Evidence Based Practice On A Diabetes Patient

Evidence Based Practice On A Diabetes Patient

Writing/speaking assignment explanation-

This assignment is designed to help you to further analyze your care of the individual and apply best practice standards and use available evidence to assess or improve upon your nursing care in practice. Please do not include any names (use initials only) in your paper or presentation. Evidence Based Practice On A Diabetes Patient

Assignment Layout

Section 1

Pick a client that you worked with during clinical and describe what you did for that client (assessments and interventions). If you were unable to do some of the cares but were aware of nursing and medical interventions that were in place please include these in this section also. It is ok to speak in the first person for this section of the paper.

Section 2

Write about your client’s primary or most pertinent pathophysiological process that affected their care using at least two scholarly resources. (See additional page included with this explanation)

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Section 3

Research best practice standards of nursing care for your client’s pathophysiological process or specific nursing needs/skills being performed. Explain these standards of nursing practice and/or research sources that describe how to best provide care for your patient. Areas covered should include expected assessment findings, nursing interventions, expected outcomes, and health promotion activities related to the specific condition or health need. Please use at least two scholarly resources to demonstrate where you obtained this information.

Written assignment guidelines

1. Make use of the Cinahl and LIRN databases to obtain information for this paper. If you have problems containing a full article, not just an abstract, work with the online librarian to obtain the article you need. Make sure you don’t wait until the last minute for this or it may not be possible to obtain it. Evidence Based Practice On A Diabetes Patient

2. Use APA formatting for this paper. Numerous APA style tip lists are available in the student writing center. The Purdue Owl is an excellent resource online.

3. This paper should be from 5-6 pages long, typed and double-spaced. The length does not include the title page or reference page.

4. Overall the paper should include at least two references. Must have at least 2 references that are obtained from journal articles.

Oral presentation layout

Your oral presentation near the end of class will allow you a chance to describe your case scenario and what you have learned from your research paper so that it can be shared with the class as a whole. Describe how the care you provided lined up with what you researched. What might you do differently if you were to care for this patient again? What obstacles were in your way that may have or did prevent you or the nurse from providing care that was evidenced-based or within the realm of best practice guidelines?

Oral assignment guidelines

1. Presentations should be between 3-4 minutes in length.

2. You may have 1-2 minutes for questions from classmates afterwards that are not included in this time.

3. Presentation must include some type of visual aide or handout for your classmates. You will have access to AV materials (ex. Power Point) if desired. Please let the instructor know ahead of time if there are any more advanced technological requirements for your presentation.

 

Scenario to use for the above questions;

The patient, Juan Carlos, has just returned after surgical debridement of a diabetic foot ulcer on his right great toe. The procedure was done under local anesthesia, and I would like to give you a report on him before I hand him over to you.

Mr. Carlos is a 52-year-old Hispanic male with a history of type 2 diabetes mellitus, hypertension, and hyperlipidemia who presented in the emergency department last night complaining of pain in a wound on his right great toe. He states he dropped a large rock on his toe several weeks ago and sustained an open wound. The pain had been increasing over the last days, and he was unable to get the pain under control. He was then admitted for surgical debridement of what showed to be a diabetic ulcer and to receive antibiotic treatment. Evidence Based Practice On A Diabetes Patient

This morning at 0730 Mr. Carlos’s blood sugar was 225 and he received 4 units of insulin aspart, a sliding scale insulin, along with his regular medications before the surgery. It is all in the MAR. He also received his antibiotic treatment this morning as prescribed. The surgery was performed under local anesthesia. He was given one tablet of oxycodone 5 mg/acetaminophen 325 mg for his pain after surgery. He now reports his pain to be 3 out of 10. He has a dressing on the toe and a right forearm IV that is saline locked. The dressing on his toe is dry and intact. He seems to be doing well, and his wife has just been here to see him.

He is due for a check of blood sugar level and vital signs. The provider has just updated the orders, so please take a look at the patient chart to see all details. Evidence Based Practice On A Diabetes Patient

Medications Affecting Coagulation Written Assignment

Medications Affecting Coagulation Written Assignment

Needs at least one citation and reference

Interventions should have at LEAST:

3 things you would monitor/reassess,

3 things you would do or action

3 things you would teach your patient

Medication you would

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Needs at least one citation and reference

Interventions should have at LEAST:

3 things you would monitor/reassess,

3 things you would do or action

3 things you would teach your patient

Medication you would

Needs at least one citation and reference

Interventions should have at LEAST:

3 things you would monitor/reassess,

3 things you would do or action

3 things you would teach your patient

Medication you would

Needs at least one citation and reference

Interventions should have at LEAST: Medications Affecting Coagulation Written Assignment

3 things you would monitor/reassess,

3 things you would do or action

3 things you would teach your patient

Medication you would

Needs at least one citation and reference

Interventions should have at LEAST:

3 things you would monitor/reassess,

3 things you would do or action

3 things you would teach your patient

Medication you would

Needs at least one citation and reference

Interventions should have at LEAST:

3 things you would monitor/reassess,

3 things you would do or action

3 things you would teach your patient

Medication you would

Needs at least one citation and reference

Interventions should have at LEAST: Medications Affecting Coagulation Written Assignment

3 things you would monitor/reassess,

3 things you would do or action

3 things you would teach your patient

Medication you would

Needs at least one citation and reference

Interventions should have at LEAST:

3 things you would monitor/reassess,

3 things you would do or action

3 things you would teach your patient

Medication you would

Needs at least one citation and reference

Interventions should have at LEAST:

3 things you would monitor/reassess,

3 things you would do or action

3 things you would teach your patient

Medication you would

Needs at least one citation and reference

Interventions should have at LEAST:

3 things you would monitor/reassess,

3 things you would do or action

3 things you would teach your patient

Medication you would

Medications Affecting Coagulation Written Assignment

Health Promotion Plan Essay

Health Promotion Plan Essay

Develop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community that you identified from the topic list provided.

  • Choose a specific health concern or health need as the focus of your hypothetical health promotion plan. Then, investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.
    • Bullying.
    • Teen Pregnancy.
    • LGBTQIA + Health.
    • Sudden Infant Death (SID).
    • Immunizations.
    • Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).

 

  • Create a scenario as if this project was being completed face-to-face.

 

  • Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).

 

  • Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.

 

  • Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan. Health Promotion Plan Essay

 

  • Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.

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  • Identify the individual or group’s current behaviors and outline clear expectations for this educational session and offer suggestions for how the individual or group needs can be met.

 

  • Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.

 

 

Demonstration of Proficiency

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

  • Competency 1: Analyze health risks and health care needs among distinct populations.
    • Analyze a community health concern that is the focus of a health promotion plan.
  • Competency 2: Propose health promotion strategies to improve the health of populations.
    • Explain why a health concern is important for health promotion within a specific population.
    • Establish agreed-upon health goals in collaboration with participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Document Format and Length

Your health promotion plan should be 3-4 pages in length.

Supporting Evidence

Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA 7th Edition format.

Graded Requirements

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Analyze the health concern that is the focus of your health promotion plan. Health Promotion Plan Essay
    • Consider underlying assumptions and points of uncertainty in your analysis.
  • Explain why a health concern is important for health promotion within a specific population.
    • Examine current population health data.
    • Consider the factors that contribute to health, health disparities, and access to services.
  • Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Health Promotion Plan Presentation

Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?

Demonstration of Proficiency

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

  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
    • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
  • Competency 4: Integrate principles of social justice in community health interventions.
    • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Present a health promotion plan to an individual or group within a community.
    • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
    • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented. Health Promotion Plan Essay

Instructions

Complete the following:

  • Prepare a 10-12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.
  • Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
  • Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

 

 

SUPPORTING EVIDENCE

Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

GRADED REQUIREMENTS

The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Present your health promotion plan to your hypothetical audience.
    • Tailor the presentation to the needs of your hypothetical audience.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
  • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants. Health Promotion Plan Essay
    • Which aspects of the session would you change?
    • How might those changes improve future outcomes?
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
    • What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
  • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

Community Resources

Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.

Choose the organization or agency you are most interested in researching:

Supporting Evidence

Cite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.

 

Graded Requirements

The research requirements, outlined below, correspond to the grading criteria in the assessment scoring guide, so be sure to address each point.

  • Explain how the organization’s mission and vision enable it to contribute to public health and safety improvements.
    • Include examples of ways a local and/or global initiative supports organizational mission and vision and promotes public health and safety.
  • Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in the community.
    • Consider the effects of social, cultural, economic, and physical barriers.
  • Assess the impact of funding sources, policy, and legislation on the organization’s provision of services.
    • Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.
  • Explain how an organization’s work impacts the health and/or safety needs of a local community.
    • Consider how nurses might become involved with the organization.
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Health Promotion Plan Essay
  • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Demonstration of Proficiency

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

  • Competency 1: Analyze health risks and health care needs among distinct populations.
    • Explain how an organization’s work impacts the health and/or safety needs of a local community.
  • Competency 2: Propose health promotion strategies to improve the health of populations.
    • Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.
  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
    • Assess the impact of funding sources, policy, and legislation on an organization’s provision of services.
  • Competency 4: Integrate principles of social justice in community health interventions.
    • Evaluate an organization’s ability to promote equal opportunity and improve the quality of life within a community.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Apply APA 7th Edition

Health Promotion Plan Essay

Nursing homework help

Examine Case Study: A Puerto Rican Woman With Comorbid Addiction. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature. Nursing homework help

Introduction to the case (1 page)

• Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.

Decision #1 (1 page)

• Which decision did you select?

• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).

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• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #2 (1 page)

• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).

• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #3 (1 page)

• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).

• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Conclusion (1 page)

• Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.

Note: Support your rationale with a minimum of five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing the primary and secondary literature. Nursing homework help

CASE STUDY

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6630/DT/week_08/index.html

Neurodegenerative disorder assignment

Neurodegenerative disorder assignment

discuss the condition encompassing clinical experiences and critique the post.

  • Length: A minimum of 180 words per post, not including references
  • Citations: At least one high-level scholarly reference in APA per post from within the last 5 years

Number 1 post: PG

Parkinson’s disease (PD), an advancing neurodegenerative disorder, is the second (leading) neurodegenerative disorder behind Alzheimer’s disease (Vice, 2020). Genetics and environmental influences increase the risk of the illness (Vice, 2020). A deficiency in dopamine, a neurotransmitter, is the cause of the deterioration (Emamzadeh & Surguchov, 2018). Moreover, MacMahon Copas et al. (2021) described this disease as neuroinflammation, degeneration of dopaminergic neurons in the substantia nigra pars compacta, and the accumulation of misfolded synuclein proteins in Lewy bodies and neurites. Moreover, microglia and astrocytes play a vital role in maintaining homeostasis within the central nervous system (CNS), including protecting the gliosis (MacMahon Copas et al., 2021). In this discussion, how does bradykinesia manifest? What causes postural instability in this patient? Compare and contrast pyramidal versus extrapyramidal and compare and contrast myelinated and unmyelinated fibers.

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How does bradykinesia manifest?

One of the clinical findings in Parkinson’s disease is bradykinesia. Bradykinesia is the motor decline one sees in the Parkinson’s disease patient. According to Dlugasch and Story (2021), the manifestation of the disorder varies depending on the dopamine decline. Dlugasch and Story (2021 informed that the disorder’s generalized sluggish movement is known as bradykinesia. Also, bradykinesia in Parkinson’s disease may show in individuals as difficulty with gait, loss of dexterity, for instance, typing or buttoning clothes, and tying shoelaces (Dlugasch & Story, 2021). Bologna et al. (2020) informed that bradykinesia clinical assessment is presently based on the MDS Unified Parkinson’s Disease Rating Scale, part III (Bologna et al., 2021: Goetz et al., 2008). Additionally, Dlugasch and Story (2021) discussed that with this disease, approximately 80% of patients with Parkinson’s typically occurs in the limbs at rest (resting tremors). However, finger-thumb rubbing (pill-rolling) could also be present (Dlugasch & Story, 2021). Neurodegenerative disorder assignment

What causes postural instability in this patient?

Postural instability appears later in the disease, and postural instability means not maintaining balance or homeostasis in one’s movement. Appeadu & Gupta (2021) state that “postural instability is the inability to maintain equilibrium under dynamic and static conditions such as preparation movements, perturbations, and quiet stance.” (Para 2). The condition

occurs due to hypo-dopamine in the brain. Moreover, the basal ganglia are involved (which plays a role in maintaining balance), and there are hypo-dopaminergic conditions with Parkinson’s disorder (Appeadu & Gupta, 2021). In essence, the patient could result in falls due to the motor impairment caused by the disease. Dlugasch and Story (2021) indicated that normal postural reflexes maintain balance; however, in Parkinson’s, the reflexes are eventually lost, and the patient could have falls that result in disability.

Compare and contrast pyramidal versus extrapyramidal.

According to de Oliveira-Souza (2017), pyramidal refers to motor neurons originating in the cerebral cortex. The neurons (pyramidal track) pass thru the medulla, and they function as voluntary (only) control of muscles in the body (de Oliveira-Souza 2017). In contrast, the extrapyramidal focus is on the involuntary and automatic controls in muscles such as tone, posture, balance, and locomotive (de Oliveira-Souza, 2017). The difference is pyramidal controls voluntary, and extrapyramidal can do more functions. Other extrapyramidal functions include inhibiting involuntary movements such as hyperkinesias and assisting in making voluntary movements more natural (Lee & Muzia, 2021). Both are involved as motor neurons that are pathways to send signals to lower neurons (de Oliveira-Souza, 2017). Neurodegenerative disorder assignment 

Myelinated and unmyelinated fibers

Myelination is vital in determining the repair and regeneration of nerve cell fibers

due to injury (Arcilla & Tadi, 2017). Schwann cells that produce myelin (in the brain’s white matter) allow faster conduction of impulses versus unmyelinated cells (Arcilla & Tadi, 2017). Unmyelinated cells, there is no insulation of myelin; however, due to the unmyelinated cells, they are more excitable, thermosensitivity, and mechanosensitivity (Arcilla & Tedi, 2017).

In closing, Parkinson’s disease (a slow movement disorder) is the second leading cause of the neurodegenerative disorder behind Alzheimer’s disease. The condition is caused by the loss of cells in the brain that produce dopamine (cells in the substantia nigra of the brain). The disease will manifest bradykinesia, postural instability, and deficient myelinated cells. The disorder affects the muscular system and brain pathways to conduct impulses to muscle cells in the body.

Neurodegenerative disorder assignment

Number 2 post: RB

Case Study: A 20-year-old female presents with severe migraines.  She has been treated for the last two years.

In this case study, major problem of 20-year-old female is Migraine, which is an episodic primary headache disorder that can cause severe throbbing pain or a pulsing sensation, usually on one side of the head (unilateral). It’s often accompanied by nausea, vomiting, and extreme sensitivity to light and sound (Stephen, 2021). Migraine attacks can last for hours to days, and the pain can be so severe that it interferes with your daily activities.

What is the pathophysiology involved with the prodrome associated with migraines?

Migraine is thought to be a neurovascular pain syndrome with altered central neuronal processing (activation of brain stem nuclei, cortical hyperexcitability, and spreading cortical depression) and involvement of the trigeminovascular system (triggering neuropeptide release, which causes painful inflammation in cranial vessels and the dura mater). A prodrome (a sensation that a migraine is beginning) heralds attacks (Stephen, 2021). The prodrome manifestations are often related to affective changes and can include mood changes, euphoria, yawning, neck pain, constipation, food cravings, loss of appetite, nausea, or a combination. The prodrome can occur 1-2 days prior to the onset of the headache (Dlugasch & Story, 2021). Many potential migraine triggers have been identified as: Drinking red wine, skipping meals, Excessive afferent stimuli (e.g., flashing lights, strong odors), Weather changes, Sleep deprivation, Stress, Hormonal factors, particularly menstruation and Certain foods (Stephen, 2021).

Compare and contrast tension headache and cluster headache. Use patho principles.

Tension-type headaches are a common headache often causing mild-to-moderate pain, which some describe as feeling like a tight band around their head. Tension headaches are frequently associated with fatigue, stress or hangovers. They generally respond to simple measures such as rest or over-the-counter pain medicine. A characteristic of tension headaches is that pain usually occurs on both sides of head and is in the form of a dull, steady ache. Tension-type headache are more common in females. Tension-type headaches occur as a result of hypersensitivity of nerve fibers (Dlugasch & Story, 2021). Potential triggers for Tension-type headache includes: Sleep disturbances, Stress, Temporomandibular joint dysfunction, Neck pain and Eye strain.

Cluster headaches cause excruciating, unilateral periorbital or temporal pain, with ipsilateral autonomic symptoms (ptosis, lacrimation, rhinorrhea, nasal congestion). In other words, cluster headaches are rare, extremely painful and debilitating headaches that occur in groups or clusters. They often appear during seasonal changes. They are also described as suicide headaches, a reference to the excruciating pain and resulting desperation that has sometimes culminated in actual suicide. Cluster headaches are more common in men. Pathophysiology of cluster headaches is unknown, but the periodicity suggests hypothalamic dysfunction and inflammation of the walls of the cavernous sinus, which injures sympathetic fibers that traverse in the sinus (Dlugasch & Story, 2021). Alcohol intake triggers cluster headache during the attack period but not during remission.

Neurodegenerative disorder assignment

What is the pathophysiologic difference between migraine headache and tension headache?

A migraine is more likely to cause more severe pain/ throbbing or pounding pain, unilateral, gets worse when near bright lights or loud sounds and accompanied with nausea or vomiting. Migraine occurs as a result of vascular changes due to inflammation around the meninges (Dlugasch & Story, 2021). The migraine headache most likely originates in the sensory fibers innervating intracranial and extracranial blood vessels. Peripheral and central sensitization of trigeminovascular nociceptive pathways may develop during migraine attacks. Central sensitization of second- and third-order trigeminovascular nociceptive neurons may lead to transformation of episodic migraine to chronic migraine (Sait, Lars & Messoud, 2012).  Whereas, Tension-type headache causes mild-to-moderate generalized pain (usually viselike) without the incapacity, nausea, or photophobia associated with migraine. Tension-type headaches occur as a result of hypersensitivity of nerve fibers (Dlugasch & Story, 2021). Pericranial myofascial pain sensitivity is increased in patients with tension-type headache and may be of importance in the pathophysiology of this headache. Sensitization of second-order neurons at the level of the spinal dorsal horn or trigeminal nucleus, sensitization of supraspinal neurons, and decreased descending inhibition from supraspinal structures play a major role in the pathophysiology of chronic tension-type headache (Sait, Lars & Messoud, 2012).

Neurodegenerative disorder assignment

Dietary assessment tool assignment

Dietary assessment tool assignment

Find a dietary assessment tool that can be used either generally or for a specific alteration in health.

 

When you have found your assessment tool, answer the following questions:

  • What is the purpose of this tool?
  • Do you believe that the purpose is fulfilled based on the questions being asked? Why?
  • In what ways does the tool account for the individual perceptions and needs of the client?
  • Is there a nutritional history included? What does it cover?
  • Is the tool easy to use? Why or why not?
  • Does the tool provide enough information to determine next steps or interventions? Explain.

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The writing assignment should be no more than 2 pages and APA Editorial Format must be used for citations and references used. Attach a copy of the assessment tool.

 

Find a dietary assessment tool that can be used either generally or for a specific alteration in health.

Dietary assessment tool assignment

When you have found your assessment tool, answer the following questions:

  • What is the purpose of this tool?
  • Do you believe that the purpose is fulfilled based on the questions being asked? Why?
  • In what ways does the tool account for the individual perceptions and needs of the client?
  • Is there a nutritional history included? What does it cover?
  • Is the tool easy to use? Why or why not?
  • Does the tool provide enough information to determine next steps or interventions? Explain.

 

The writing assignment should be no more than 2 pages and APA Editorial Format must be used for citations and references used. Attach a copy of the assessment tool.

 

Find a dietary assessment tool that can be used either generally or for a specific alteration in health.

Dietary assessment tool assignment

When you have found your assessment tool, answer the following questions:

  • What is the purpose of this tool?
  • Do you believe that the purpose is fulfilled based on the questions being asked? Why?
  • In what ways does the tool account for the individual perceptions and needs of the client?
  • Is there a nutritional history included? What does it cover?
  • Is the tool easy to use? Why or why not?
  • Does the tool provide enough information to determine next steps or interventions? Explain.

 

The writing assignment should be no more than 2 pages and APA Editorial Format must be used for citations and references used. Attach a copy of the assessment tool.

Dietary assessment tool assignment

 

Patient Teaching: Anticoagulants Assignment

Patient Teaching: Anticoagulants Assignment

Sandra is a 27-year-old female admitted with a possible Deep Vein Thrombosis (DVT). She smokes one pack per day and is on birth control. She has a history of hypertension and obesity. She is admitted to the hospital and placed on bed rest. Heparin drip is started per protocol. The Provider is anticipating sending her home with Coumadin.

  • Can Sandra be placed on Coumadin and Heparin at the same time? Explain your answer.
  • Develop 3 teaching points important for Sandra to know about her medications regimen.
  • What questions would you ask Sandra to verify that she understands the 3 teaching points?

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Please make an initial post by midweek, and respond to at least two other students’ posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.

Sandra is a 27-year-old female admitted with a possible Deep Vein Thrombosis (DVT). She smokes one pack per day and is on birth control. She has a history of hypertension and obesity. She is admitted to the hospital and placed on bed rest. Heparin drip is started per protocol. The Provider is anticipating sending her home with Coumadin.

  • Can Sandra be placed on Coumadin and Heparin at the same time? Explain your answer.
  • Develop 3 teaching points important for Sandra to know about her medications regimen.
  • What questions would you ask Sandra to verify that she understands the 3 teaching points?

Please make an initial post by midweek, and respond to at least two other students’ posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation. Patient Teaching: Anticoagulants Assignment

Healthcare Industry – Provider Organizations

Healthcare Industry – Provider Organizations

Healing Hands Hospital is an acute care community hospital that serves a suburban community outside of a large city with two competing large academic medical centers. Both Healing Hands Hospital and the academic medical centers have a long history of service to the region, but their business and fundamental practices are different. Your manager, Ms. Woods, Healing Hands’ Chief Operating Officer (COO), is part of the task force working on the strategic plan for the hospital and needs to understand the fundamental practices of these academic medical centers. Healthcare Industry – Provider Organizations

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You have been tasked with providing this information for Ms. Woods that discusses the similarities and differences between academic medical centers and acute care community hospitals. You should address each of the following prompts below:

  • Explain the similarities and differences between the mission of an academic medical center versus the mission of an acute community hospital.
  • Discuss the similarities and differences in the staffing and management structure of an academic medical center versus an acute community hospital.  Note: You will want to consider what type of staff an academic medical center would have that a community hospital may not have.
  • Explain the similarities and differences in the Reimbursement model(s) that are used in academic medical centers versus an acute community hospital.

Healthcare Industry – Provider Organizations

 

 

SOAP NOTE: Post-Menopause  bleeding assignment

SOAP NOTE: Post-Menopause  bleeding assignment

SOAP NOTE: Post-Menopausia  bleeding.

STUDENT NAME

 

MRU

MSN6050 ADVANCE PRACTICE IN PRIMARY CARE- WOMEN’S HEALTH

PATIENT INFORMATION

Name: Ms. TM

Age: 57 years old

Race: Hispanic

Gender at birth: Female.

Gender identity: Female.

Source: Patient.

Allergies: Penicillin.

Current medications: Lisinopril 10 mg tab, 1tab daily.

Atorvastatin 20 mg tab, 1 tab daily.

Insurance: PPO.

PMH: Denies.

Surgical History: Appendectomy at 13 y/o.

Immunizations: Influenza. December 2020.

Preventive care: Last PAP smear August 2018. Normal.

Mammogram: Normal. BIRADS 0

Exposure: No knows HIV exposure during the last year. No blood transfusions or            received other blood components or tissues.

Environmental exposure was unknown to asbestos, radiations or other chemical substances. No exposure to the sunlight during day activities for long periods of time. SOAP NOTE: Post-Menopause  bleeding assignment

Family History: Father deceased CAD.

                            Mother alive: 85 y/o, HTN.

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Social History: Patient is heterosexual, single, and lives with her husband, roommate, and has a daughter 35 y/o. No domestic violence suspected or negligent behaviors. Client denies using drugs she said that she drinks alcohol only socially. Patient denies smoking tobacco or marihuana.

Nutrition history: She reports a healthy diet, low in sugar and salt.

Chief complaint: “I have my period again”

History of present illness: The patient is a Hispanic female, 57 y/o, G1T1P0A0L1, that

comes to the office staying “I have my period again”. She reports that she has watery, bloody

vaginal discharge for 2 weeks. This never happen before. Her last menstrual period was around 8

years ago. The client denied having had vaginal discharge. She is divorced for three years ago

and she did not have sexual activity since that time. The las pap test was in 2018, and the result

comeback negative. She denies history of sexual assault or trauma, also reports mild

discomfort on pelvic area, no fever or chills. There is not change on her appetite, no weight loss, malaise or weakness.

No previous hospitalizations or invasive procedures in the past twelve months. No history of

mental illness. No physical trauma or falls reported during the last year. SOAP NOTE: Post-Menopause  bleeding assignment

 

HPI- Women’s Health part:

Menstrual history: Monthly, denies clot or  bleeding.

Age of Menarche: 11 yo

Last menstrual period: 2013.

Bleeding pattern. Reports vaginal bleeding during the last 2 weeks.

Associated pain (dysmenorrhea): N/A.

Break through bleeding: N/A.

Length of cycle: N/A.

Average number of days of menses: N/A

Pre-menopause/menopause: Yes. Vasomotor symptoms: Yes.

Hormone replacement therapy: No.

Condom use: No.

Vaginal douches: No.

Level of satisfaction with sexual activity: good

History of sexual assault: no

Contraceptive use: N/A.

Previous method, including complications, reason discontinued: Same method.

Cervical and vaginal cytology: 2013. Normal

Most recent PAP Smear: Normal.

History of abnormal PAP Smear? Denies.

History of sexually transmitted infections: She denies having had any sexually transmitted disease.

Vaginitis: Denies. History of Pelvic inflammatory disease? Denies.

Any difficulty conceiving in the past? Denies.

Sexually active: Yes, she has a fixed partner for the last 35 years.

SOAP NOTE: Post-Menopause  bleeding assignment

 

 

 

Obstetric history:

G 1

T 1

P 0

A 0

L 1

Describe any maternal, fetal, or neonatal complications? Denies.

REVIEW OF SYSTEMS:

CONSTITUTIONAL: Denies fever, chills or malaise. Denies low energy in the past two weeks as identified in the PHQ-9 questionnaire. Denies weight loss, change of appetite.

NEUROLOGIC: Denies headache, changes in LOC, history of tremors or seizures, weakness, numbness, dizziness, headaches. Denies trouble walking, syncope, sleep disorder, memory problems.

PSYCHIATRIC:  Mood was euthymic, not feeling restless or anxiety. No feeling hopelessness or depressed. No sleep disturbances, trouble falling or staying asleep. Normal enjoyment of activities. Not easily distracted and no change in thought patterns.

HEENT: Head:  Denies head injuries, or change on LOC. Eyes: No irritation, no drainage, no dry eyes, no pain on eyes’ structures or retro-orbital, no vision changes, no diplopia, or blurred vision. Ears: Denies loss of hearing, no ear pain, no drainage, no sensation of ears feeling full, no ear ringing, or ears’ trauma. Nose: Denies nasal congestion, no nasal drainage, no nosebleeds, and normal smell sense. Throat/Mouth: Denies sore throat, no hoarseness, no difficulty swallowing, or postnasal drip. No mouth sore, no thrush, no bleeding gums, no lips sore, no teeth problems.

NECK: Denies neck pain, no masses, no nodules, no history of thyroid abnormality.

RESPIRATORY: Denies chest congestion or wheezing, coughing, shortness of breath.

CHEST/ BREAST: Denies chest abnormalities, no breast lumps, no nodules, no nipple drainage, or nipple retraction.

CARDIOVASCULAR: Denies chest pain, palpitations. No orthopnea, or paroxysmal nocturnal dyspnea. Denies edema, irregular heartbeat, low or high blood pressure, poor circulation, cold extremity, or claudication.

GASTROINTESTINAL: Normal appetite as identified in the PHQ-9 questionnaire. No dysphagia or heartburn. No nausea, vomiting or abdominal pain. No hematochezia. No diarrhea or constipation. SOAP NOTE: Post-Menopause  bleeding assignment

GENITOURINARY: Denies dysuria, frequency, urgency, hesitancy, incontinence, nocturia, or

hematuria. No history of UTI and kidney infections

EXTERNAL GENITALS: The patient reports watery, bloody vaginal discharge for 2 weeks

and mild discomfort over the pelvic area. No history of STD.

MUSCULOSKELETAL: Denies fall, muscle or joint pain. Denies hearing a clicking or snapping sound. Denies numbness, hemiplegia o paresthesia, muscular atrophy or weakness. Denies limited range of mobility, joint pain or limited ROM.

HEMATOLOGIC: Denies easy bruising, loss of hair, heat/cold intolerance, changes in nails, enlarged glands, prolonged bleeding, increased thirst, or hunger.

SKIN: Denies skin rash, no wound, no change on skin color or texture, no change in a mole, no unusual growth, no dry skin, no itching, or jaundice. Hair: Denies hair loss, no hair abnormalities. Nails: Denies nails abnormalities, no discoloration, no clubbing, no cyanosis, or longitudinal ridges.

OBJECTIVE DATA:

VITAL SIGNS: Temperature: 97.9 F0, Pulse: 86 BPM, BP: 123/77., RR: 18 per min.

 

PO2- 98 % on room air.

SOAP NOTE: Post-Menopause  bleeding assignment

Gynecological examination was performed in the office.

 

GENERAL APPEARANCE:  Patient alert and oriented. Speech fluently. Patient does reflex discomfort in her face and posture secondary to the pain on her genitals

NEUROLOGIC: Alert, CNII- XII grossly intact, Oriented to person, place and time. Sensation: Intact to Bilateral upper and lower extremities. Bilateral UE/LE strength 5/5. Romberg is negative and the patient has stable and balance gait. Reflexes 2 + symmetrical with negative Babinski. No asterixis. Proprioception was normal

PSYCHIATRIC: Cooperative but stressed about her genital condition. Patient is euthymic. The affect was normal.

HEENT: HEAD:  Normocephalic, atraumatic. Symmetric, nontender. Maxillary sinuses, no tenderness. Scalp pink and dry. EYES: No conjunctival secretion or injection, no icterus, extraocular eye movement intact.  No nystagmus noted. Symmetrical pupils, light reactive, Visual acuity 20/20 with the use of reading glasses. EARS: Bilateral canals patent without erythema, edema, or exudate. Bilateral tympanic membranes intact, pearly gray with sharp cone of light.  Maxillary sinuses no tenderness. NOSE: Nasal mucosa moist without bleeding. Clear nasal discharge. MOUTH AND THROAT: Oral mucosa moist without internal lesions such as canker sores, ulcers or vesicle. Tongue and uvula movement preserved without deviations.

NECK:  No pain, no cervical lymphadenopathy, no jugular vein distention the palpation thyroid is mobile when the patient swallows, centrally located without evidence, or increased in size, trachea is midline. No murmur at the level of the carotid arteries. No visible mass and skin with normal coloration. No palpable masses or tenderness, thyroid without nodules, no JVD, no lymph nodes. Pharynx: Moist and pink without tonsillar enlargement. No noted lesions or exudate.

CARDIOVASCULAR: S1S2, regular rate and rhythm, no S3 or S4, no murmurs or gallop noted, PMI at 5th intercostal space, midclavicular line. No pericardial friction rub heard.

All pulses 4+ palpable and equal. No clubbing, cyanosis or edema noted. Bilateral carotid arteries without bruits. Capillary refill test < 2 sec.

RESPIRATORY:  Respirations are regular, equal, and unlabored with symmetrical chest expansion. No egophony whispered pectoriloquy, or tactile fremitus, on palpation. Breath sounds presents and clear bilaterally, on auscultation. No wheezing, stridor, crackles, or rhonchi noted. No increased tactile fremitus noted. Lungs resonant.

CHEST: Breast: Normal in size. Symmetric. Two normal nipples without discharge. No skin changes (rashes, lesions, dimpling or retraction).  No masses or tenderness. SOAP NOTE: Post-Menopause  bleeding assignment

GASTROINTESTINAL: Inspection: Symmetric, no distended no visible masses. The skin

is normal, appendectomy 4 cm scar located on RLQ. Auscultation: Bowel sound active in all 4

quadrants. No bruits. Palpation: Abdomen soft, mild tenderness on lower abdomen, non

distended, no masses, herniation, guarding, rebound tenderness. No hepatomegaly or

splenomegaly. Percussion: Normal.

GENITOURINARY:

External genitalia: Mons normal hair distribution, no lesions. Labia majora, minora and

clitoris normal. Bartholin’s and Skene’s glands normal. Urethra WNL.

Vagina: Rugate, pink/red, inflamed wall, no discharge, good tone, no cystocele,

rectocele or masses.

Kidneys: Both kidneys have normal size, they are not palpable. Costovertebral angles are

not tender on palpation and percussion. The bladder is not palpable or tender.

Cervix: Small, no lesions, masses, inflammation, bloody discharge, negative for cervical

motion tenderness, no ectropion.

Uterus: Big firm, lateral, hard and not mobile, tender to motion.

Adnexa: Thickness of right parametrium. Ovarium not palpable.

MUSCULOSKELETAL: No evidence of atrophy, tumor. No pain to palpation.  Active and passive ROM within normal limits, no stiffness. No peripheral edema. Stable gait.

INTEGUMENTARY: Intact, no cyanosis or jaundice, Nail without alterations: no mycosis, angle 160 degrees (no clubbing). Hair distribution in the preserved leg area, no area of paleness or redness, symmetrical calf diameter.

SOAP NOTE: Post-Menopause  bleeding assignment

ASSESSMENT:

Main Diagnosis: Postmenopausal bleeding. ICD 10 N95.0-). Postmenopausal bleeding: refers to any uterine bleeding in a menopausal woman, it occurs on 5% of the postmenopausal population, and between 6-19 % is due to Endometrial cancer. In general, all postmenopausal women with unexpected uterine bleeding, should be evaluated for endometrial carcinoma, which is a lethal disease cause of bleeding, however, the most common cause of bleeding in these women is atrophy of the vaginal mucosa or endometrium; in the early menopausal years, endometrial hyperplasia, polyps, and submucosal fibroids are also common etiologies. (Goodman et al 2021). This patient present to the office after her menopause years ago, with symptoms, signs, and physical examination correlated with Post-menopausal bleeding. We must rule out the Endometrial Carcinoma as a cause of postmenopausal vaginal bleeding, discomfort on lower abdomen.

Also, the positive findings at bimanual vaginal examination of big firm, hard, lateral uterus, not mobile, tender to motion, thickness of right parametrium place that option the first in line.

The Differential diagnosis are with:

Cervical polyps: The cause is unknown, but inflammation play an etiologic role, the

principal symptoms are discharge and abnormal vaginal bleeding, the polyps are visible in the

cervical os on speculum examination. (Papadakis &amp; McPhee, 2017)

Post-coital vaginal laceration: Appears frequently in postmenopausal women with

atrophic vagina due to low levels of estrogens. It is not uncommon to experience some amount

superficial trauma or tears to the vagina especially after a lengthy session of intercourse. It is

usually, painless. However, at times, the trauma to the vagina can be quite extensive, requiring

emergency intervention (Domino, 2017). SOAP NOTE: Post-Menopause  bleeding assignment

Atrophy of the endometrium and vagina: Secondary to the hormonal changes of the

menopause the hypoestrogenism could cause changes included atrophy of the endometrium and

vagina. It produces micro erosions of the epithelium, associated to chronic inflammation, and it

facilitate the bleeding. Then during the examination, you can find a dry vaginal epithelium that it

is smooth and shiny with loss of most rugation. Then, the blood vessels could be visible, and

there is a chance of bleeding. (Goodman et al 2021).

Endometrial Hyperplasia: It is a frequent cause of vaginal bleeding on menopause women.

Despite the expected decrease of the endogenous estrogen production, secondary to ovarian or

adrenal tumors or exogenous estrogen therapy, we can find endometrial hyperplasia, therefore,

patient can present with vaginal bleeding. (Goodman et al 2021).

 

Differential Diagnosis:  

  • Endometrial Hyperplasia (ICD 10 N 85.00)
  • Atrophy of the endometrium and vagina (ICD 10 N95.2)
  • Cervical polyps: (ICD10. N84.1)

 

Plan:

Lab/Tests: CBC with Diff, CMP, Lipid Panel, SR, UA, Vaginal and cervix culture, Pap

smear test, Abdominal and Transvaginal US.

Pharmacological treatment:

None at this moment

Non-Pharmacological treatment:

None at this moment.

Education: Patient is educated on possible causes of post-menopausal bleeding,

importance of lab/test ordered to set diagnosis, management, when to contact physician. Also, SOAP NOTE: Post-Menopause  bleeding assignment

the client is advised that the bleeding becoming heavy or she feels weakness contact the

physician or go to the near emergency room. The patient is instructed on the importance to

regular screenings. This can help detect conditions before they become more problematic.

Maintain a healthy weight, following a healthy diet and exercising regularly. This alone can

prevent a variety of complications and conditions throughout the entire body.

Follow-ups/Referrals. Return in 3 days after lab/test done to be re-evaluated and referral

to gynecologist if required.

 

                                            References

  1. Domino, F. J. (2017). The 5- minute clinical consult. (25th ed.). Philadelphia, PA: Wolters

Kluwer.

  1. Goodman, A., & Barbieri, R. L. (2021, February 2). Postmenopausal uterine bleeding. Retrieved February 06, 2021, from https://www.uptodate.com/contents/postmenopausal-uterine-bleeding?search=Postmenopausal%20bleeding&source=search_result&selectedTitle=1~79&usage_type=default&display_rank=1
  2. Hacker, N. F., Joseph, G. C., &amp; Calvin, H. J. (2016). Hacker &amp; Moore' s Essentials of Obstetrics and Gynecology. (6 ed.). Missouri: Elsevier.
  3. Papadakis, M. A., &amp; McPhee, S. J. (2017). Medical diagnosis and treatment (56th ed.). San Francisco, CA: Mc Graw Hill Education.

Grading Rubric

 

Student______________________________________

This sheet is to help you understand what we are looking for, and what our margin remarks might be about on your write ups of patients. Since at all of the white-ups that you hand in are uniform, this represents what MUST be included in every write-up.

 

  • Identifying Data (___5pts): The opening list of the note. It contains age, sex, race, marital status, etc. The patient complaint should be given in quotes. If the patient has more than one complaint, each complaint should be listed separately (1, 2, etc.) and each addressed in the subjective and under the appropriate number.

 

  • Subjective Data (___30pts.): This is the historical part of the note. It contains the following:

 

  1. a) Symptom analysis/HPI(Location, quality , quantity or severity, timing, setting, factors that make it better or worse, and associate manifestations.(10pts).
  2. b) Review of systems of associated systems, reporting all pertinent positives and negatives (10pts).
  3. c) Any PMH, family hx, social hx, allergies, medications related to the complaint/problem (10pts). If more than one chief complaint, each should be written u in this manner.

 

  • Objective Data(__25pt.): Vital signs need to be present. Height and Weight should be included where appropriate.

 

  1. Appropriate systems are examined, listed in the note and consistent with those identified in 2b.(10pts).
  2. Pertinent positives and negatives must be documented for each relevant system.
  3. Any abnormalities must be fully described. Measure and record sizes of things (likes moles, scars). Avoid using “ok”, “clear”, “within normal limits”, positive/ negative, and normal/abnormal to describe things. (5pts).

 

  • Assessment (___10pts.): Diagnoses should be clearly listed and worded appropriately.

 

  • Plan (___15pts.): Be sure to include any teaching, health maintenance and counseling along with the pharmacological and non-pharmacological measures. If you have more than one diagnosis, it is helpful to have this section divided into separate numbered sections.

 

  • Subjective/ Objective, Assessment and Management and Consistent (___10pts.): Does the note support the appropriate differential diagnosis process? Is there evidence that you know what systems and what symptoms go with which complaints? The assessment/diagnoses should be consistent with the subjective section and then the assessment and plan. The management should be consistent with the assessment/ diagnoses identified.

 

  • Clarity of the Write-up(___5pts.): Is it literate, organized and complete?

SOAP NOTE: Post-Menopause  bleeding assignment

Comments:

 

Total Score: ____________                                                          Instructor: __________________________________

 Guidelines for Focused SOAP Notes

  • Label each section of the SOAP note (each body part and system).
  • Do not use unnecessary words or complete sentences.
  • Use Standard Abbreviations

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

Chief Complaint (CC): a statement describing the patient’s symptoms, problems, condition, diagnosis, physician-recommended return(s) for this patient visit. The patient’s own words should be in quotes.

History of present illness (HPI): a chronological description of the development of the patient’s chief complaint from the first symptom or from the previous encounter to the present. Include the eight variables (Onset, Location, Duration, Characteristics, Aggravating Factors, Relieving Factors, Treatment, Severity-OLDCARTS), or an update on health status since the last patient encounter.

Past Medical History (PMH): Update current medications, allergies, prior illnesses and injuries, operations and hospitalizations allergies, age-appropriate immunization status.

Family History (FH): Update significant medical information about the patient’s family (parents, siblings, and children). Include specific diseases related to problems identified in CC, HPI or ROS.

Social History(SH): An age-appropriate review of significant activities that may include information such as marital status, living arrangements, occupation, history of use of drugs, alcohol or tobacco, extent of education and sexual history.

Review of Systems (ROS). There are 14 systems for review. List positive findings and pertinent negatives in systems directly related to the systems identified in the CC and symptoms which have occurred since last visit; (1) constitutional symptoms (e.g., fever, weight loss), (2) eyes, (3) ears, nose, mouth and throat, (4) cardiovascular, (5) respiratory, (6) gastrointestinal, (7) genitourinary, (8) musculoskeletal, (9-}.integument (skin and/or breast), (10) neurological, (11) psychiatric, (12) endocrine, (13) hematological/lymphatic, {14) allergic/immunologic.  The ROS should mirror the PE findings section.

0: OBJECTIVE DATA (information you observe, assessment findings, lab results).

Sufficient physical exam should be performed to evaluate areas suggested by the history and patient’s progress since last visit. Document specific abnormal and relevant negative findings. Abnormal or unexpected findings should be described. You should include only the information which was provided in the case study, do not include additional data.

Record observations for the following systems if applicable to this patient encounter (there are 12 possible systems for examination): Constitutional (e.g. vita! signs, general appearance), Eyes, ENT/mouth, Cardiovascular, Respiratory, GI, GU, Musculoskeletal, Skin, Neurological, Psychiatric, Hematological/lymphatic/immunologic/lab testing.   The focused PE should only include systems for which you have been given data.

NOTE: Cardiovascular and Respiratory systems should be assessed on every patient regardless of the chief complaint.

Testing Results: Results of any diagnostic or lab testing ordered during that patient visit.

A: ASSESSMENT:  (this is your diagnosis (es) with the appropriate ICD 10 code)

List and number the possible diagnoses (problems) you have identified. These diagnoses are the conclusions you have drawn from the subjective and objective data.  SOAP NOTE: Post-Menopause  bleeding assignment

Remember: Your subjective and objective data should support your diagnoses and your therapeutic plan.

Do not write that a diagnosis is to be “ruled out” rather state the working definitions of each differential or primary diagnosis (es).

For each diagnoses provide a cited rationale for choosing this diagnosis. This rationale includes a one sentence cited definition of the diagnosis (es) the pathophysiology, the common signs and symptoms, the patients presenting signs and symptoms and the focused PE findings and tests results that support the dx. Include the interpretation of all lab data given in the case study and explain how those results support your chosen diagnosis.

P: PLAN (this is your treatment plan specific to this patient). Each step of your plan must include an EBP citation.

  1. Medications write out the prescription including dispensing information and provide EBP to support ordering each medication. Be sure to include both prescription and OTC medications.
  2. Additional diagnostic tests include EBP citations to support ordering additional tests
  3. Education this is part of the chart and should be brief, this is not a patient education sheet and needs to have a reference.
  4. Referrals include citations to support a referral
  5. Follow up. Patient follow-up should be specified with time or circumstances of return. You must provide a reference for your decision on when to follow up.

 

SOAP NOTE: Post-Menopause  bleeding assignment

Developing an Advocacy Campaign

Developing an Advocacy Campaign

To prepare:

Review Chapter 3 of Milstead, J. A. (2016). Health policy and politics: A nurse’s guide (5th ed.). Burlington, MA: Jones and Bartlett Publishers.

In the first assignment( HEALTH ADVOCACY CAMPAIGN DOCUMENT ATTACHED BELLOW), you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper. Developing an Advocacy Campaign

Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.

Consider how you could influence legislators or other policymakers to enact the policy you propose.

Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.

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To complete:

Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following:

Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.

Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.

Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.

Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.

Paste the rubric at the end of your paper. Developing an Advocacy Campaign