and rectal abnormalities can help prepare advanced practice nurses to accurately assess patients with problems in these areas.

In this Lab Assignment, you will analyze an Episodic note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.

To Prepare

  • Review the Episodic note case study your instructor provides you for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your Episodic note case study.
  • Based on the Episodic note case study:
    • Review this week’s Learning Resources, and consider the insights they provide about the case study. Refer to Chapter 3 of the Sullivan resource to guide you as you complete your Lab Assignment.
    • Search the Walden library or the Internet for evidence-based resources to support your answers to the questions provided.
    • Consider what history would be necessary to collect from the patient in the case study.
    • Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
    • Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

The Lab Assignment

Using evidence-based resources from your search, answer the following questions and support your answers using current evidence from the literature.

  • Analyze the subjective portion of the note. List additional information that should be included in the documentation.
  • Analyze the objective portion of the note. List additional information that should be included in the documentation.
  • Is the assessment supported by the subjective and objective information? Why or why not?
  • Would diagnostics be appropriate for this case, and how would the results be used to make a diagnosis?
  • Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.

By Day 7 of Week 10

Submit your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK10Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 10 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 10 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK10Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 10 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 10 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 10

To participate in this Assignment:

Week 10 Assignment

What’s Coming Up in Module 4?

Next week, you will consider how evidence-based practice guidelines and ethical considerations factor into health assessments. You specifically explore evidence-based practice guidelines and ethical considerations for specific scenarios.

Week 11 Final Exam

Next week, you take your Final Exam, which will cover the topics and resources from Weeks 7, 8, 9, and 10 for this course. Please take the time to review and plan your time accordingly so that you may be better prepared for your exam.

Next Module

To go to the next Module:

Module 4

Module 4: Ethics in Assessments

What’s Happening in This Module?

Module 4: Ethics in Assessments is a 1-week module, Week 11 of the course and the last module in which you examine evidence-based practice guidelines and ethical considerations factor into health assessments.

What do I have to do?     When do I have to do it?    
Review your Learning Resources Days 1–7, Week 11
Lab Assignment: Ethical Concerns Submit by Day 6 of Week 11.
Final Exam Complete and Submit By Day 7 of Week 11.

 

Go to the Module’s Content

Week 11

 Week 11: The Ethics Behind Assessment

Consider the following scenarios:

  • You are a nurse at a large county hospital. One of your patients is leaning toward selecting a certain radical treatment for cancer, to which the family is in opposition. The family is concerned about making the correct decision and asks for your advice.
  • The state of Oregon has passed a “Death with Dignity” act that allows for euthanasia in certain situations. One of your patients suffering from terminal cancer is thinking of moving there to take advantage of this law and asks your opinion.

Throughout this course, you have explored a wide range of health assessments and abnormal examination findings. Although you have predominantly focused on the procedural aspects of health assessment, this week, you will focus on ethical considerations that should be taken into account when advising patients or their families.

This week, you will consider how evidence-based practice guidelines and ethical considerations factor into health assessments. You will also evaluate health assessment concepts related to sports physicals and well-child and well-woman examinations.

Learning Objectives

Students will:

  • Apply evidence-based practice guidelines to make an informed healthcare decision
  • Apply ethical considerations to a health assessment response
  • Apply concepts, theories, and principles relating to sports physicals and well-child and well-woman examinations
  • Identify  concepts, theories, and principles related to advanced health assessment

Learning Resources

Required Readings

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 24, “Sports Participation Evaluation”

In this chapter, the authors describe the process of a sports participation evaluation. The chapter also states the most common conditions encountered in a sports participation evaluation.

  • Chapter 25, “Putting It All Together”

In this chapter, the authors tie together the concepts introduced in previous chapters. In particular, the chapter has a strong emphasis on the patient-caregiver relationship.

Tingle, J. & Cribb, A. (2014). Nursing law and ethics (4th ed.). Chichester, UK: Wiley Blackwell.

Furman , C. D., Earnshaw, L. A., Farrer, L. A. (2014). A case of inappropriate apolipoprotein E testing in Alzheimer’s disease due to lack of an informed consent discussion. American Journal of Alzheimer’s Disease & Other Dementias, 29(7), 590–595. doi:10.1177/1533317514525829.

Navarro-Illana, P., Aznar, J., & Díez-Domingo, J. (2014). Ethical considerations of universal vaccination against human papilloma virus. BMC Medical Ethics, 15(29). doi:10.1186/1472-6939-15-29. Retrieved from http://www.biomedcentral.com/1472-6939/15/29

Maron , B. J., Friedman, R. A., & Caplan, A. (2015). Ethics of preparticipation cardiovascular screening for athletes. Nature Reviews Cardiology, 12(6), 375–378. doi:10.1038/nrcardio.2015.21

May, K. H., Marshall, D. L., Burns, T. G., Popoli, D. M. & Polikandriotis, J. A. (2014). Pediatric sports specific return to play guidelines following concussion. The International Journal of Sports Physical Therapy, 9(2), 242–255. PMCID: PMC4004129. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4004129/

American Academy of Pediatrics. (2008). Recommendations for preventative pediatric health care (periodicity schedule). Retrieved from https://www.harmonyhpi.com/WCAssets/illinois/assets/IL_MedicaidProviderManual_PEM_AdultPHGsForProviders.pdf

This resource provides recommendations for preventative pediatric healthcare from infancy through adolescence. The periodicity schedule covers a variety of areas, from health history to measurements, developmental/behavioral screenings, physical exams, procedural screenings, and oral health.

Rourke, L., Leduc, D., & Rourke, J. (2017). Rourke Baby Record. Retrieved from http://rourkebabyrecord.ca/

This website provides information on the Rourke Baby Record (RBR). The RBR supplies guidelines on growth and nutrition, developmental surveillance, physical exam parameters, and immunizations for well-baby and child care.

Document: Final Exam Review (Word document)

Required Media

Module 4 Introduction

Dr. Tara Harris reviews the overall expectations for Module 4. Consider how you will manage your time as you review your media and Learning Resources for your Case Study Lab Assignment and your Final exam (3m).

Sports Participation Evaluation – Week 11 (12m)

Assignment 1: Lab Assignment: Ethical Concerns

As an advanced practice nurse, you will run into situations where a patient’s wishes about his or her health conflict with evidence, your own experience, or a family’s wishes. This may create an ethical dilemma. What do you do when these situations occur?

In this Lab Assignment, you will explore evidence-based practice guidelines and ethical considerations for specific scenarios.

To Prepare

Review the scenarios provided by your instructor for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your scenarios.

  • Based on the scenarios provided:
    • Select one scenario, and reflect on the material presented throughout this course.
    • What necessary information would need to be obtained about the patient through health assessments and diagnostic tests?
    • Consider how you would respond as an advanced practice nurse. Review evidence-based practice guidelines and ethical considerations applicable to the scenarios you selected.

The Lab Assignment

Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature.

By Day 6 of Week 11

Submit your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK11Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 11 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 11 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK11Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 11 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 11 Assignment draft and review the originality report.

Submit Your Assignment by Day 6 of Week 11

To participate in this Assignment:

Week 11 Assignment

Assignment 2: Lab Assignment: Practice Assessment: Mental Health Examination

The Lab Assignment

Complete the following in Shadow Health:

  • Mental Health (Practice)

Exam: Week 11 Final Exam

This exam is a test of your knowledge in preparation for your certification exam. No outside resources, including books, notes, websites, or any other type of resource, are to be used to complete this exam. You are expected to comply with Walden University’s Code of Conduct.

This exam will be on topics covered in weeks 7, 8, 9, 10, and 11. Prior to starting the exam, you should review all of your materials. This exam is timed with a limit of 2 hours for completion. When time is up, your exam will automatically submit.

By Day 7 of Week 11

Complete the Final Exam.

Submission and Grading Information

Submit Your Final Exam by Day 7 of Week 11.

To Complete this Exam:

Week 11 Exam

What’s Coming Up?

Congratulations! After you have finished all of the assignments for this week, you have completed the course. Please submit your Course Evaluation by Day 7.

Get The Best Nursing Paper Writing Service and Unlock Your Academic Success

Are you overwhelmed with complex nursing assignments, tight deadlines, or specific instructions that seem challenging to meet? Look no further – ReliablePapers.com is your go-to destination for all your nursing paper writing needs! Our expert nursing essay writers are dedicated to providing you with high-quality, original, and customized nursing papers that guarantee the best grades possible.

Why choose ReliablePapers.com?

  1. Professional Nursing Writers: Our team of professional writers specializes in nursing essay papers, ensuring your assignment is in the hands of experts who understand the writing of nursing topics.
  2. Affordable Prices: We understand the financial constraints of college students. Our online nursing papers are available at very cheap prices, making our services accessible to all. Whether you need assistance with nursing coursework writing, want to buy a nursing essay online, or are in search of reliable nursing assignment help, we’ve got you covered.
  3. Customized Nursing Paper Solutions: Whether you need assistance with a complex topic, have a tight deadline, or are seeking a guide on how to write your nursing assignment, we’ve got you covered. Our writers will tailor their approach to meet your specific needs.
  4. Originality Guaranteed: Say goodbye to plagiarized papers! Our writers will provide you with an outstanding nursing essay paper written from scratch, ensuring it adheres to any topic, deadline, and instructions you provide.

Save your time for what matters most and let ReliablePapers.com take care of your essay. Don’t settle for subpar papers or risk submitting plagiarized content. Choose the best nursing paper writing service today!

Unlock your academic success by trusting ReliablePapers.com – Your Partner in Excellence.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

paper writing company

NURS 6521 Off Label Drug Use in Pediatrics Assignment Example

NURS 6521 Off Label Drug Use in Pediatrics AssignmentNURS 6521 Off-Label Drug Use in Pediatrics Assignment

NURS 6521 Off Label Drug Use in Pediatrics Assignment Brief

Course: NURS 6521 – Advanced Pharmacology

Assignment Title: NURS 6521 Off-Label Drug Use in Pediatrics Assignment

Assignment Instructions Overview

In this assignment, you will explore the common practice of off-label drug use in pediatric patients. Off-label use refers to the administration of FDA-approved medications in ways not specified on their labels, particularly common in pediatrics due to limited research on children-specific dosages and formulations. Your task is to investigate the circumstances under which off-label drug use is justified in pediatric care and propose strategies to enhance the safety of such practices.

Understanding Assignment Objectives

The primary objectives of this assignment are to deepen your understanding of off-label drug use in pediatric populations, critically analyze the safety implications associated with this practice, and propose evidence-based strategies to mitigate risks. By the end of this assignment, you should be able to articulate the rationale for off-label prescribing in pediatrics, identify specific safety measures to enhance drug administration safety from infancy through adolescence, and integrate scholarly sources to support your arguments.

The Student’s Role

As a student in NURS 6521, you are tasked with assuming the role of an advanced practice nurse specializing in pediatric care. Your role involves critically evaluating the appropriateness of off-label drug use in various pediatric conditions, advocating for patient safety through informed prescribing practices, and communicating your findings in a scholarly format adhering to APA guidelines.

Competencies Measured

This assignment assesses your ability to:

  • Analyze the ethical and clinical considerations of off-label drug use in pediatrics.
  • Evaluate strategies to optimize drug safety and effectiveness in pediatric patients.
  • Apply evidence-based practices to support recommendations for off-label drug use in pediatric care.

You Can Also Check Other Related Assessments for the NURS 6521 – Advanced Pharmacology Course:

NURS 6521 Discussion Pharmacokinetics and Pharmacodynamics Assignment Example

NURS 6521 Ethical and Legal Implications of Prescribing Drugs Assignment Example

NURS 6521 Pharmacotherapy for Cardiovascular Disorders Assignment Example

NURS 6521 Asthma and Stepwise Management Assignment Presentation Example

NURS 6521 Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders Assignment Example

NURS 6521 Diabetes and Drug Treatments Discussion Paper Assignment Example

NURS 6521 Decision Tree for Neurological and Musculoskeletal Disorders Assignment Example

NURS 6521 Decision Making When Treating Psychological Disorders Discussion Assignment Example

NURS 6521 Off Label Drug Use in Pediatrics Assignment Example

Circumstances under Which Children Should be Prescribed Drugs for Off-label Use

Off-label drug use in pediatric patients occurs under specific circumstances where approved medications do not have pediatric dosing guidelines or when alternative treatments are ineffective or unavailable. According to Panther et al. (2017), more than half of FDA-approved drugs lack pediatric labeling, necessitating clinical judgment and reliance on professional guidelines such as those from the American Academy of Pediatrics (AAP). For instance, conditions like attention deficit hyperactivity disorder (ADHD) may require off-label use of medications when standard therapies fail or are inappropriate due to side effects (Panther et al., 2017). Another example is the use of certain antibiotics in neonates, where few drugs are specifically approved for this age group due to limited research and clinical trials.

Strategies to Make the Off-label Use and Dosage of Drugs Safer for Children from Infancy to Adolescence

The safety of off-label drug use in pediatrics can be enhanced through several strategies. First, maximizing inpatient settings for administering such medications allows for closer monitoring of adverse effects (Tanemura et al., 2019). This approach is crucial as pediatric patients may exhibit different pharmacokinetic profiles compared to adults, affecting drug metabolism and potential side effects (Tanemura et al., 2019). Additionally, leveraging electronic health records (EHRs) enables healthcare providers to calculate precise dosages based on age, weight, and renal function, minimizing errors in dosing calculations and improving patient safety (Corny et al., 2015).

Furthermore, healthcare professionals should systematically document adverse reactions associated with off-label drug use, contributing to evidence-based practice and informing future prescribing decisions (Corny et al., 2015). Pharmacists’ involvement in pediatric care settings also plays a critical role, providing expertise in medication management and ensuring informed decision-making regarding off-label prescriptions.

An example of an off-label drug requiring meticulous attention is Budesonide, an inhaled corticosteroid used for asthma management. Due to challenges in inhaler technique among children, there is a risk of improper administration leading to ineffective treatment or overdose (Corny et al., 2015). Newer asthma medications like mometasone and ciclesonide pose similar challenges due to limited data on pediatric use, necessitating cautious prescribing until further evidence is available (Corny et al., 2015).

References

Corny, J., Lebel, D., Bailey, B., & Bussières, J. F. (2015). Unlicensed and off-label drug use in children before and after pediatric governmental initiatives. The Journal of Pediatric Pharmacology and Therapeutics, 20(4), 316-328.

Panther, S. G., Knotts, A. M., Odom-Maryon, T., Daratha, K., Woo, T., & Klein, T. A. (2017). Off-label prescribing trends for ADHD medications in very young children. The Journal of Pediatric Pharmacology and Therapeutics, 22(6), 423-429.

Tanemura, N., Asawa, M., Kuroda, M., Sasaki, T., Iwane, Y., & Urushihara, H. (2019). Pediatric off-label use of psychotropic drugs approved for adult use in Japan in the light of approval information regarding pediatric patients in the United States: a study of a pharmacy prescription database. World Journal of Pediatrics, 15(1), 92-99.

Detailed Assessment Instructions for the NURS 6521 Off Label Drug Use in Pediatrics Assignment

Assignment: Off-Label Drug Use in Pediatrics

The unapproved use of approved drugs, also called off-label use, with children is quite common. This is because pediatric dosage guidelines are typically unavailable, since very few drugs have been specifically researched and tested with children.

When treating children, prescribers often adjust dosages approved for adults to accommodate a child’s weight. However, children are not just “smaller” adults. Adults and children process and respond to drugs differently in their absorption, distribution, metabolism, and excretion.

Children even respond differently during stages from infancy to adolescence. This poses potential safety concerns when prescribing drugs to pediatric patients. As an advanced practice nurse, you have to be aware of safety implications of the off-label use of drugs with this patient group.

To Prepare

  • Review the interactive media piece in this week’s Resources and reflect on the types of drugs used to treat pediatric patients with mood disorders.
  • Reflect on situations in which children should be prescribed drugs for off-label use.
  • Think about strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Consider specific off-label drugs that you think require extra care and attention when used in pediatrics.

By Day 5 of Week 11

Write a 1-page narrative in APA format that addresses the following:

  • Explain the circumstances under which children should be prescribed drugs for off-label use. Be specific and provide examples.
  • Describe strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Include descriptions and names of off-label drugs that require extra care and attention when used in pediatrics.

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

Submission and Grading Information

Get The Best Nursing Paper Writing Service and Unlock Your Academic Success

Are you overwhelmed with complex nursing assignments, tight deadlines, or specific instructions that seem challenging to meet? Look no further – ReliablePapers.com is your go-to destination for all your nursing paper writing needs! Our expert nursing essay writers are dedicated to providing you with high-quality, original, and customized nursing papers that guarantee the best grades possible.

Why choose ReliablePapers.com?

  1. Professional Nursing Writers: Our team of professional writers specializes in nursing essay papers, ensuring your assignment is in the hands of experts who understand the writing of nursing topics.
  2. Affordable Prices: We understand the financial constraints of college students. Our online nursing papers are available at very cheap prices, making our services accessible to all. Whether you need assistance with nursing coursework writing, want to buy a nursing essay online, or are in search of reliable nursing assignment help, we’ve got you covered.
  3. Customized Nursing Paper Solutions: Whether you need assistance with a complex topic, have a tight deadline, or are seeking a guide on how to write your nursing assignment, we’ve got you covered. Our writers will tailor their approach to meet your specific needs.
  4. Originality Guaranteed: Say goodbye to plagiarized papers! Our writers will provide you with an outstanding nursing essay paper written from scratch, ensuring it adheres to any topic, deadline, and instructions you provide.

Save your time for what matters most and let ReliablePapers.com take care of your essay. Don’t settle for subpar papers or risk submitting plagiarized content. Choose the best nursing paper writing service today!

Unlock your academic success by trusting ReliablePapers.com – Your Partner in Excellence.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

paper writing company

NURS 6521 Decision Making When Treating Psychological Disorders Discussion Paper Example

NURS 6521 Decision Making When Treating Psychological Disorders Discussion AssignmentNURS 6521 Decision Making When Treating Psychological Disorders Discussion Assignment

NURS 6521 Decision Making When Treating Psychological Disorders Discussion Paper Assignment Brief

Course: NURS 6521 – Advanced Pharmacology

Assignment Title: NURS 6521 Decision Making When Treating Psychological Disorders Discussion Assignment

Assignment Overview

This assignment focuses on enhancing decision-making skills in pharmacotherapy for treating psychological disorders. Students will engage with interactive media pieces to simulate real-world scenarios where they must recommend appropriate pharmacotherapeutics based on patient characteristics and disorder presentation. This exercise aims to deepen understanding of the impacts of medication on pathophysiology and refine critical thinking in advanced practice nursing.

Understanding Assignment Objectives

The primary objective of this assignment is to assess students’ ability to integrate theoretical knowledge with practical decision-making skills in treating psychological disorders. By analyzing interactive case studies, students will evaluate and justify the selection of pharmacotherapeutics while considering potential impacts on patient pathophysiology.

The Student’s Role

As a student in this assignment, you are tasked with selecting and analyzing an interactive media piece that presents a psychological disorder scenario. Your role includes evaluating the effectiveness of pharmacotherapeutic options, recommending the most suitable medication, and assessing its potential implications on the patient’s pathophysiology. Additionally, you will participate in discussions with peers to offer alternative drug treatments based on different case scenarios.

Competencies Measured

This assignment assesses several key competencies critical to advanced practice nursing:

  • Clinical Decision Making: Ability to analyze patient data and apply evidence-based practices to formulate treatment plans.
  • Pharmacotherapy Knowledge: Understanding of pharmacological principles and mechanisms of action in treating psychological disorders.
  • Patient Safety and Education: Ensuring safe administration of medications while educating patients and caregivers on potential side effects and treatment expectations.
  • Critical Thinking and Communication: Articulating rationale behind treatment choices and engaging in constructive dialogue with peers to explore alternative therapeutic approaches.

You Can Also Check Other Related Assessments for the NURS 6521 – Advanced Pharmacology Course:

NURS 6521 Discussion Pharmacokinetics and Pharmacodynamics Assignment Example

NURS 6521 Ethical and Legal Implications of Prescribing Drugs Assignment Example

NURS 6521 Pharmacotherapy for Cardiovascular Disorders Assignment Example

NURS 6521 Asthma and Stepwise Management Assignment Presentation Example

NURS 6521 Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders Assignment Example

NURS 6521 Diabetes and Drug Treatments Discussion Paper Assignment Example

NURS 6521 Decision Tree for Neurological and Musculoskeletal Disorders Assignment Example

NURS 6521 Off-Label Drug Use in Pediatrics Assignment Example

NURS 6521 Decision Making When Treating Psychological Disorders Discussion Paper Example

Psychological disorders such as depression, bipolar disorder, and anxiety disorders significantly impact patients’ lives, affecting their physical health, emotional well-being, and social functioning. Advanced practice nurses (APNs) play a crucial role in managing the care of patients with these disorders, ensuring safe and effective treatment approaches tailored to individual patient factors and medical histories.

For this Discussion, I focused on an interactive media piece that addressed the treatment of major depressive disorder (MDD). The decision-making process involved selecting the most appropriate pharmacotherapy based on the patient’s condition and potential impacts on their pathophysiology.

Case Study Overview

The interactive media piece presented a case of a 35-year-old Hispanic male diagnosed with MDD. He presented with symptoms including persistent sadness, loss of interest in activities, and difficulty concentrating, impacting his work performance and interpersonal relationships.

Decision Steps

In approaching this case, I considered the efficacy and potential side effects of three pharmacotherapeutic options: Zoloft (sertraline) 25 mg orally daily, Effexor XR (venlafaxine) 37.5 mg orally daily, and Phenelzine 15 mg orally TID. Each medication targets neurotransmitter systems implicated in MDD but varies in mechanism and side effect profile.

Recommended Pharmacotherapy

Based on the assessment of available options, Effexor XR 37.5 mg orally daily emerged as the most suitable choice for this patient. Effexor XR, a serotonin-norepinephrine reuptake inhibitor (SNRI), not only addresses depressive symptoms but also offers flexibility in dosage adjustment and minimal interaction with daily activities due to its once-daily dosing regimen (Dahale et al., 2014).

Impact on Pathophysiology

The administration of Effexor XR influences serotonin and norepinephrine levels in the brain, which are crucial in regulating mood, sleep, and emotional responses. By restoring these neurotransmitters, Effexor XR aims to alleviate depressive symptoms and potentially enhance the patient’s overall quality of life (Dahale et al., 2014).

Treatment Plan Considerations

In recommending Effexor XR, it is essential to monitor the patient closely for therapeutic response and adverse effects, such as initial activation or gastrointestinal disturbances. Educating the patient and their family about medication adherence and potential side effects will be critical in optimizing treatment outcomes and ensuring patient safety.

Conclusion

Effective decision making in treating psychological disorders involves a thorough understanding of pharmacotherapeutic options, their mechanisms of action, and individual patient characteristics. By selecting the most appropriate medication, such as Effexor XR in this case, APNs can contribute significantly to improving patient outcomes and quality of life.

References

Dahale, A. B., Narayanaswamy, J. C., Venkatasubramanian, G., & Bagewadi, V. I. (2014). Successful use of agomelatine and venlafaxine combination in major depression. General hospital psychiatry, 36(1), e3.

Detailed Assessment Instructions for the NURS 6521 Decision Making When Treating Psychological Disorders Discussion Paper Assignment

Discussion: Decision Making When Treating Psychological Disorders

Psychological disorders, such as depression, bipolar, and anxiety disorders can present several complications for patients of all ages. These disorders affect patients physically and emotionally, potentially impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders have many drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the advanced practice nurse’s responsibility to ensure the safe and effective diagnosis, treatment, and education of patients with psychological disorders.

For this Discussion, you will select an interactive media piece to practice decision making when treating patients with psychological disorders. You will recommend the most effective pharmacotherapeutic to treat the psychological disorder presented and examine potential impacts of pharmacotherapeutics on a patient’s pathophysiology.

To Prepare

  • Review this week’s interactive media pieces and select one to focus on for this Discussion.
  • Reflect on the decision steps in the interactive media pieces, and consider the potential impacts from the administration of the associated pharmacotherapeutics on the patient’s pathophysiology.

By Day 3 of Week 8

Post a brief explanation of the psychological disorder presented and the decision steps you applied in completing the interactive media piece for the psychological disorder you selected. Then, explain how the administration of the associated pharmacotherapeutics you recommended may impact the patient’s pathophysiology. How might these potential impacts inform how you would suggest treatment plans for this patient? Be specific and provide examples.

By Day 6 of Week 8

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected a different interactive media piece on a psychological disorder, and provide recommendations for alternative drug treatments to address the patient’s pathophysiology.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Get The Best Nursing Paper Writing Service and Unlock Your Academic Success

Are you overwhelmed with complex nursing assignments, tight deadlines, or specific instructions that seem challenging to meet? Look no further – ReliablePapers.com is your go-to destination for all your nursing paper writing needs! Our expert nursing essay writers are dedicated to providing you with high-quality, original, and customized nursing papers that guarantee the best grades possible.

Why choose ReliablePapers.com?

  1. Professional Nursing Writers: Our team of professional writers specializes in nursing essay papers, ensuring your assignment is in the hands of experts who understand the writing of nursing topics.
  2. Affordable Prices: We understand the financial constraints of college students. Our online nursing papers are available at very cheap prices, making our services accessible to all. Whether you need assistance with nursing coursework writing, want to buy a nursing essay online, or are in search of reliable nursing assignment help, we’ve got you covered.
  3. Customized Nursing Paper Solutions: Whether you need assistance with a complex topic, have a tight deadline, or are seeking a guide on how to write your nursing assignment, we’ve got you covered. Our writers will tailor their approach to meet your specific needs.
  4. Originality Guaranteed: Say goodbye to plagiarized papers! Our writers will provide you with an outstanding nursing essay paper written from scratch, ensuring it adheres to any topic, deadline, and instructions you provide.

Save your time for what matters most and let ReliablePapers.com take care of your essay. Don’t settle for subpar papers or risk submitting plagiarized content. Choose the best nursing paper writing service today!

Unlock your academic success by trusting ReliablePapers.com – Your Partner in Excellence.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

paper writing company

NURS 6521 Decision Tree for Neurological and Musculoskeletal Disorders Assignment Example

NURS 6521 Decision Tree for Neurological and Musculoskeletal Disorders AssignmentNURS 6521 Decision Tree for Neurological and Musculoskeletal Disorders Assignment

NURS 6521 Decision Tree for Neurological and Musculoskeletal Disorders Assignment Brief

Course: NURS 6521 – Advanced Pharmacology

Assignment Title: NURS 6521 Decision Tree for Neurological and Musculoskeletal Disorders Assignment

Assignment Instructions Overview

This assignment requires students to engage with an interactive media piece focusing on patient case studies involving neurological and musculoskeletal disorders. Each student will analyze the symptoms presented in the case study assigned by the instructor and develop a decision tree for diagnosis and treatment.

Understanding Assignment Objectives

The primary objective of this assignment is for students to demonstrate their ability to assess and treat patients presenting symptoms of neurological and musculoskeletal disorders. By engaging with interactive media resources, students will integrate theoretical knowledge with practical decision-making skills in clinical scenarios.

The Student’s Role

Students will critically analyze the patient case study provided through the assigned interactive media piece. They will formulate three key decisions regarding the diagnosis and treatment of the patient based on the symptoms and disorder presented. Each decision should be supported by evidence-based literature and consider potential co-morbidities and patient-specific factors.

Competencies Measured

This assignment measures students’ competencies in:

  • Clinical reasoning and decision-making in neurology and musculoskeletal health.
  • Application of evidence-based practice in patient assessment and treatment planning.
  • Integration of theoretical knowledge with practical clinical scenarios.
  • Communication of diagnostic and treatment strategies based on patient-centered care principles.

You Can Also Check Other Related Assessments for the NURS 6521 – Advanced Pharmacology Course:

NURS 6521 Discussion Pharmacokinetics and Pharmacodynamics Assignment Example

NURS 6521 Ethical and Legal Implications of Prescribing Drugs Assignment Example

NURS 6521 Pharmacotherapy for Cardiovascular Disorders Assignment Example

NURS 6521 Asthma and Stepwise Management Assignment Presentation Example

NURS 6521 Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders Assignment Example

NURS 6521 Diabetes and Drug Treatments Discussion Paper Assignment Example

NURS 6521 Decision Making When Treating Psychological Disorders Discussion Assignment Example

NURS 6521 Off-Label Drug Use in Pediatrics Assignment Example

NURS 6521 Decision Tree for Neurological and Musculoskeletal Disorders Assignment Example

Case Summary

A 43-year-old white male presents with chronic pain following a work-related fall seven years ago, resulting in hip injury. His pain is accompanied by ambulation difficulties necessitating crutches. Referred for psychiatric evaluation due to skepticism from his family doctor regarding the legitimacy of his pain, the patient denies depression but acknowledges significant life disruptions due to pain, including job loss and strained relationships. A diagnosis of complex regional pain syndrome (CRPS) has been previously made by a neurologist. Despite significant impact on his personal and professional life, he denies depression. Previous treatment attempts include unsuccessful pain management due to side effects.

Decision 1

Initiation of Savella (milnacipran) for pain management at 12.5 mg orally once daily, escalating to 50 mg twice daily over a one-week titration schedule was chosen. Savella, an SNRI and NMDA antagonist, is selected for its potential to modulate pain signaling by enhancing neurotransmitter availability, thereby alleviating pain hypersensitivity associated with CRPS (Stanton-Hicks, 2018). Alternative treatments like Amitriptyline were avoided due to potential side effects that could compromise patient compliance (Benzon, Liu & Buvanendran, 2016).

Expected Outcome

Anticipated outcomes included significant pain reduction (3/10), improved ambulation without crutches, and enhanced quality of life. These expectations were based on the analgesic properties of Savella documented in literature (Stanton-Hicks, 2018).

Difference between Expected Outcome and Actual Outcome

Following four weeks of treatment, the patient reported reduced pain intensity (4/10), but with persistence of morning exacerbations and nocturnal awakenings due to pain. Side effects such as sweating, sleep disturbances, and elevated blood pressure were noted, necessitating dosage adjustment (Finnerup et al., 2015).

Decision 2

Dosage reduction of Savella from 50 mg orally once daily to 25 mg twice daily was implemented to manage side effects while maintaining therapeutic efficacy. This decision aimed to balance pain management with minimizing adverse reactions, aligning with evidence suggesting dosage adjustments can mitigate drug-related symptoms (Stanton-Hicks, 2018).

Expected Outcome

Expected outcomes included continued pain relief, improved functional capacity, and resolution of drug-related side effects, fostering a return to normal activities and improved mood (Benzon, Liu & Buvanendran, 2016).

Difference between Expected Outcome and Actual Outcome

Despite dosage adjustment, the patient’s pain levels worsened, necessitating continued use of crutches and a reported pain intensity of 7 on a 10-point scale, indicating inadequate pain management. Although Savella-related side effects abated, functional improvement was limited (Murnion, 2018).

Decision 3

Transition to a split dosing regimen of Savella, 50 mg orally in the morning and 25 mg at bedtime, was chosen to capitalize on the observed diurnal pain pattern, aiming for enhanced pain control throughout the day. This decision was supported by literature suggesting optimized pain management through tailored dosing schedules (Finnerup et al., 2015).

Expected Outcome

Anticipated outcomes included further pain reduction (3/10), improved ambulation without aids, and stabilization of mood disturbances. Expected resolution of Savella-related side effects was also anticipated (Stanton-Hicks, 2018).

Difference between Expected Outcome and Actual Outcome

Following four weeks, the patient reported modest pain reduction, improved ambulation, and a pain intensity level of 4 on a 10-point scale. While mood and functional improvements were noted, complete pain resolution was not achieved, reinforcing the chronic nature of CRPS management (Benzon, Liu & Buvanendran, 2016). Comprehensive pain management strategies including adjunctive therapies were recommended to optimize outcomes (Murnion, 2018).

Conclusion

Effective management of complex regional pain syndrome (CRPS) necessitates a comprehensive approach that integrates tailored pharmacological interventions with non-pharmacological strategies. Pharmacotherapy, such as the use of medications like Savella, is pivotal in alleviating symptoms; however, adjustments must be personalized to achieve optimal balance between efficacy and tolerability. Concurrently, holistic care involving physical therapy, lifestyle modifications, and psychological support is indispensable for enhancing outcomes in chronic pain conditions like CRPS. By combining these approaches, healthcare providers can address the multifaceted nature of CRPS and improve overall patient well-being and functional outcomes.

References

Benzon, H. T., Liu, S. S., & Buvanendran, A. (2016). Evolving definitions and pharmacologic management of complex regional pain syndrome.

Finnerup, N. B., et al. (2015). Pharmacotherapy for neuropathic pain in adults: a systematic review and meta-analysis. The Lancet Neurology, 14(2), 162-173.

Murnion, B. P. (2018). Neuropathic pain: current definition and review of drug treatment. Australian prescriber, 41(3), 60.

Stanton-Hicks, M. (2018). Complex regional pain syndrome. In Fundamentals of Pain Medicine (pp. 211-220). Springer, Cham.

Detailed Assessment Instructions for the NURS 6521 Decision Tree for Neurological and Musculoskeletal Disorders Assignment

Assignment: Decision Tree for Neurological and Musculoskeletal Disorders

For your Assignment, your Instructor will assign you one of the decision tree interactive media pieces provided in the Resources. As you examine the patient case studies in this module’s Resources, consider how you might assess and treat patients presenting symptoms of neurological and musculoskeletal disorders.

To Prepare

  • Review the interactive media piece assigned by your Instructor.
  • Reflect on the patient’s symptoms and aspects of the disorder presented in the interactive media piece.
  • Consider how you might assess and treat patients presenting with the symptoms of the patient case study you were assigned.
  • You will be asked to make three decisions concerning the diagnosis and treatment for this patient. Reflect on potential co-morbid physical as well as patient factors that might impact the patient’s diagnosis and treatment.

By Day 7 of Week 8

Write a 1- to 2-page summary paper that addresses the following:

  • Briefly summarize the patient case study you were assigned, including each of the three decisions you took for the patient presented.
  • Based on the decisions you recommended for the patient case study, explain whether you believe the decisions provided were supported by the evidence-based literature. Be specific and provide examples. Be sure to support your response with evidence and references from outside resources.
  • What were you hoping to achieve with the decisions you recommended for the patient case study you were assigned? Support your response with evidence and references from outside resources.
  • Explain any difference between what you expected to achieve with each of the decisions and the results of the decision in the exercise. Describe whether they were different. Be specific and provide examples.

You will submit this Assignment in Week 8.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK8Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 8 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 8 Assignment  You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer Find the document you saved as “WK8Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submitbutton to complete your submission.

 Submit Your Assignment by Day 7 of Week 8

Get The Best Nursing Paper Writing Service and Unlock Your Academic Success

Are you overwhelmed with complex nursing assignments, tight deadlines, or specific instructions that seem challenging to meet? Look no further – ReliablePapers.com is your go-to destination for all your nursing paper writing needs! Our expert nursing essay writers are dedicated to providing you with high-quality, original, and customized nursing papers that guarantee the best grades possible.

Why choose ReliablePapers.com?

  1. Professional Nursing Writers: Our team of professional writers specializes in nursing essay papers, ensuring your assignment is in the hands of experts who understand the writing of nursing topics.
  2. Affordable Prices: We understand the financial constraints of college students. Our online nursing papers are available at very cheap prices, making our services accessible to all. Whether you need assistance with nursing coursework writing, want to buy a nursing essay online, or are in search of reliable nursing assignment help, we’ve got you covered.
  3. Customized Nursing Paper Solutions: Whether you need assistance with a complex topic, have a tight deadline, or are seeking a guide on how to write your nursing assignment, we’ve got you covered. Our writers will tailor their approach to meet your specific needs.
  4. Originality Guaranteed: Say goodbye to plagiarized papers! Our writers will provide you with an outstanding nursing essay paper written from scratch, ensuring it adheres to any topic, deadline, and instructions you provide.

Save your time for what matters most and let ReliablePapers.com take care of your essay. Don’t settle for subpar papers or risk submitting plagiarized content. Choose the best nursing paper writing service today!

Unlock your academic success by trusting ReliablePapers.com – Your Partner in Excellence.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

paper writing company

NURS 6521 Diabetes and Drug Treatments Discussion Paper Example

NURS 6521 Diabetes and Drug Treatments Discussion Paper AssignmentNURS 6521 Diabetes and Drug Treatments Discussion Paper Assignment

NURS 6521 Diabetes and Drug Treatments Discussion Paper Assignment Brief

Course: NURS 6521 – Advanced Pharmacology

Assignment Title: NURS 6521 Diabetes and Drug Treatments Discussion Paper Assignment

Assignment Instructions Overview

In this assignment, you will explore various types of diabetes and their corresponding drug treatments. Understanding the differences between these types is crucial as each requires tailored management strategies. You will analyze the short-term and long-term impacts of diabetes on patients, focusing on the effects of drug therapies. Additionally, you will engage in constructive discussions with peers, providing alternative treatment recommendations and patient education strategies.

Understanding Assignment Objectives

The primary objective of this assignment is to deepen your understanding of diabetes types (type 1, type 2, gestational, and juvenile) and their pharmacological treatments. By critically evaluating these aspects, you will gain insights into how different factors influence treatment decisions and patient outcomes.

The Student’s Role

As a student, your role is to conduct comprehensive research on diabetes types and their respective drug therapies. You will critically analyze the preparation, administration, and dietary considerations associated with one chosen drug used for treating a specific type of diabetes. Subsequently, you will evaluate and articulate the short-term and long-term impacts of the chosen diabetes type on patients, emphasizing the effects of pharmacological interventions.

Competencies Measured

This assignment assesses your ability to:

  • Analyze differences between types of diabetes and their treatment approaches.
  • Evaluate the pharmacological management of diabetes, including drug administration and dietary considerations.
  • Assess the short-term and long-term impacts of diabetes on patient health, integrating the effects of drug treatments.
  • Engage in meaningful peer discussions by providing alternative treatment recommendations and educational strategies for diabetes management.

You Can Also Check Other Related Assessments for the NURS 6521 – Advanced Pharmacology Course:

NURS 6521 Discussion Pharmacokinetics and Pharmacodynamics Assignment Example

NURS 6521 Ethical and Legal Implications of Prescribing Drugs Assignment Example

NURS 6521 Pharmacotherapy for Cardiovascular Disorders Assignment Example

NURS 6521 Asthma and Stepwise Management Assignment Presentation Example

NURS 6521 Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders Assignment Example

NURS 6521 Decision Tree for Neurological and Musculoskeletal Disorders Assignment Example

NURS 6521 Decision Making When Treating Psychological Disorders Discussion Assignment Example

NURS 6521 Off-Label Drug Use in Pediatrics Assignment Example

NURS 6521 Diabetes and Drug Treatments Discussion Paper Example

Diabetes is a prevalent chronic condition characterized by elevated blood sugar levels. There are several types of diabetes, each with distinct etiologies and management strategies. Type 1 diabetes results from the pancreas’s inability to produce insulin, typically diagnosed in childhood or adolescence (Chatterjee, Khunti, & Davies, 2017). Type 2 diabetes involves insulin resistance or inadequate insulin production, often linked to lifestyle factors and genetics (American Diabetes Association, 2018). Gestational diabetes occurs during pregnancy and usually resolves postpartum, while juvenile diabetes refers primarily to type 1 diabetes diagnosed in young individuals (McIntyre et al., 2019; Bimstein et al., 2019).

For this discussion, the focus will be on type 2 diabetes, which affects how the body processes glucose. One commonly prescribed medication for type 2 diabetes is metformin. Metformin works by reducing liver glucose production and enhancing insulin sensitivity (Rena, Hardie, & Pearson, 2017). It is available in both immediate-release and extended-release formulations, typically administered orally in doses ranging from 500 to 2550 mg daily, ideally with meals to minimize gastrointestinal side effects such as nausea and diarrhea (American Diabetes Association, 2018).

Dietary considerations are crucial in managing type 2 diabetes. Patients are advised to consume complex carbohydrates like whole grains, vegetables, and legumes, while limiting simple sugars and refined carbohydrates (Sami, Ansari, Butt, & Ab Hamid, 2017).

The short-term impact of type 2 diabetes includes acute complications like hyperosmolar hyperglycemic nonketotic syndrome and hypoglycemia, while long-term effects encompass chronic complications such as neuropathy, retinopathy, kidney disease, and cardiovascular issues (Afanasiev et al., 2018).

In conclusion, understanding the distinctions between types of diabetes and their respective treatments is crucial for effective patient management. Type 2 diabetes, in particular, requires a multifaceted approach involving medication, dietary adjustments, and lifestyle modifications to mitigate both short-term and long-term complications.

References

Afanasiev, S. A., et al. (2018). The impact of type 2 diabetes mellitus on long-term prognosis in patients of different ages with myocardial infarction. Journal of diabetes research, 2018.

American Diabetes Association. (2018). Pharmacologic approaches to glycemic treatment: Standards of medical care in diabetes—2018. Diabetes Care, 41(Supplement 1), S73–S85. Retrieved from http://care.diabetesjournals.org/content/41/supplement_1/s73.full-text.pdf

Bimstein, E., et al. (2019). Type 1 Diabetes Mellitus (Juvenile Diabetes)–A review for the pediatric oral health provider. Journal of Clinical Pediatric Dentistry, 43(6), 417-423.

Chatterjee, S., Khunti, K., & Davies, M. J. (2017). Type 2 diabetes. The Lancet, 389(10085), 2239-2251.

McIntyre, H. D., et al. (2019). Gestational diabetes mellitus. Nature Reviews Disease Primers, 5(1), 1-19.

Rena, G., Hardie, D. G., & Pearson, E. R. (2017). The mechanisms of action of metformin. Diabetologia, 60(9), 1577-1585.

Sami, W., Ansari, T., Butt, N. S., & Ab Hamid, M. R. (2017). Effect of diet on type 2 diabetes mellitus: A review. International journal of health sciences, 11(2), 65.

Detailed Assessment Instructions for the NURS 6521 Diabetes and Drug Treatments Discussion Paper Assignment

Discussion: Diabetes and Drug Treatments

Each year, 1.5 million Americans are diagnosed with diabetes (American Diabetes Association, 2019). If left untreated, diabetic patients are at risk for several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. There are various methods for treating diabetes, many of which include some form of drug therapy. The type of diabetes as well as the patient’s behavior factors will impact treatment recommendations.

For this Discussion, you compare types of diabetes, including drug treatments for type 1, type 2, gestational, and juvenile diabetes.

Reference: American Diabetes Association. (2019). Statistics about diabetes. Retrieved from http://diabetes.org/diabetes-basics/statistics/

To Prepare

  • Review the Resources for this module and reflect on differences between types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.
  • Select one type of diabetes to focus on for this Discussion.
  • Consider one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Then, reflect on dietary considerations related to treatment.
  • Think about the short-term and long-term impact of the diabetes you selected on patients, including effects of drug treatments.

By Day 3 of Week 5

Post a brief explanation of the differences between the types of diabetes, including type 1, type 2, gestational, and juvenile diabetes. Describe one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Be sure to include dietary considerations related to treatment. Then, explain the short-term and long-term impact of this type of diabetes on patients. including effects of drug treatments. Be specific and provide examples.

By Day 6 of Week 5

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected a different type of diabetes than you did. Provide recommendations for alternative drug treatments and patient education strategies for treatment and management.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Post by Day 3 of Week 5 and Respond by Day 6 of Week 5

Get The Best Nursing Paper Writing Service and Unlock Your Academic Success

Are you overwhelmed with complex nursing assignments, tight deadlines, or specific instructions that seem challenging to meet? Look no further – ReliablePapers.com is your go-to destination for all your nursing paper writing needs! Our expert nursing essay writers are dedicated to providing you with high-quality, original, and customized nursing papers that guarantee the best grades possible.

Why choose ReliablePapers.com?

  1. Professional Nursing Writers: Our team of professional writers specializes in nursing essay papers, ensuring your assignment is in the hands of experts who understand the writing of nursing topics.
  2. Affordable Prices: We understand the financial constraints of college students. Our online nursing papers are available at very cheap prices, making our services accessible to all. Whether you need assistance with nursing coursework writing, want to buy a nursing essay online, or are in search of reliable nursing assignment help, we’ve got you covered.
  3. Customized Nursing Paper Solutions: Whether you need assistance with a complex topic, have a tight deadline, or are seeking a guide on how to write your nursing assignment, we’ve got you covered. Our writers will tailor their approach to meet your specific needs.
  4. Originality Guaranteed: Say goodbye to plagiarized papers! Our writers will provide you with an outstanding nursing essay paper written from scratch, ensuring it adheres to any topic, deadline, and instructions you provide.

Save your time for what matters most and let ReliablePapers.com take care of your essay. Don’t settle for subpar papers or risk submitting plagiarized content. Choose the best nursing paper writing service today!

Unlock your academic success by trusting ReliablePapers.com – Your Partner in Excellence.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

paper writing company