NRNP 6635 Week 3 Mood Disorders Assignment

/in /by

NRNP 6635 Week 3 Mood Disorders Assignment

NRNP 6635 Week 3 Mood Disorders Assignment

Week 3: Mood Disorders

While most people experience the sadness or grief at some point in their lives, it is typically of short duration and may occur in response to some type of loss. Clinically significant depression, on the other hand, is more disruptive and serious. It lasts longer and has more symptoms that interfere with daily functioning. NRNP 6635 Week 3 Mood Disorders Assignment

This week, you will explore the differences among mood disorders such as depressive, bipolar, and related disorders, and you will examine challenges in properly differentiating among them for the purpose of accurately rendering a diagnosis. You also will look at steps that can be taken to increase the likelihood that patients who are diagnosed with these disorders benefit from treatment and refrain from physically harming themselves or others. NRNP 6635 Week 3 Mood Disorders Assignment

ORDER   A PLAGIARISM-FREE PAPER   NOW

Learning Objectives

Students will:

  • Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information
  • Formulate differential diagnoses using DSM-5 criteria for patients with mood disorders across the lifespan

Learning Resources

Required Readings (click to expand/reduce) 

American Psychiatric Association. (2013). Bipolar and related disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm03

American Psychiatric Association. (2013). Depressive disorders. In Diagnostic and statistical manual of mental disorders (5th ed.).

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.

  • Chapter 8, Mood Disorders
  • Chapter 31, Child Psychiatry (Section 31.12 only)

Document: Comprehensive Psychiatric Evaluation Template

Document: Comprehensive Psychiatric Evaluation Exemplar

Required Media (click to expand/reduce) 

Classroom Productions. (Producer). (2015). Bipolar disorders [Video]. Walden University.

Classroom Productions. (Producer). (2015). Depressive disorders [Video]. Walden University.

Classroom Productions. (Producer). (1992). Mood disorders [Video]. Walden University.

Classroom Productions. (Producer). (2005). Bipolar disorder in children [Video]. Walden University.

MedEasy. (2017). Mood disorders (depression, mania/bipolar, everything in between) | USMLE & COMLEX [Video]. YouTube. https://www.youtube.com/watch?v=59umGpQyaHs

Video Case Selections for Assignment (click to expand/reduce) 

Select one of the following videos to use for your Assignment this week. Then, access the document “Case History Reports” and review the additional data about the patient in the specific video number you selected.

Symptom Media. (Producer). (2016). Training title 2 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-2

Symptom Media. (Producer). (2016). Training title 8 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-8

Symptom Media. (Producer). (2017). Training title 18 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-18

Symptom Media. (Producer). (2016). Training title 28 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-28

Symptom Media. (Producer). (2016). Training title 38 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-38

Symptom Media. (Producer). (2016). Training title 43 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-43

Symptom Media. (Producer). (2018). Training title 118 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-118

Symptom Media. (Producer). (2018). Training title 144 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-144

Symptom Media. (Producer). (2018). Training title 150 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-150

Document: Case History Reports

ORDER   A PLAGIARISM-FREE PAPER   NOW

Assignment: Assessing and Diagnosing Patients With Mood Disorders

Photo Credit: Getty Images

Accurately diagnosing depressive disorders can be challenging given their periodic and, at times, cyclic nature. Some of these disorders occur in response to stressors and, depending on the cultural history of the client, may affect their decision to seek treatment. Bipolar disorders can also be difficult to properly diagnose. While clients with a bipolar or related disorder will likely have to contend with the disorder indefinitely, many find that the use of medication and evidence-based treatments have favorable outcomes. NRNP 6635 Week 3 Mood Disorders Assignment

To Prepare:

  • Review this week’s Learning Resources. Consider the insights they provide about assessing and diagnosing mood disorders.
  • Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.
  • By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient.
By Day 7 of Week 3

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment?
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.). NRNP 6635 Week 3 Mood Disorders Assignment

Submission and Grading Information – NRNP 6635 Week 3 Mood Disorders Assignment

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

  • Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 3 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 “WK3Assgn+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 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

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

Submit Your Assignment by Day 7 of Week 3

To participate in this Assignment:

Week 3 Assignment

NRNP 6635 Week 3 Mood Disorders Assignment Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NRNP_6635_Week3_Assignment_Rubric

Excellent Good Fair Poor
Create documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected. 

In the Subjective section, provide:
• Chief complaint
• History of present illness (HPI)
• Past psychiatric history
• Medication trials and current medications
• Psychotherapy or previous psychiatric diagnosis
• Pertinent substance use, family psychiatric/substance use, social, and medical history
• Allergies
• ROS
18 (18%) – 20 (20%)
The response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.
16 (16%) – 17 (17%)
The response accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.
14 (14%) – 15 (15%)
The response describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies. NRNP 6635 Week 3 Mood Disorders Assignment
0 (0%) – 13 (13%)
The response provides an incomplete or inaccurate description of the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing.
In the Objective section, provide:
• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
18 (18%) – 20 (20%)
The response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.NRNP 6635 Week 3 Mood Disorders Assignment
16 (16%) – 17 (17%)
The response accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are accurately documented.
14 (14%) – 15 (15%)
Documentation of the patient’s physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies.
0 (0%) – 13 (13%)
The response provides incomplete or inaccurate documentation of the patient’s physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing.
In the Assessment section, provide:
• Results of the mental status examination, presented in paragraph form.
• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
23 (23%) – 25 (25%)

The response thoroughly and accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.
20 (20%) – 22 (22%)

The response accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected. NRNP 6635 Week 3 Mood Disorders Assignment
18 (18%) – 19 (19%)

The response documents the results of the mental status exam with some vagueness or innacuracy.

Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vaguess or innacuracy.
0 (0%) – 17 (17%)
The response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing.
Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
9 (9%) – 10 (10%)
Reflections are thorough, thoughtful, and demonstrate critical thinking.
8 (8%) – 8 (8%)
Reflections demonstrate critical thinking.
7 (7%) – 7 (7%)
Reflections are somewhat general or do not demonstrate critical thinking.
0 (0%) – 6 (6%)
Reflections are incomplete, inaccurate, or missing.
Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).
14 (14%) – 15 (15%)
The response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making.
12 (12%) – 13 (13%)
The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study. NRNP 6635 Week 3 Mood Disorders Assignment
11 (11%) – 11 (11%)
Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification.
0 (0%) – 10 (10%)
Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.
Written Expression and Formatting—Paragraph development and organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.
4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.

No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting—English writing standards:
Correct grammar, mechanics, and punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors
4 (4%) – 4 (4%)
Contains a few (one or two) grammar, spelling, and punctuation errors
3 (3%) – 3 (3%)
Contains several (three or four) grammar, spelling, and punctuation errors
0 (0%) – 2 (2%)
Contains many (≥ five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Total Points: 100

Name: NRNP_6635_Week3_Assignment_Rubric

PRAC – 6665 Assignment: Clinical Skills Self-Assessment

/in /by

PRAC – 6665 Assignment: Clinical Skills Self-Assessment

Photo Credit: AndreyPopov / iStock / Getty Images Plus / Getty Images

Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself, “What do I already know? What do I need to know? And what do I want to know?” This critical self-reflection is especially important for developing clinical skills such as those for advanced practice nursing. PRAC – 6665 Assignment: Clinical Skills Self-Assessment

 

The PMHNP Clinical Skills List and PMHNP Clinical Skills Self-Assessment Form provided in the Learning Resources can be used to celebrate your progress throughout your practicum and identify skills gaps. The skills list covers all necessary skills you should demonstrate during your practicum experiences.

For this Assignment (just as you did in PRAC 6645), you assess where you are now in your clinical skill development and make plans for this practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills. In this practicum experience, when developing your goals and objectives, be sure to keep assessment and diagnostic reasoning in mind. As you complete your self-assessment this week, you may wish to look back over your self-assessments from prior practicums to reflect on your growth.

To Prepare

  • Review the clinical skills in the PMHNP Clinical Skills List document. It is recommended that you print out this document to serve as a guide throughout your practicum.
  • Review the “Developing SMART Goals” resource on how to develop goals and objectives that follow the SMART framework.
  • Review the resources on nursing competencies and nursing theory, and consider how these inform your practice.
  • Download the PMHNP Clinical Skills Self-Assessment Form to complete this Assignment. PRAC – 6665 Assignment: Clinical Skills Self-Assessment

The Assignment

Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:

  • Rate yourself according to your confidence level performing the skills identified in the Clinical Skills Self-Assessment Form.
  • Based on your ratings, summarize your strengths and opportunities for improvement.
  • Based on your self-assessment and theory of nursing practice, develop three to four (3–4) measurable goals and objectives for this practicum experience. Include them on the designated area of the form.

By Day 7 of Week 1

Submit your completed PMHNP Clinical Skills Self-Assessment Form.

Submission and Grading Information

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

  • Please save your Assignment using the naming convention “WK1Assgn2+last name+first initial.(extension)” as the name.
  • Click the Week 1 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 1 Assignment 2 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 “WK1Assgn2+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 1 Assignment 2 Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 1 Assignment 2 draft and review the originality report. PRAC – 6665 Assignment: Clinical Skills Self-Assessment

ORDER   A PLAGIARISM-FREE PAPER   NOW

Submit Your Assignment by Day 7 of Week 1

To participate in this Assignment:

Week 1 Assignment 2

 

PRAC – 6665  Week 1 Assignment: Practicum Site Information

 

Photo Credit: EscoLux / E+ / Getty Images

Prior to starting the course, you should have applied for a practicum site following the guidelines for psychiatric-mental health nurse practitioner (PMHNP) practice. Now it is time to make it official. For this Assignment, you provide your Clinical Faculty with information about your practicum site, your Preceptor, and your clinical calendar.

 

To Prepare

  • Verify that your practicum application has been approved by logging in to Meditrek.
  • Access the Practicum Site Information Form from the Learning Resources.

The Assignment

Complete the designated areas of the Practicum Site Information Form, including your practicum site and contact information, your Preceptor and contact information, and a schedule of when you plan to engage in practicum activities onsite.

By Day 2 of Week 1

Submit your completed Practicum Site Information Form.

Submit Your Assignment by Day 7 of Week 1

To participate in this Assignment:

Week 1 Assignment 1

 

Assignment 3: Clinical Hour and Patient Logs

Photo Credit: auremar / Adobe Stock

Clinical Hour Log
For this course, all practicum activity hours are logged within the Meditrek system. Hours completed must be logged in Meditrek within 48 hours of completion in order to be counted.
You may only log hours with Preceptors that are approved in Meditrek. Students with catalog years before Spring 2018 must complete a minimum of 576 hours of supervised clinical experience (144 hours in each practicum course). Students with catalog years beginning Spring 2018 must complete a minimum of 640 hours of supervised clinical experience (160 hours in each practicum course). By the end of Week 1, make sure you confirm that your Preceptor and Clinical Faculty are set up in Meditrek.

Each log entry must be linked with an individual practicum Learning Objective or a graduate Program Objective. You should track your hours in Meditrek as they are completed.

Your clinical hour log must include the following:

  • Dates
  • Course
  • Clinical Faculty
  • Preceptor
  • Total Time (for the day)
  • Notes/Comments (including the objective to which the log entry is aligned) PRAC – 6665 Assignment: Clinical Skills Self-Assessment

Patient Log

Throughout this course, you will also keep a log of patient encounters using Meditrek. You must record at least 80 encounters with patients by the end of this practicum (40 children/adolescents and 40 adult/older adult).

The patient log must include the following:

  • Date
  • Course
  • Clinical Faculty
  • Preceptor
  • Patient Number
  • Client Information
  • Visit Information
  • Practice Management
  • Diagnosis
  • Treatment Plan and Notes: You must include a brief summary/synopsis of the patient visit. This does not need to be a SOAP note, however the note needs to be sufficient to remember your patient encounter.

By Day 7 of Week 1

Record your clinical hours and patient encounters in Meditrek. PRAC – 6665 Assignment: Clinical Skills Self-Assessment

week 9/1

/in /by

You are an AGACNP practicing as a hospitalist in a tertiary care center. You are tasked with admitting a patient with a chief complaint of an acute gastrointestinal disease state. Choose from one of the following and try not to post duplicate posts on the same subject.Nausea and VomitingBowel ObstructionUnintentional Weight LossGastroesophageal Reflux Disease (GERD)EsophagitisPeptic Ulcer DiseaseGastrointestinal BleedingEsophageal VaricesGastroparesisConstipationIntestinal ParasitesPeritonitis/Surgical AbdomenInflammatory Bowel DiseaseUlcerative ColitisDiverticulitisDiarrheaPancreatitisGall Bladder DiseaseHepatitis B and CAlcoholic Liver DiseaseNonalcoholic Fatty Liver Disease (NAFLD)/ Nonalcoholic Steatohepatitis (NASH)Anatomic Intestinal DisordersOutline typical presentation, etiology including risk factors, common differential diagnosis, typical diagnostic work-up, treatment plan based on current evidence-based clinical guidelines, any appropriate environmental or nutritional interventions associated with the disease process, preventative measures, appropriate referrals, screening tools/diagnostic specific scales tools (if any), and additional information that would be important to the geriatric population. Highlight differences in presentation of adult versus geriatric patients with this diagnosis. Support your answer with two or three peer-reviewed resources.

HC 466 Herzing University GAP Analysis Presentation

/in /by

HC 466 Herzing University GAP Analysis Presentation

Unit 3 Discussion 1 – Gap Analysis 

11 unread reply.11 reply.

Discussion: Unit 3, Due Wednesday by 11:59 pm CT

Gap Analysis

This week, several analysis tools were presented including SWOT analysis, PEST analysis, and Porter’s Five Forces. Each of these models is helpful when developing a strategic plan and are all “broad strokes” models. However, these models often overlook critical factors that impact healthcare organizations. Here is where Gap analysis comes into play. HC 466 Herzing University GAP Analysis Presentation

 

INSTRUCTIONS:

  • Review the PowerPoint presentation, Gap Analysis Example [PowerPoint].
  • Conduct research on Gap analysis.
    • Include at least one scholarly source to support ideas.
  • Create a Gap analysis example, using the PowerPoint presentation as a guide, of how Gap analysis could be used to improve healthcare services. This may be either a clinical, or administrative application.
  • Complete work in a PowerPoint presentation, as is shown in the example.

    ORDER   A PLAGIARISM-FREE PAPER   NOW

Please be sure to validate your opinions and ideas with citations and references in APA format.

The post and responses are valued at 20 points. Please review post and response expectations. Please review the rubric to ensure that your response meets criteria.

Estimated time to complete: 2 hours

Peer Response: Unit 3, Due Sunday by 11:59 pm CT

Gap Analysis

INSTRUCTIONS:

  • Read the initial posts made by classmates. Respond to a minimum of 2 peers with the following:
  • Assume the role of the manager and analyze the classmate’s gap analysis. Upon doing so, explain the following:
    • What elements were clearly identified?
    • What opportunities for improvement still remain?
    • Offer specific suggestions and/or support for their gap analysis.

Please be sure to validate your opinions and ideas with citations and references in APA format. HC 466 Herzing University GAP Analysis Presentation

Estimated time to complete: 2 hours per response

week 9/2

/in /by

You are the critical care nurse practitioner covering the ICU at a busy teaching hospital. You are called to accept a transfer from an outside hospital. The patient is a 35-year-old native American female who lives on the Navaho Reservation. Prior medical history includes obesity, T2DM, and ETOH use/abuse. Patient presented to outside hospital complaining of RUQ abdominal pain, nausea/vomiting, jaundice, and confusion.Per the patient’s husband, she developed nausea/vomiting with body aches 3-4 days ago. She “felt like she had the flu” and was taking Tylenol for the body aches.Labs from the outside hospital are significant for:WBC 12.8 Gl 86 Tbili 20.4HGB 9.5 BUN 14 AST 946HCT 28.3 Cr 0.83 ALT 1110PLT 73 Na 149 ALP 142K 4.7PT 34.6 Cl 112 Lactic acid 12.4INR 3.6 CO2 13 Ammonia 281Patient’s mental status quickly deteriorated, and she was intubated for airway protection and is being transferred to your facility for higher level care.Respond to each of the questions below and support your answer with two or three peer-reviewed resources.What are the differentials for acute liver failure?What potential risk factors does this patient have for liver failure?What are the diagnostic criteria for acute liver failure?What are your priorities in the medical management of acute liver failure?What is involved in the pretransplant work-up for liver transplant?Why do you want to avoid transfusions in a potential transplant candidate?

Please reply to the following two post

/in /by

Please see attachment for Instructions

Nursing Care of the Child Concept Map Assignment

/in /by

Nursing Care of the Child Concept Map Assignment

Nursing Care of the Child Concept Map

 

Patient Information

Sam Knight, A 17-year-old male, who sustained a head injury while playing football. He was noted to have concussion symptoms upon examination by the team physician and removed from the game. Sam was admitted 2 hours ago for observation. He has been alert and oriented x 4, complains of a slight headache, but no visual disturbances or nausea. An IV of LR is infusing at 125 ml/hour to left forearm. Upon entering the room, the nurse notes the following: Sam is talking, but slurring his words, Pupils are dilated, Sam states his headache is getting “worse” and is complaining of nausea. Vital signs: B/P 110/60. HR78. T98.9, RR 14 and irregular. Nursing Care of the Child Concept Map Assignment

 

Category 

 

 Acuity Explanation
Educational Needs Increased acuity Possible subdural hematoma and concussion will require educational directions
Health Increased acuity Patient is talking but slurring his words. Pupils are dilated … states his headache is getting “worse” and is complaining of nausea. 

 
LOC Increased acuity
Patient is talking but slurring his words. Pupils are dilated.

 

 
Pain Increased acuity
Patient states his headache is getting “worse”.

 

 
Psych Normal acuity Status assessment reports no indication of increased Psychiatric acuity 

 
Safety Increased acuity Patient has IV of LR infusing at 125 ml/hour to left forearm making him a fall risk. 

 

 

 

Diagnosis

Deficient Knowledge Status assessment reports signs of neurological deficit (slurring of words, pupils dilated, headache getting worse). 

 
Risk for injury Status assessment reports signs of neurological deficit and has an IV line. 

 
Acute pain
Status assessment reports headache is getting “worse”.

 

 
Risk for aspiration
Patient with neurological deficit should not have anything to eat or drink.

 

 

 

ORDER   A PLAGIARISM-FREE PAPER   NOW

Scenarios

1-You have an order for Mannitol IV push to be given and you are to assess for increased ICP. Upon entering the room, you notice the overhead lights are bright and bed alarm settings are on high.

2-You are directed to implement measures to reduce increased ICP.

3-Moments after entering the room, Sam begins experiencing a grand mal (tonic-clonic) seizure.

4-Sam has a sluggish return to cognitive abilities. He is in ICU two days post seizure episodes.

5-Educate Sam on concussion symptoms and prevention of further injury.

 

Patient Info

DOB: 8/19/2003 (17yo)

MRN: 82911040

Weight: 180 lbs

Diagnosis: Head Injury

Allergies: None

Provider: Dr Childs

 

Meds:

Drugs Amount Frequency Route
Acetaminophen, Childrens (Tylenol) 

 

 320mg TID Oral
dexamethasone (Dexamethasone) 

 

 30mg Once; 50 mls NS bag over 30min 

 

 IV
phenobarbital-oral sol (phenobabital ) 

 

 2mg/kg bid po
History of Present Illness (HPI), Pathophysiology of Admitting Dx (Cite References) Medical, Surgical, Social History (1). 

WHAT BROUGHT THE PT TO THE HOSPITAL?   WHAT EVENTS LEAD UP TO THIS?  WHAT HAPPENED WHEN THEY GOT TO THE HOSPITAL? (USE SEPARATE SHEET WHEN NEEDED)

 

 

 

 

 

 

Medical History:

PAST DIAGNOSED MEDICAL PROBLEMS

 

 

 

 

 

Surgical History:

PAST DIAGNOSED SURGICAL PROBLEMS

 

 

 

 

Social History:

SMOKING/ CIGARETTE/ TOBACCO/ E-CIGARETTE /MARIJUANA USE ALCOHOL/ ELICIT DRUG USE
  

Chief Complaint

 

 

 

 

Admitting Diagnosis & Admission Date

 
Cultural considerations, ethnicity, occupation, religion, family support, insurance. (1) (14) Socioeconomic/Cultural/Spiritual Orientation & Psychosocial Considerations/Concerns: include the following Social Determinants of Health (SDOH) 

❋Economic Stability

❋ Education -school

❋Social and Community Context

❋ Health and Health Care

❋ Neighborhood and Built Environment

Parents-Who takes care of the child at home?

Siblings

Extended Family

 

 

(based on objective assessment)
Erickson’s Developmental Stage Related to pt. & Cite References (1) *List and Discuss specific stage with real examples (based on objective assessment) Nursing Care of the Child Concept Map Assignment
Concept Map 

Student Name:

Instructor:

Date of Care:

 

 

 
Key Diagnostic Tests/ Procedures and Lab Results with Dates and Normal Ranges (3) 

 

 

Lab Tests Normal Ranges Admission       Lab Values 

 

 Current Lab Values Explain Abnormal Labs R/T Your Pt
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 
 

 
 

INCLUDE:  Appro. Diagnostic Tests/ Procedures- DATEs and RESULTS

 
Patient Education (In Pt.) for Transfer/ Discharge Planning 

 

ASSESS LEARNING STYLE:

LEARNING PREFERENCE: WRITTEN, VIDEO, etc.

 

LEARNING BARRIER(S): Patient’s age, Parents Present, LANGUAGE, EDUCATION LEVEL

ASSISTIVE DEVICES: GLASSES, HEARING AIDES, etc.

 

 

 

 

 
 Medications & Allergies (2) 

 

Medication Name Dose – 

Show math with mg/kg for your patient’s weight

 Route Freq. Indications (PRN meds must include MD ordered Indication) Nursing Care of the Child Concept Map Assignment Mechanism of Action Side Effects/ 

Adverse Reactions

 Nursing 

 Considerations

 RN Considerations
                 
 

 

 

 

 
 

 

 

 

 
 

 

 

 

 
 

 

 

 

 
 

 

 

 

 
 

 

 

 

 
 

 

 

 

  

 

 
 

 

 

 
 

 

 

 
 

 

 

 
 

 

 

 

 
 

 

 

 

 

 
ASSESSMENT/ 

REVIEW OF SYTEMS

 
Respiratory (7) 

 

 

 

 
Neurological (5) 

 

 

 

HEAD

 
Cardiovascular (6) 

 

 

 

FOCUSED

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  Musculoskeletal 

(8)

 

 

 

PALPATION

ASCULTATION

 

 

 

-OR-

 

Rest/ Exercise (11) 

 

 

 

 

 

 
GI 

Hydration/Nutrition (9)

 

 

TO

 

 

TOE
GU (10) 

 

 

 

ASSESSMENT

 
Endocrine (13) 

 

 

ASSESSEMENT

 
Misc. 

 
Psychosocial (14) 

 

 

 
Integumentary (12) 

 

 

 

ASCULTATION

PALPATION

 

 

 

Priority Nursing Diagnosis #2 

APPROPRIATE NSG DX

WRITTEN CORRECTLY

i.e.  Nsg. DX.   R/T _________ AEB  à assessment findings/ diagnostics___________

 
Outcome/Goal #1 

S-PECIFIC

M-EASURABLE

A-TTAINABLE

R-EALISTIC

T-IMED
 Evaluation #1 

 

GOAL MET

GOAL PARTIALLY MET (EXPLANATION OF PARTIAL)

GOAL NOT MET (EXPLANATION OF WHY-NOT MET)

 
Interventions # 2 

 

ASSESS:  system, site, pt problem

MONITOR:  labs, dx, loc

NON PHARM:  reposition, elevate/lower hob/extrem. cool measures (heat/ice),

ambulate, imagery/distraction, incentive spirometer, tcdb.

ADMIN MEDS: r/t to problem

PT EDU:  meds, treatments, tests, procedures, room/unit/phone/visitors

COLLABORATE: w/MDT & update MD/PA/NP

 

(Enough to accomplish the Goal)
Outcome/Goal #1 

S-PECIFIC

M-EASURABLE

A-TTAINABLE

R-EALISTIC

T-IMED
Evaluation #2 

 

GOAL MET

GOAL PARTIALLY MET (EXPLANATION OF PARTIAL)

GOAL NOT MET (EXPLANATION OF WHY-NOT MET)

 
At Risk Interventions 

(TO PREVENT BECOMING ACTUAL PROBLEM)

ASSESS:  system, site, pt problem

MONITOR:  labs, dx, loc

NON PHARM:  reposition, elevate/lower hob/extrem. cool measures (heat/ice),

ambulate, imagery/distraction, incentive spirometer, tcdb.

ADMIN MEDS: r/t to problem

PT EDU:  meds, treatments, tests, procedures, room/unit/phone/visitors

COLLABORATE: w/MDT & update MD/PA/NP. Nursing Care of the Child Concept Map Assignment

 

PRAC – 6665 Assignment: Practicum Experience Plan (PEP)

/in /by

PRAC – 6665 Assignment: Practicum Experience Plan (PEP)

Photo Credit: Getty Images

As you establish your goals and objectives for this course, you are committing to an organized plan that will frame your practicum experience in a clinical setting, including planned activities, assessment, and achievement of defined outcomes. In particular, your plan must address the categories of clinical reasoning, quality in your clinical specialty, and interpersonal collaborative practice. PRAC – 6665 Assignment: Practicum Experience Plan (PEP)

 

For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. In this practicum experience, when developing your goals and objectives, be sure to keep PMHNP clinical skills in mind.

To Prepare

  • Review your Clinical Skills Self-Assessment Form you submitted last week, and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse. How can your experiences in the practicum help you achieve these aims? There may be overlap between your skills goals and your PEP goals.
  • Review the information related to developing objectives provided in this week’s Learning Resources. Your practicum learning objectives that you want to achieve during your practicum experience must be:
    • Specific
    • Measurable
    • Attainable
    • Results-focused
    • Time-bound
    • Reflective of the higher-order domains of Bloom’s taxonomy (i.e., application level and above)
  • Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site.
  • Select one nursing theory and one counseling theory to best guide your clinical practice. Explain why you selected these theories. Support your approach with evidence-based literature.
  • Create a timeline of practicum activities that demonstrates how you plan to meet these goals and objectives based on your practicum requirements. PRAC – 6665 Assignment: Practicum Experience Plan (PEP)

The Assignment

Record the required information in each area of the Practicum Experience Plan template, including three to four (3–4) measurable practicum Learning Objectives you will use to facilitate your learning during the practicum experience.

By Day 7 of Week 2

Submit your Experience Plan for assessment and Faculty approval.

When your Instructor has approved your plan, forward the signed PEP to your Preceptor, and retain a copy for your records.

Submission and Grading Information

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

  • Please save your Assignment using the naming convention “WK2Assgn2+last name+first initial.(extension)” as the name.
  • Click the Week 2 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 2 Assignment 2 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 “WK2Assgn2+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 2 Assignment 2 Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 2 Assignment 2 draft and review the originality report.

 

Submit Your Assignment by Day 7 of Week 2

To participate in this Assignment:

Week 2 Assignment

Week 2: Practicum Experience Plan

What do I have to do? When do I have to do it?
Review your Learning Resources. Days 1–7
Reminder: Introductory Communication Complete your orientation email by Day 7.
Assignment 1: Clinical Hour and Patient Logs Record your clinical hours and patient encounters
in Meditrek by Day 7.
Assignment 2: Practicum Experience Plan (PEP) Submit Assignment 2 by Day 7.

ORDER   A PLAGIARISM-FREE PAPER   NOW

Introduction

When setting sharp, clearly defined goals and objectives, you focus on what you wish to accomplish and how and when you will get there. Based on your assessment of your strengths and opportunities related to psychiatric-mental health nurse practitioner (PMHNP) clinical skills, you can develop goals and objectives for your clinical practicum that can guide your activities. What are some steps you can take on the way to a larger goal? How might you gain confidence in a clinical skill or seek out more opportunities to practice? What external activities might boost your professionalism or enhance your skill set? As you settle in at your practicum site, keep these questions in mind. PRAC – 6665 Assignment: Practicum Experience Plan (PEP)

This week, you continue engaging with patients at your practicum site, recording your time and experiences in your Clinical Hour and Patient Logs. You will also develop a Practicum Experience Plan (PEP) made up of goals and objectives designed to formally identify specific categories of clinical skills you wish to gain during your practicum experience.

Learning Objectives

Students will:

  • Describe clinical hours and patient encounters
  • Develop a Practicum Experience Plan
  • Create a timeline of practicum activities based on your practicum requirements

Learning Resources

Required Readings (click to expand/reduce)

 

American Academy of Child and Adolescent Psychiatry. (n.d.). Toolbox of forms. Retrieved November 18, 2020, from

https://www.aacap.org/AACAP/Member_Resources/AACAP_Toolbox_for_Clinical_Practice_and_Outcomes/Forms.aspx

American Geriatrics Society 2019 Beers Criteria Update Expert Panel. (2019). American Geriatrics Society 2019 updated AGS Beers Criteria for potentially inappropriate medication use in older adults. Journal of the American Geriatrics Society, 67(4), 674–694. https://doi.org/10.1111/jgs.15767

 

Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer.

  • Section I. General Principles of Effective Interviewing (Chapters 1–13)
  • Section III. Interviewing for Diagnosis: The Psychiatric Review of Symptoms (Chapters 19–22)
  • Appendixes A–C

Meditrek

https://edu.meditrek.com/Default.html
Note: Use this link to log into Meditrek to report your clinical hours and patient encounters.

Pumariega, A. J., Rothe, E., Mian, A., Carlisle, L., Toppelberg, C., Harris, T., Gogineni, R. R., Webb, S., Smith, J., & American Academy of Child and Adolescent Psychiatry Committee on Quality Issues. (2013). Practice parameter for cultural competence in child and adolescent psychiatric practice. Journal of the American Academy of Child and Adolescent Psychiatry, 52(10), 1101–1115. https://doi.org/10.1016/j.jaac.2013.06.019

Walden University Academic Skills Center. (2017). Developing SMART goals.

https://academicguides.waldenu.edu/ld.php?content_id=51901492

Document: Practicum Experience Plan Template (Word document)

 

Reminder: Introductory Communication

Photo Credit: Ellagrin / iStock / Getty Images Plus / Getty Images

This week, you must coordinate an introductory email with your Clinical Faculty and Preceptor. The purpose of this communication is for orientation and onboarding, goals discussion, and questions.

By Day 7 of Week 2

Complete your orientation email. Attach your clinical schedule calendar developed in Week 1 in your email. Include a summary of your goals and objectives for this practicum experience.

Assignment 1: Clinical Hour and Patient Logs

Photo Credit: auremar / Adobe Stock

Clinical Hour Log
For this course, all practicum activity hours are logged within the Meditrek system. Hours completed must be logged in Meditrek within 48 hours of completion in order to be counted.
You may only log hours with Preceptors that are approved in Meditrek. Students with catalog years before Spring 2018 must complete a minimum of 576 hours of supervised clinical experience (144 hours in each practicum course). Students with catalog years beginning Spring 2018 must complete a minimum of 640 hours of supervised clinical experience (160 hours in each practicum course).

Each log entry must be linked with an individual practicum Learning Objective or a graduate Program Objective. You should track your hours in Meditrek as they are completed.

Your clinical hour log must include the following:

  • Dates
  • Course
  • Clinical Faculty
  • Preceptor
  • Total Time (i.e., for the day)
  • Notes/Comments (including the objective to which the log entry is aligned)

Patient Log

Throughout this course, you will also keep a log of patient encounters using Meditrek. You must record at least 80 encounters with patients by the end of this practicum (40 children/adolescents and 40 adult/older adult).

The patient log must include the following:

  • Date
  • Course
  • Clinical Faculty
  • Preceptor
  • Patient Number
  • Client Information
  • Visit Information
  • Practice Management
  • Diagnosis
  • Treatment Plan and Notes: You must include a brief summary/synopsis of the patient visit. This does not need to be a SOAP note, however the note needs to be sufficient to remember your patient encounter. PRAC – 6665 Assignment: Practicum Experience Plan (PEP)

By Day 7 of Week 2

Record your clinical hours and patient encounters in Meditrek.

SIM432-19A Activity 9- Politics and Government

/in /by

SIM432-19A Activity 9- Politics and Government

SIM432-19A Activity 9- Politics and Government

Activity 9

Politics and Government

A community assessment begins with a basic windshield survey where each community subsystem is explored.  Explore the political influences on determinants of health

Click on the Enter Sentinel City® and continue your virtual experience by taking a bus tour of Sentinel City®.  Since this is your second tour, feel free to choose any bus speed and/or get off the bus at any time to walk around.  As you take the tour, write down your observations, specifically focused on the subsystem: politics and government.  Meet with Mayor Hill to discuss the subsystem: politics and government.  SIM432-19A Activity 9- Politics and Government. Compile your observations and any demographic information addressing each item listed in the first column of the rubric.  We encourage you to add other relevant characteristics you observe that may not be listed in the first column as you complete this activity. SIM432-19A Activity 9- Politics and Government

ORDER   A PLAGIARISM-FREE PAPER   NOW

Reading and Resources

Harkness & DeMarco (2016) Read Chapter 14 & 15

Review Centers for Disease Control and Prevention. (2013). National Notifiable Infectious Conditions.

Review the VoiceThread Tutorial (PDF included in this module) to help you with the VoiceThread activity

Additional Instructions:

  1. All submissions should have a title page and reference page.
  2. Utilize a minimum of two scholarly resources.
  3. Adhere to grammar, spelling and punctuation criteria.
  4. Adhere to APA compliance guidelines.
  5. Adhere to the chosen Submission Option for Delivery of Activity guidelines. SIM432-19A Activity 9- Politics and Government
Submission Options
Choose One: Instructions:
Paper
  • 1 page paper. Include title and reference pages.

 

Population Health- Politics and Government
Description: The baccalaureate graduate nurse will apply leadership concepts, skills, and decision making in providing care in a variety of settings.
Course Competencies: 4) Analyze frameworks for health promotion, disease prevention and risk reduction.7) Conduct a windshield survey. 10) Discuss the sociopolitical, economic, and ethnic characteristics of a community and their influence on population health.
QSEN Competency: 1) Patient-Centered Care
BSN Essential II
Area Gold Mastery Silver Proficient Bronze Acceptable Acceptable Mastery not Demonstrated
Observations What signs of political activity do you see (e.g. posters, meetings)? 

 

What building(s) give you an indication of active government?

Why?

 

What is the form of government in your community?

 Clearly addresses and discusses all of the listed observations are in a comprehensive and detailed manner with 2 or more specific examples. 

 

Addresses additional l issues, are addressed.

 Three or more of the listed observations are present or discussed in depth Two or less of the listed observations are present or discussed in depth Does not include observations
Identify three politically active organizations within your community
Identify three Identify three Identify two Identify one Does not address
political political political political section
conditions in the conditions in the conditions in the conditions in the
city that can have city that can have city that can have city that can have
a negative a negative a negative a negative
influence on the influence on the influence on the influence on the
health of the health of the health of the health of the
community community community community

 

APA, Grammar, Spelling, and Punctuation No errors in APA, Spelling, and Punctuation. One to three errors in APA, Spelling, and Punctuation. Four to six errors in APA, Spelling, and Punctuation. Seven or more errors in APA, Spelling, and Punctuation.
References Provides two or more references. SIM432-19A Activity 9- Politics and Government P

Health Assessment Ubiquitous Lateral Ankle Sprain Discussion

/in /by

Health Assessment Ubiquitous Lateral Ankle Sprain Discussion

Health Assessment Ubiquitous Lateral Ankle Sprain Discussion

PLEASE RESPOND TO Discussion Gavin Mayo Main Post- Week 8

COLLAPSE

Episodic/Focused SOAP Note Template

Patient Information:

G.M. 46 yo white female

S.

CC: ankle pain x 4 days after traumatic event

HPI: 46 year old white female presents to the clinic today complaining of bilateral ankle pain. Patient is complains of more intense pain in the right ankle at this time. Aching pain reported by patient to the right ankle. Standing makes pain worse, resting makes pain better, pain is a 6/10 on the pain scale. Pt states was playing soccer over the weekend and heard a “pop”. The patient is able to bear weight on both ankles but is uncomfortable. Pain is reproducable upon palpation. pt has been wrapping ankle at home with ace bandage with minimal pain relief. pt had not used any medications for pain intervention. Health Assessment Ubiquitous Lateral Ankle Sprain Discussion

ORDER   A PLAGIARISM-FREE PAPER   NOW

 

Current Medications: pt is on no medications at this time.

Allergies: Pt has no drug, food, or environmental allergies.

PMHx: Pt has no significant PMHx. Pt is up to date on all vaccinations. Pt has had no major surgeries.

Soc Hx: Patient does not drink alcohol, use illicit drugs, or use tobacco products. Pt is active. Pt exercises regularly. Pt has a balanced diet.

Fam Hx: mother hx of hypertention, father history of hyperlipidemia, two teenage daughters both in good health

ROS:

GENERAL: No chills, no fatigue.

CARDIOVASCULAR: No chest pain, chest pressure or chest discomfort. No palpitations or edema.

RESPIRATORY: no cough, sputum, or SOB.

NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL: Pt complains of pain to the ankles bilaterally, more intense on the right. Pt able to bear weight, although uncomfortable. 6/10 aching pain reported by pt.

SKIN: no lesions, no rash, or itching.

O.

BP 122/76 P. 87 RR. 16 T. 98.4 F O2 99% RA H. 5’ 1” Wt 140 lbs.

General: Pt appears comfortable sitting in a chair, calm and cooperative, dressed appropriately, in good mood.

Cardiovascular: Heart sounds heard appropriately. S1,S2 heard. No rubs, murmurs heard. No clubbing, cyanosis, or edema noted. Health Assessment Ubiquitous Lateral Ankle Sprain Discussion

Neuro: equal strengths bilaterally, no numbness, no ataxia. no decreased sensation in extremities.

Respiratory: Pt has clear lung sounds throughout, equal symmetrical movement throughout

Musculoskeletal: Pt has swelling to the lateral region of the right ankle. Pt has limited ROM to the right ankle. Able to bear weight and walk four steps. Toes are straight, no bruising noted to toes or metatarsals. No pain upon palpation of the fifth metatarsal. Tenderness noted to the anterior-inferior tibiofibular ligament. Positive pulses found in the Dorsalis Pedus artery. Pt able to stand on ball of foot with moderate amount of pain reported.

Skin: skin intact, no lesions, no rash.

Diagnostic results: using the Ottawa tests we can discern if the patient is in need of a xray. Upon examination if the patient had pain in the malleolar zone and unable to bear weight or bony tenderness from the edge of the tibia or fibia and to the tip of the medial malleoulus or lateral malleolus (Gomes, et al, 2020). Xray Needed to RO fracture.

CT: CT may be needed to more accurately evaluate bone and some soft tissue if Xrya is inconclusive.

A.

Differential Diagnoses

Ankle Sprain- Ankle sprain is an over-stretching of the ligaments of the ankle. Symptoms include swelling, tenderness, and bruising (Newsham, 2019). The patient heard a “pop” which is indicative of a possible sprain.

Fracture of the talus- Fracture of the talus is a fracture that can be displaced or non displaced. In this instance a non displaced fracture of the talus would be suspect. Although the patient would most probably not be able to bear weight on this type of injury, it is possible.

Achilles Tendenitis- Achilles Tendenitis will cause ankle pain and decrease ROM. This patient is at low risk of Achilles tendinitis because of location of pain is not at the Achilles tendon where it inserts in to the calcaneus (Dains, Baumann, Scheibel, 2019).

Achilles Tendon rupture- Achilles tendon rupture is a complete or partial tear of the tendon. Patients can hear a pop folled by a sharp pain in the ankle. Ankle swelling can be present. Unlikely in this patient because of her ability to stand on her toes.

Plantar fasciitis- Plantar fasciitis is a condition of chronic weight-bearing stress which allows the talus to slide forward and medially and plantar ligaments and fascia begin to stretch because of structure movement within the lower extremity (Dains, Baumann, Scheibel, 2019). Pain is more severe when patient is weight bearing. The patient is at low risk of this because of the immediate pain from a traumatic event and because of the lack of heel pain. Health Assessment Ubiquitous Lateral Ankle Sprain Discussion

P.

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

References

Gomes YE, Chau M, Banwell HA, Davies J, Causby RS. 2020. Adequacy of clinical information in X-ray referrals for traumatic ankle injury with reference to the Ottawa Ankle Rules—a retrospective clinical audit. PeerJ 8:e10152 https://doi.org/10.7717/peerj.10152

Newsham, K. (2019). The Ubiquitous Lateral Ankle Sprain: Time to Reconsider Our Management? The Journal for Nurse Practitioners, 15(5). doi:10.1016/j.nurpra.2019.01.019

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.

REPLY QUOTE emailAuthor” href=”https://class.waldenu.edu/webapps/discussionboard/do/message?action=email_user&MF=true&course_id=_16766485_1&conf_id=_3766892_1&forum_id=_8579094_1&message_id=_115681572_1&nav=db_thread_list_entry&thread_id=115681572&nav=db_thread_list_entry&user_id=_1151308_1″>EMAIL AUTHOR

Select: All None

Message Actions (Click to see options)
Expand All