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  • [Solved] project

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  • [Solved] assessment 2

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    Create a 3–5 page double-spaced paper that examines how holistic nursing care and pathophysiology, pharmacology, and physical assessment intersect to help nurses provide safe and quality care. Expand All ## **Introduction** Holistic nursing care is crucial for driving positive health outcomes becaus…

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    Create a 3–5 page double-spaced paper that examines how holistic nursing care and pathophysiology, pharmacology, and physical assessment intersect to help nurses provide safe and quality care.
    Expand All
    ## **Introduction**
    Holistic nursing care is crucial for driving positive health outcomes because it considers the whole person, including their physical, emotional, social, and spiritual needs. This comprehensive approach allows for more personalized care, leading to better patient satisfaction and improved health outcomes. For Bachelor of Science in Nursing (BSN) nurses, understanding holistic nursing care is vital as it equips nurses with the skills to provide comprehensive care, enhancing their ability to promote health and wellness effectively. Furthermore, a solid understanding of pathophysiology, pharmacology, and physical assessment is essential in providing evidence-based holistic nursing care. Together, these elements enable nurses to develop a comprehensive care plan that addresses all aspects of a patient's health, thereby promoting holistic care and improving patient outcomes.
    ## **Instructions**
    For this assessment you will be creating a paper that explores holistic nursing care and how pathophysiology, pharmacology, and physical assessment play a role in delivering holistic care. Your paper should be 3–5 double spaced pages, not counting the title or reference page. You should also be prepared to support your paper with evidence from the literature and professional best practices.
    Your assessment submission will be assessed on the following criteria:
    – Define holistic nursing care.
    – **Definition of Holistic Nursing Care and its Benefits for Patients and Nurses:** The section should provide a clear definition of holistic nursing care and explain its benefits for both patients and nurses. The definition should be accurate and comprehensive, and the benefits should be supported by evidence-based research.
    – Explain how pathophysiology can help nurses understand the underlying causes and mechanisms of diseases and disorders, and how they affect the whole person.
    – **Explanation of Pathophysiology and Its Role in Nursing Practice:** This section should explain how pathophysiology can help nurses understand the underlying causes and mechanisms of diseases and disorders, and how they affect the whole person. The explanation should be detailed and supported by relevant examples.
    – Discuss how pharmacology can help nurses select, administer, and monitor the effects of medications, and how they interact with the patient’s physical, psychological, and social needs.
    – **Discussion of Pharmacology and Its Role in Nursing Practice:** This section should discuss how pharmacology can help nurses select, administer, and monitor the effects of medications, and how they interact with the patient’s physical, psychological, and social needs. The discussion should be comprehensive and supported by relevant examples.
    – Describe how nurses can use physical assessment to collect, analyze, and interpret data about the patient’s health status, and how they can use this information to plan, implement, and evaluate care.
    – **Description of Physical Assessment and Its Role in Nursing Practice:** This section should describe how physical assessment can help nurses collect, analyze, and interpret data about the patient’s health status, and how they can use this information to plan, implement, and evaluate care. The description should be detailed and supported by relevant examples.
    – Identify two examples of how these three domains of knowledge (pathophysiology, pharmacology, and physical assessment) can be integrated and applied in different clinical scenarios and settings.
    – **Examples of Integration and Application of Knowledge in Clinical Scenarios:** This section should provide examples of how these three domains of knowledge (pathophysiology, pharmacology, and physical assessment) can be integrated and applied in different clinical scenarios and settings. The examples should be relevant and supported by evidence-based research.
    – Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
    ## **Additional Requirements**
    – **Length of submission:** 3–5 pages of content plus title and reference pages.
    – **Number of references:** Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. Use the [Capella University Library](https://lat.strategiced.com/redirect?linkid=1651) and [BSN Program Library Research Guide](https://capellauniversity.libguides.com/BSN) as needed.
    – **APA formatting:** References and citations are formatted according to current APA style. See the [APA Module](https://lat.strategiced.com/redirect?linkid=2586).
    ## **Competencies Measured**
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    – Competency 1: Explain how pathophysiology, pharmacology, and physical assessment comprise a holistic approach to nursing care.
    – Define holistic nursing care.
    – Explain how pathophysiology can help nurses understand the underlying causes and mechanisms of diseases and disorders, and how they affect the whole person.
    – Discuss how pharmacology can help nurses select, administer, and monitor the effects of medications, and how they interact with the patient's physical, psychological, and social needs.
    – Identify two examples of how these three domains of knowledge (pathophysiology, pharmacology, and physical assessment) can be integrated and applied in different clinical scenarios and settings.
    – Competency 2: Create evidence based interventions to address the health needs, risks, and resources of individuals from diverse backgrounds and cultures.
    – Describe how nurses can use physical assessment to collect, analyze, and interpret data about the patient’s health status, and how they can use this information to plan, implement, and evaluate care.
    – Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.
    – Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

  • [Solved] Need soap note asap rw

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    Need soap note asap – ## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx – ## SOAPNoteTemplate-Final.docx **## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx** Over the course of the semester you will choose 1 patient encounter each week to document an extended SOAP note for. In Weeks 2…

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    Assignment Prompt & Instructions

    Need soap note asap

    – ## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx

    – ## SOAPNoteTemplate-Final.docx

    **## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx**

    Over the course of the semester you will choose 1 patient encounter each week to document an extended SOAP note for. In Weeks 2, 3, and 4, you will submit only the subjective and objective data sets for your chosen encounter.

    It is expected that you vary the primary focus of each note to ensure you are receiving quality feedback for several types of patient encounters to include acute, chronic and wellness encounters.  You are not to utilize the same type of encounter, acute/chronic health condition or wellness exam, more than once unless you have received approval to do so from your clinical faculty person.

    Each SOAP note carries a 30-point value.

    SOAP notes will be evaluated using a standardized rubric.  Please review the evaluation criterion to ensure that your SOAP notes are constructed to address the required elements and desired level of achievement.

    For planned weekly clinical experiences submission of the SOAP notes would be accomplished by submitting one SOAP note weekly for weeks 2 through week 7.

    For planned and approved condensed, compressed or alternate clinical experiences, submission of the SOAP note would be dependent on the approved clinical schedule.  This may mean that more than 1 SOAP note would need to be submitted on a weekly basis.  If you are not in clinical for weeks where a SOAP note is due a ‘0’ will be input into the Grade Center as a place holder until you have submitted the required assignment.

    **## SOAPNoteTemplate-Final.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

    | | | |
    | — | — | — |
    | S: SUBJECTIVE DATA |
    | CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
    | HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
    | PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
    | ALLERGIES | State the offending medication/food and the reactions. |
    | MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
    | SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
    | FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
    | HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
    | ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | | | |
    | — | — | — | — | — |
    | O: OBJECTIVE DATA |
    | VITALS: | HR: | RR: | BP: | Temp: |
    | | SpO2%: | Ht: | Wt: | BMI: |
    | | Age: | LMP: | PAIN: | |
    | PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
    | | Head | |
    | | Eyes | |
    | | ENT, Mouth | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary Male |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Genitourinary Female |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | |
    | — | — | — |
    | A: ASSESSMENT AND DIAGNOSIS |
    | | DIAGNOSIS | ICD-10 CODES |
    | PRIORITIZE DIAGNOSIS | 1. | |
    | | 2. | |
    | | 3. | |

    | | | | |
    | — | — | — | — |
    | VISIT CODES | | CPT BILLING CODES | |
    | DIAGNOSTICS | | POC TESTING | |
    | | | TESTS REVIEWED | |

    | | | |
    | — | — | — |
    | P: PLAN |
    | ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
    | | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

    **## SOAPNoteTemplate-Final.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

    | | | |
    | — | — | — |
    | S: SUBJECTIVE DATA |
    | CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
    | HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
    | PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
    | ALLERGIES | State the offending medication/food and the reactions. |
    | MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
    | SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
    | FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
    | HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
    | ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | | | |
    | — | — | — | — | — |
    | O: OBJECTIVE DATA |
    | VITALS: | HR: | RR: | BP: | Temp: |
    | | SpO2%: | Ht: | Wt: | BMI: |
    | | Age: | LMP: | PAIN: | |
    | PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
    | | Head | |
    | | Eyes | |
    | | ENT, Mouth | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary Male |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Genitourinary Female |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | |
    | — | — | — |
    | A: ASSESSMENT AND DIAGNOSIS |
    | | DIAGNOSIS | ICD-10 CODES |
    | PRIORITIZE DIAGNOSIS | 1. | |
    | | 2. | |
    | | 3. | |

    | | | | |
    | — | — | — | — |
    | VISIT CODES | | CPT BILLING CODES | |
    | DIAGNOSTICS | | POC TESTING | |
    | | | TESTS REVIEWED | |

    | | | |
    | — | — | — |
    | P: PLAN |
    | ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
    | | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

    **## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx**

    Over the course of the semester you will choose 1 patient encounter each week to document an extended SOAP note for. In Weeks 2, 3, and 4, you will submit only the subjective and objective data sets for your chosen encounter.

    It is expected that you vary the primary focus of each note to ensure you are receiving quality feedback for several types of patient encounters to include acute, chronic and wellness encounters.  You are not to utilize the same type of encounter, acute/chronic health condition or wellness exam, more than once unless you have received approval to do so from your clinical faculty person.

    Each SOAP note carries a 30-point value.

    SOAP notes will be evaluated using a standardized rubric.  Please review the evaluation criterion to ensure that your SOAP notes are constructed to address the required elements and desired level of achievement.

    For planned weekly clinical experiences submission of the SOAP notes would be accomplished by submitting one SOAP note weekly for weeks 2 through week 7.

    For planned and approved condensed, compressed or alternate clinical experiences, submission of the SOAP note would be dependent on the approved clinical schedule.  This may mean that more than 1 SOAP note would need to be submitted on a weekly basis.  If you are not in clinical for weeks where a SOAP note is due a ‘0’ will be input into the Grade Center as a place holder until you have submitted the required assignment.

    **## SOAPNoteTemplate-Final.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

    | | | |
    | — | — | — |
    | S: SUBJECTIVE DATA |
    | CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
    | HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
    | PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
    | ALLERGIES | State the offending medication/food and the reactions. |
    | MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
    | SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
    | FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
    | HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
    | ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | | | |
    | — | — | — | — | — |
    | O: OBJECTIVE DATA |
    | VITALS: | HR: | RR: | BP: | Temp: |
    | | SpO2%: | Ht: | Wt: | BMI: |
    | | Age: | LMP: | PAIN: | |
    | PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
    | | Head | |
    | | Eyes | |
    | | ENT, Mouth | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary Male |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Genitourinary Female |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | |
    | — | — | — |
    | A: ASSESSMENT AND DIAGNOSIS |
    | | DIAGNOSIS | ICD-10 CODES |
    | PRIORITIZE DIAGNOSIS | 1. | |
    | | 2. | |
    | | 3. | |

    | | | | |
    | — | — | — | — |
    | VISIT CODES | | CPT BILLING CODES | |
    | DIAGNOSTICS | | POC TESTING | |
    | | | TESTS REVIEWED | |

    | | | |
    | — | — | — |
    | P: PLAN |
    | ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
    | | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

    **## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx**

    Over the course of the semester you will choose 1 patient encounter each week to document an extended SOAP note for. In Weeks 2, 3, and 4, you will submit only the subjective and objective data sets for your chosen encounter.

    It is expected that you vary the primary focus of each note to ensure you are receiving quality feedback for several types of patient encounters to include acute, chronic and wellness encounters.  You are not to utilize the same type of encounter, acute/chronic health condition or wellness exam, more than once unless you have received approval to do so from your clinical faculty person.

    Each SOAP note carries a 30-point value.

    SOAP notes will be evaluated using a standardized rubric.  Please review the evaluation criterion to ensure that your SOAP notes are constructed to address the required elements and desired level of achievement.

    For planned weekly clinical experiences submission of the SOAP notes would be accomplished by submitting one SOAP note weekly for weeks 2 through week 7.

    For planned and approved condensed, compressed or alternate clinical experiences, submission of the SOAP note would be dependent on the approved clinical schedule.  This may mean that more than 1 SOAP note would need to be submitted on a weekly basis.  If you are not in clinical for weeks where a SOAP note is due a ‘0’ will be input into the Grade Center as a place holder until you have submitted the required assignment.

    **## SOAPNoteTemplate-Final.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

    | | | |
    | — | — | — |
    | S: SUBJECTIVE DATA |
    | CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
    | HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
    | PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
    | ALLERGIES | State the offending medication/food and the reactions. |
    | MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
    | SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
    | FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
    | HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
    | ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | | | |
    | — | — | — | — | — |
    | O: OBJECTIVE DATA |
    | VITALS: | HR: | RR: | BP: | Temp: |
    | | SpO2%: | Ht: | Wt: | BMI: |
    | | Age: | LMP: | PAIN: | |
    | PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
    | | Head | |
    | | Eyes | |
    | | ENT, Mouth | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary Male |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Genitourinary Female |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | |
    | — | — | — |
    | A: ASSESSMENT AND DIAGNOSIS |
    | | DIAGNOSIS | ICD-10 CODES |
    | PRIORITIZE DIAGNOSIS | 1. | |
    | | 2. | |
    | | 3. | |

    | | | | |
    | — | — | — | — |
    | VISIT CODES | | CPT BILLING CODES | |
    | DIAGNOSTICS | | POC TESTING | |
    | | | TESTS REVIEWED | |

    | | | |
    | — | — | — |
    | P: PLAN |
    | ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
    | | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

    – 1
    – 2

  • [Solved] 324Topic 4 DQ 1

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    Describe the spectrum of death and dying rituals and practices across cultures. Why are death and dying rituals so significant?

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    Describe the spectrum of death and dying rituals and practices across cultures. Why are death and dying rituals so significant?

  • [Solved] see below

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    10 slides Title Slide Introduction to the study Mean age and gender distribution Ethnicity distribution Treatment type and HbA1c reduction Compliance and hospital admission Exercise frequency and change in HbA1c Impact of BMI and initial HbA1c levels Check-up frequency and compliance Conclusion Must…

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    10 slides
    Title Slide
    Introduction to the study
    Mean age and gender distribution
    Ethnicity distribution
    Treatment type and HbA1c reduction
    Compliance and hospital admission
    Exercise frequency and change in HbA1c
    Impact of BMI and initial HbA1c levels
    Check-up frequency and compliance
    Conclusion
    Must include presenter notes on separate sheet of paper
    \
    PresenterNotesDataStoryStakeholderPresentation.pdf](https://www.sweetstudy.com/files/presenternotesdatastorystakeholderpresentation-pdf-10354041 "PresenterNotesDataStoryStakeholderPresentation.pdf")
    \
    DataStorytellingStakeholderPresentation.pdf](https://www.sweetstudy.com/files/datastorytellingstakeholderpresentation-pdf-10354043 "DataStorytellingStakeholderPresentation.pdf")

  • [Solved] Assigment .Apa seven . All instructions attached.

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    Follow rubric – ## MoodStabilizer.docx **## MoodStabilizer.docx** Mood Stabilizer This Assignment is designed to help you analyze the many considerations for prescribing mood stabilizers, as well as organizing the many different lab components to consider when prescribing to a patient. Resources Be …

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    Follow rubric

    – ## MoodStabilizer.docx

    **## MoodStabilizer.docx**

    Mood Stabilizer

    This Assignment is designed to help you analyze the many considerations for prescribing mood stabilizers, as well as organizing the many different lab components to consider when prescribing to a patient.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/172199/modules/items/7087863)

    To Prepare

    · Review the Required Learning Resources.

    · Review indications and considerations for
    _traditional_ mood stabilizer psychopharmacology treatments, including carbamazepine, lamotrigine, lithium, and valproate products.

    The Assignment

    Construct a 5- to 6-page paper discussing each of the four traditional mood stabilizer medications: carbamazepine, lamotrigine, lithium, and valproate products. Support your answers with
    **five (5)** evidence-based, peer-reviewed scholarly literature.

    **Note:** APA style format will apply.

    Your paper should include the following for each:

    · Proposed mechanism of action

    · Baseline assessment, laboratory considerations, and frequency of ongoing labs and assessments

    **Note:** Discuss the importance of assessment and labs.

    · Special population considerations (birth assigned gender, age, other medical comorbidity considerations)

    · FDA approval indications

    · Typical dosing with discussion on therapeutic endpoints for psychiatric use

    · Major drug–drug interaction considerations

    · For each of these medications, please review potential drug–drug interactions listed below. Consider alternative dosing schedules, clinical implications for the drug interactions, additional patient education needed, any additional monitoring recommended, or collaboration needed with other medical professions (such as, primary care providers)

    · Lamotrigine + Valproate

    · Lamotrigine + Rifampin

    · Valproate + Estrogen containing birth control.

    · Valproate + Amitriptyline

    · Lithium + Furosemide

    · Lithium + Lisinopril

    · Carbamazepine + Lurasidone

    · Carbamazepine + Grapefruit juice

    · Discuss the ethical, legal, and social implications related to prescribing bipolar and other related mood-disorder diagnoses therapy for patients.

    **Reminder:** The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. For this Assignment, you are only required to include a title page. The
    [Walden Writing Center Sample PaperLinks to an external site.](https://academicguides.waldenu.edu/writingcenter/templates/general) provides an example of those required elements.

    **NURS_6630_Week8_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NURS_6630_Week8_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeFor each of the four (4) traditional mood stabilizers, response includes proposed mechanism of action, baseline assessment, laboratory considerations, and frequency of ongoing. Discusses the importance of assessment and labs. Indication of special population considerations FDA approval. Discusses typical dosing with focus on therapeutic endpoints for psychiatric use of major drug-drug interaction considerations. | **50 to >36.0 ptsExcellent** The response comprehensively and clearly describes all of the elements for each of the four (4) mood stabilizers.<br> <br>**36 to >24.0 ptsGood** The response clearly describes at least 75% the Assignment elements for three to four (3–4) mood stabilizers.<br> <br>**24 to >11.0 ptsFair** The response describes at least 50% the Assignment elements for each mood stabilizer or only two (2) mood stabilizers discussed.<br> <br>**11 to >0 ptsPoor** The response includes inaccurate and vague examples that describe 25% or less of the Assignment elements for one (1) mood stabilizer, or some or all are missing. | 50 pts |
    | This criterion is linked to a Learning OutcomeReviews the potential drug–drug interactions of the following: *Lamotrigine + Valproate; *Lamotrigine + Rifampin; *Valproate + Estrogen containing birth control; *Valproate + Amitriptyline; *Lithium + Furosemide; *Lithium + Lisinopril; *Carbamazepine + Lurasidone; *Carbamazepine + Grapefruit juice. Consider alternative dosing schedules, clinical implications for the drug interactions, additional patient education needed, any additional monitoring recommended, or collaboration needed with other medical professionals. | **20 to >18.0 ptsExcellent** Reviews all seven to eight (7-8) of the potential drug-drug interactions with clear and accurate Discussion of alternative dosing, patient education, monitoring recommendation, and when to collaborate.<br> <br>**18 to >15.0 ptsGood** Reviews five to six (5–6) of the potential drug-drug interactions with clear and accurate Discussion of alternative dosing, patient education, monitoring recommendation, and when to collaborate.<br> <br>**15 to >10.0 ptsFair** Reviews three to four (3–4) of the potential drug-drug interactions with some Discussion and minor inaccuracies of alternative dosing, patient education, monitoring recommendation, and when to collaborate.<br> <br>**10 to >0 ptsPoor** Reviews up to eight (8) of the potential drug-drug interactions with vague and major inaccuracies noted in the Discussion, including alternative dosing, patient education, monitoring recommendation, and when to collaborate. | 20 pts |
    | This criterion is linked to a Learning OutcomeDiscusses ethical, legal, and social implications related to prescribing these medications to patients. | **10 to >7.0 ptsExcellent** The response accurately and clearly discusses ethical, legal and social implications. The response includes relevant, specific, and appropriate examples that fully support the Discussion.<br> <br>**7 to >4.0 ptsGood** The response accurately discusses ethical, legal and social implications. The response includes relevant, specific, and accurate examples that support the Discussion.<br> <br>**4 to >1.0 ptsFair** The response inaccurately or vaguely discusses ethical, legal and social implications. The response includes inaccurate and irrelevant examples that may support the Discussion.<br> <br>**1 to >0 ptsPoor** The response inaccurately and vaguely discusses ethical, legal and social implications, or it is missing. The response includes inaccurate and vague examples that do not support the Discussion, or it is missing. | 10 pts |
    | This criterion is linked to a Learning OutcomeThe paper is succinct and is 5–6 pages. Five (5) evidence-based, peer- reviewed scholarly references outside of course resources. | **5 to >4.0 ptsExcellent** The paper is succinct and is 5–6 pages. Five (5) evidence-based, peer- reviewed scholarly references outside of course resources<br> <br>**4 to >3.0 ptsGood** The paper is succinct and is 7–8 pages. Four (4) evidence-based, peer- reviewed scholarly references outside of course resources<br> <br>**3 to >1.0 ptsFair** The paper is somewhat succinct and is 8–9 pages. Two or three (2 or 3) evidence-based, peer- reviewed scholarly references outside of course resources<br> <br>**1 to >0 ptsPoor** The paper is not succinct and is 10+ pages. One (1) or no evidence-based, peer- reviewed scholarly references outside of course resources | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten 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 is provided which delineates all required criteria. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br> <br>**4 to >3.0 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the Assignment is stated yet is brief and not descriptive.<br> <br>**3 to >1.0 ptsFair** 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.<br> <br>**1 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. No purpose statement, introduction, or conclusion was provided. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation. | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains one or two grammar, spelling, and punctuation errors.<br> <br>**3 to >1.0 ptsFair** Contains three or four grammar, spelling, and punctuation errors.<br> <br>**1 to >0 ptsPoor** Contains five or more grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting: The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4.0 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4 to >3.0 ptsGood** Contains one or two APA format errors.<br> <br>**3 to >1.0 ptsFair** Contains three or four APA format errors.<br> <br>**1 to >0 ptsPoor** Contains five or more APA format errors. | 5 pts |

    Total Points: 100

    **## MoodStabilizer.docx**

    Mood Stabilizer

    This Assignment is designed to help you analyze the many considerations for prescribing mood stabilizers, as well as organizing the many different lab components to consider when prescribing to a patient.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/172199/modules/items/7087863)

    To Prepare

    · Review the Required Learning Resources.

    · Review indications and considerations for
    _traditional_ mood stabilizer psychopharmacology treatments, including carbamazepine, lamotrigine, lithium, and valproate products.

    The Assignment

    Construct a 5- to 6-page paper discussing each of the four traditional mood stabilizer medications: carbamazepine, lamotrigine, lithium, and valproate products. Support your answers with
    **five (5)** evidence-based, peer-reviewed scholarly literature.

    **Note:** APA style format will apply.

    Your paper should include the following for each:

    · Proposed mechanism of action

    · Baseline assessment, laboratory considerations, and frequency of ongoing labs and assessments

    **Note:** Discuss the importance of assessment and labs.

    · Special population considerations (birth assigned gender, age, other medical comorbidity considerations)

    · FDA approval indications

    · Typical dosing with discussion on therapeutic endpoints for psychiatric use

    · Major drug–drug interaction considerations

    · For each of these medications, please review potential drug–drug interactions listed below. Consider alternative dosing schedules, clinical implications for the drug interactions, additional patient education needed, any additional monitoring recommended, or collaboration needed with other medical professions (such as, primary care providers)

    · Lamotrigine + Valproate

    · Lamotrigine + Rifampin

    · Valproate + Estrogen containing birth control.

    · Valproate + Amitriptyline

    · Lithium + Furosemide

    · Lithium + Lisinopril

    · Carbamazepine + Lurasidone

    · Carbamazepine + Grapefruit juice

    · Discuss the ethical, legal, and social implications related to prescribing bipolar and other related mood-disorder diagnoses therapy for patients.

    **Reminder:** The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. For this Assignment, you are only required to include a title page. The
    [Walden Writing Center Sample PaperLinks to an external site.](https://academicguides.waldenu.edu/writingcenter/templates/general) provides an example of those required elements.

    **NURS_6630_Week8_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NURS_6630_Week8_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeFor each of the four (4) traditional mood stabilizers, response includes proposed mechanism of action, baseline assessment, laboratory considerations, and frequency of ongoing. Discusses the importance of assessment and labs. Indication of special population considerations FDA approval. Discusses typical dosing with focus on therapeutic endpoints for psychiatric use of major drug-drug interaction considerations. | **50 to >36.0 ptsExcellent** The response comprehensively and clearly describes all of the elements for each of the four (4) mood stabilizers.<br> <br>**36 to >24.0 ptsGood** The response clearly describes at least 75% the Assignment elements for three to four (3–4) mood stabilizers.<br> <br>**24 to >11.0 ptsFair** The response describes at least 50% the Assignment elements for each mood stabilizer or only two (2) mood stabilizers discussed.<br> <br>**11 to >0 ptsPoor** The response includes inaccurate and vague examples that describe 25% or less of the Assignment elements for one (1) mood stabilizer, or some or all are missing. | 50 pts |
    | This criterion is linked to a Learning OutcomeReviews the potential drug–drug interactions of the following: *Lamotrigine + Valproate; *Lamotrigine + Rifampin; *Valproate + Estrogen containing birth control; *Valproate + Amitriptyline; *Lithium + Furosemide; *Lithium + Lisinopril; *Carbamazepine + Lurasidone; *Carbamazepine + Grapefruit juice. Consider alternative dosing schedules, clinical implications for the drug interactions, additional patient education needed, any additional monitoring recommended, or collaboration needed with other medical professionals. | **20 to >18.0 ptsExcellent** Reviews all seven to eight (7-8) of the potential drug-drug interactions with clear and accurate Discussion of alternative dosing, patient education, monitoring recommendation, and when to collaborate.<br> <br>**18 to >15.0 ptsGood** Reviews five to six (5–6) of the potential drug-drug interactions with clear and accurate Discussion of alternative dosing, patient education, monitoring recommendation, and when to collaborate.<br> <br>**15 to >10.0 ptsFair** Reviews three to four (3–4) of the potential drug-drug interactions with some Discussion and minor inaccuracies of alternative dosing, patient education, monitoring recommendation, and when to collaborate.<br> <br>**10 to >0 ptsPoor** Reviews up to eight (8) of the potential drug-drug interactions with vague and major inaccuracies noted in the Discussion, including alternative dosing, patient education, monitoring recommendation, and when to collaborate. | 20 pts |
    | This criterion is linked to a Learning OutcomeDiscusses ethical, legal, and social implications related to prescribing these medications to patients. | **10 to >7.0 ptsExcellent** The response accurately and clearly discusses ethical, legal and social implications. The response includes relevant, specific, and appropriate examples that fully support the Discussion.<br> <br>**7 to >4.0 ptsGood** The response accurately discusses ethical, legal and social implications. The response includes relevant, specific, and accurate examples that support the Discussion.<br> <br>**4 to >1.0 ptsFair** The response inaccurately or vaguely discusses ethical, legal and social implications. The response includes inaccurate and irrelevant examples that may support the Discussion.<br> <br>**1 to >0 ptsPoor** The response inaccurately and vaguely discusses ethical, legal and social implications, or it is missing. The response includes inaccurate and vague examples that do not support the Discussion, or it is missing. | 10 pts |
    | This criterion is linked to a Learning OutcomeThe paper is succinct and is 5–6 pages. Five (5) evidence-based, peer- reviewed scholarly references outside of course resources. | **5 to >4.0 ptsExcellent** The paper is succinct and is 5–6 pages. Five (5) evidence-based, peer- reviewed scholarly references outside of course resources<br> <br>**4 to >3.0 ptsGood** The paper is succinct and is 7–8 pages. Four (4) evidence-based, peer- reviewed scholarly references outside of course resources<br> <br>**3 to >1.0 ptsFair** The paper is somewhat succinct and is 8–9 pages. Two or three (2 or 3) evidence-based, peer- reviewed scholarly references outside of course resources<br> <br>**1 to >0 ptsPoor** The paper is not succinct and is 10+ pages. One (1) or no evidence-based, peer- reviewed scholarly references outside of course resources | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten 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 is provided which delineates all required criteria. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br> <br>**4 to >3.0 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the Assignment is stated yet is brief and not descriptive.<br> <br>**3 to >1.0 ptsFair** 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.<br> <br>**1 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. No purpose statement, introduction, or conclusion was provided. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation. | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains one or two grammar, spelling, and punctuation errors.<br> <br>**3 to >1.0 ptsFair** Contains three or four grammar, spelling, and punctuation errors.<br> <br>**1 to >0 ptsPoor** Contains five or more grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting: The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4.0 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4 to >3.0 ptsGood** Contains one or two APA format errors.<br> <br>**3 to >1.0 ptsFair** Contains three or four APA format errors.<br> <br>**1 to >0 ptsPoor** Contains five or more APA format errors. | 5 pts |

    Total Points: 100

  • [Solved] ADHD management plan and analysis

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    Help finish ADHD management plan and analysis – ## intialdiscpost.docx – Screenshot_18-7-2025_232841_chamberlain.instructure.com.jpeg **## intialdiscpost.docx** Chief complaint: Trouble concentrating Subjective data: History of Present Illness: 28-year-old male that reports struggling with inatte…

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    Assignment Prompt & Instructions

    Help finish ADHD management plan and analysis

    – ## intialdiscpost.docx

    – Screenshot_18-7-2025_232841_chamberlain.instructure.com.jpeg

    **## intialdiscpost.docx**

    Chief complaint: Trouble concentrating

    Subjective data:

    History of Present Illness: 28-year-old male that reports struggling with inattention and hyperactivity since childhood. He has difficulty maintaining focus on tasks at work and is often forgetful with appointments and responsibilities. He mentions that he frequently feels restless and finds it hard to relax during the evening. These issues have worsened in recent years, particularly in his job as a real estate agent, where he often feels overwhelmed by multitasking and tight deadlines.

    Demographic Data: Caucasian, working full-time, married.

    Risk Factors: Mother with PMHx of ADHD.

    Previous Medical, Surgical, and Psychiatric History: History of cholecystectomy in 2022.

    Objective data:

    Physical Exam Findings:

    General- Patient cooperative but fidgety appearing.

    HEENT- Head: Normocephalic, Eyes: Pupils equal round and reactive to light, Ears: No lesions and symmetric tympanic membrane pearly grey and intact, Nose: Nasal turbinate’s pink and moist, Throat: No exudate to pharynx and no dental caries noted.

    Neurological- No numbness or weakness noted bilaterally, Cranial nerves intact. Denies headaches or blurred vision.

    Cardiovascular- Normal s1 and s2 sounds noted. No cardiac murmur. Denies chest pain, palpitations, or shortness of breath.

    Respiratory- No adventitious lung sounds noted. Denies cough or wheezing.

    GI- Normoactive bowel sounds in all four quadrants. No masses palpated. Denies Nausea, vomiting, or diarrhea.

    Psychiatric- Patient displays being fidgety during exam with frequent shifting in seat and tapping feet. Pt endorses trouble concentrating and staying still for long periods of time.

    Mental Status Exam:

    Appearance: Well-groomed and nourished.

    Behavioral/Motor observation- Fidgety during time of exam with frequent shifting and tapping of feet.

    Speech- Mild pressured speech occasionally interrupting.

    Affect and Mood- Patient cooperative but anxious appearing.

    Thought Process- Exhibits some disorganized and scattered thought process with frequent shifts in topics.

    Cognition- Intact and well knowledgeable.

    Recommended Diagnostic Tests:

    Behavioral rating scale: Adult ADHD Self-Report scale which has been shown to have excellent psychometric properties which include questions on core symptoms and the frequency and impact of symptoms on daily functioning (Adamou, M., et al. 2024).

    Use of Adult ADHD Investigator Symptom Rating Scale- This tool allows clinicians to guide questions to help in diagnosis and identifying patients with ADHD (Adamou, M., et al. 2024).

    Screen for other neurodevelopmental disorders such as learning disabilities or intellectual disability (Adamou, M., et al. 2024).

    Obtain developmental history, encourage life story timeline of how these behaviors have progressed thought life (Adamou, M., et al. 2024).

    Reference:

    Adamou, M., Arif, M., Asherson, P., Cubbin, S., Leaver, L., Sedgwick-Müller, J., Müller-Sedgwick, U., van Rensburg, K., & Kustow, J. (2024). The adult ADHD assessment quality assurance standard. Frontiers in psychiatry, 15, 1380410. https://doi.org/10.3389/fpsyt.2024.1380410

    **Screenshot_18-7-2025_232841_chamberlain.instructure.com.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-18-7-2025-232841-chamberlain-instructure-com-jpeg-10353971)

    **Screenshot_18-7-2025_232841_chamberlain.instructure.com.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-18-7-2025-232841-chamberlain-instructure-com-jpeg-10353971)

    **## intialdiscpost.docx**

    Chief complaint: Trouble concentrating

    Subjective data:

    History of Present Illness: 28-year-old male that reports struggling with inattention and hyperactivity since childhood. He has difficulty maintaining focus on tasks at work and is often forgetful with appointments and responsibilities. He mentions that he frequently feels restless and finds it hard to relax during the evening. These issues have worsened in recent years, particularly in his job as a real estate agent, where he often feels overwhelmed by multitasking and tight deadlines.

    Demographic Data: Caucasian, working full-time, married.

    Risk Factors: Mother with PMHx of ADHD.

    Previous Medical, Surgical, and Psychiatric History: History of cholecystectomy in 2022.

    Objective data:

    Physical Exam Findings:

    General- Patient cooperative but fidgety appearing.

    HEENT- Head: Normocephalic, Eyes: Pupils equal round and reactive to light, Ears: No lesions and symmetric tympanic membrane pearly grey and intact, Nose: Nasal turbinate’s pink and moist, Throat: No exudate to pharynx and no dental caries noted.

    Neurological- No numbness or weakness noted bilaterally, Cranial nerves intact. Denies headaches or blurred vision.

    Cardiovascular- Normal s1 and s2 sounds noted. No cardiac murmur. Denies chest pain, palpitations, or shortness of breath.

    Respiratory- No adventitious lung sounds noted. Denies cough or wheezing.

    GI- Normoactive bowel sounds in all four quadrants. No masses palpated. Denies Nausea, vomiting, or diarrhea.

    Psychiatric- Patient displays being fidgety during exam with frequent shifting in seat and tapping feet. Pt endorses trouble concentrating and staying still for long periods of time.

    Mental Status Exam:

    Appearance: Well-groomed and nourished.

    Behavioral/Motor observation- Fidgety during time of exam with frequent shifting and tapping of feet.

    Speech- Mild pressured speech occasionally interrupting.

    Affect and Mood- Patient cooperative but anxious appearing.

    Thought Process- Exhibits some disorganized and scattered thought process with frequent shifts in topics.

    Cognition- Intact and well knowledgeable.

    Recommended Diagnostic Tests:

    Behavioral rating scale: Adult ADHD Self-Report scale which has been shown to have excellent psychometric properties which include questions on core symptoms and the frequency and impact of symptoms on daily functioning (Adamou, M., et al. 2024).

    Use of Adult ADHD Investigator Symptom Rating Scale- This tool allows clinicians to guide questions to help in diagnosis and identifying patients with ADHD (Adamou, M., et al. 2024).

    Screen for other neurodevelopmental disorders such as learning disabilities or intellectual disability (Adamou, M., et al. 2024).

    Obtain developmental history, encourage life story timeline of how these behaviors have progressed thought life (Adamou, M., et al. 2024).

    Reference:

    Adamou, M., Arif, M., Asherson, P., Cubbin, S., Leaver, L., Sedgwick-Müller, J., Müller-Sedgwick, U., van Rensburg, K., & Kustow, J. (2024). The adult ADHD assessment quality assurance standard. Frontiers in psychiatry, 15, 1380410. https://doi.org/10.3389/fpsyt.2024.1380410

    **Screenshot_18-7-2025_232841_chamberlain.instructure.com.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-18-7-2025-232841-chamberlain-instructure-com-jpeg-10353971)

    **## intialdiscpost.docx**

    Chief complaint: Trouble concentrating

    Subjective data:

    History of Present Illness: 28-year-old male that reports struggling with inattention and hyperactivity since childhood. He has difficulty maintaining focus on tasks at work and is often forgetful with appointments and responsibilities. He mentions that he frequently feels restless and finds it hard to relax during the evening. These issues have worsened in recent years, particularly in his job as a real estate agent, where he often feels overwhelmed by multitasking and tight deadlines.

    Demographic Data: Caucasian, working full-time, married.

    Risk Factors: Mother with PMHx of ADHD.

    Previous Medical, Surgical, and Psychiatric History: History of cholecystectomy in 2022.

    Objective data:

    Physical Exam Findings:

    General- Patient cooperative but fidgety appearing.

    HEENT- Head: Normocephalic, Eyes: Pupils equal round and reactive to light, Ears: No lesions and symmetric tympanic membrane pearly grey and intact, Nose: Nasal turbinate’s pink and moist, Throat: No exudate to pharynx and no dental caries noted.

    Neurological- No numbness or weakness noted bilaterally, Cranial nerves intact. Denies headaches or blurred vision.

    Cardiovascular- Normal s1 and s2 sounds noted. No cardiac murmur. Denies chest pain, palpitations, or shortness of breath.

    Respiratory- No adventitious lung sounds noted. Denies cough or wheezing.

    GI- Normoactive bowel sounds in all four quadrants. No masses palpated. Denies Nausea, vomiting, or diarrhea.

    Psychiatric- Patient displays being fidgety during exam with frequent shifting in seat and tapping feet. Pt endorses trouble concentrating and staying still for long periods of time.

    Mental Status Exam:

    Appearance: Well-groomed and nourished.

    Behavioral/Motor observation- Fidgety during time of exam with frequent shifting and tapping of feet.

    Speech- Mild pressured speech occasionally interrupting.

    Affect and Mood- Patient cooperative but anxious appearing.

    Thought Process- Exhibits some disorganized and scattered thought process with frequent shifts in topics.

    Cognition- Intact and well knowledgeable.

    Recommended Diagnostic Tests:

    Behavioral rating scale: Adult ADHD Self-Report scale which has been shown to have excellent psychometric properties which include questions on core symptoms and the frequency and impact of symptoms on daily functioning (Adamou, M., et al. 2024).

    Use of Adult ADHD Investigator Symptom Rating Scale- This tool allows clinicians to guide questions to help in diagnosis and identifying patients with ADHD (Adamou, M., et al. 2024).

    Screen for other neurodevelopmental disorders such as learning disabilities or intellectual disability (Adamou, M., et al. 2024).

    Obtain developmental history, encourage life story timeline of how these behaviors have progressed thought life (Adamou, M., et al. 2024).

    Reference:

    Adamou, M., Arif, M., Asherson, P., Cubbin, S., Leaver, L., Sedgwick-Müller, J., Müller-Sedgwick, U., van Rensburg, K., & Kustow, J. (2024). The adult ADHD assessment quality assurance standard. Frontiers in psychiatry, 15, 1380410. https://doi.org/10.3389/fpsyt.2024.1380410

    **Screenshot_18-7-2025_232841_chamberlain.instructure.com.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-18-7-2025-232841-chamberlain-instructure-com-jpeg-10353971)

    – 1
    – 2

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    – ## PsPsychotherapyforClientsWithAddictiveDisorders.docx – videotrancript.docx **## PsPsychotherapyforClientsWithAddictiveDisorders.docx** ### Ps Psychotherapy for Clients With Addictive Disorders ![A group of people sitting in a circle AI-generated content may be incorrect.](https://www.sweetstudy…

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    Assignment Prompt & Instructions

    – ## PsPsychotherapyforClientsWithAddictiveDisorders.docx

    – videotrancript.docx

    **## PsPsychotherapyforClientsWithAddictiveDisorders.docx**

    ### Ps Psychotherapy for Clients With Addictive Disorders

    ![A group of people sitting in a circle AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20929133)

    Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/174796/modules/items/7118390)

    **To prepare:**

    · Review this week’s Learning Resources and consider the insights they provide about diagnosing and treating addictive disorders. As you watch the
    _187 Models of Treatment for Addiction_ video, consider what treatment model you may use the most with clients presenting with addiction.

    · Search the Walden Library databases and choose a research article that discusses a therapeutic approach for treating clients, families, or groups with addictive disorders.

    The Assignment

    In a 5- to 10-slide PowerPoint presentation, address the following. Your title and references slides do not count toward the 5- to 10-slide limit.

    · Provide an overview of the article you selected.

    · What population (individual, group, or family) is under consideration?

    · What was the specific intervention that was used? Is this a new intervention or one that was already studied?

    · What were the author’s claims?

    · Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?

    · Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

    · Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides.

    · Support your response with at least three other peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Provide references to your sources on your last slide. Be sure to include the article you used as the basis for this Assignment.

    By Day 7

    **Submit** your Assignment.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK8Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    ·
    [File Upload](https://waldenu.instructure.com/courses/174796/assignments/2360651)

    ·
    [Text Entry](https://waldenu.instructure.com/courses/174796/assignments/2360651)

    Top of Form

    | | | |
    | — | — | — |
    | Upload a file, or choose a file you've already uploaded. |
    | Rubric

    **NRNP_6645_Week8_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6645_Week8_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDevelop a 5- to 10-slide PowerPoint presentation on your selected research article discussing a therapeutic approach for treating clients, families, or groups with addictive disorders.•Provide an overview of the article you selected, including:What population (individual, group, or family) is under consideration?What was the specific intervention that was used? Is this a new intervention or one that was already used?What were the author's claims? | **20 to >17.0 ptsExcellent 90%–100%** The presentation thoroughly and accurately defines the considered population…. The specific intervention used is fully and accurately described. The description clearly indicates whether the intervention is new or whether it was already studied…. The response includes a thorough and accurate description of the author's claims.<br> <br>**17 to >15.0 ptsGood 80%–89%** The presentation defines the considered population…. The specific intervention used is described. The description indicates whether the intervention is new or whether it was already studied…. The response includes a description of the author's claims.<br> <br>**15 to >13.0 ptsFair 70%–79%** There is an incomplete definition of the considered population…. The specific intervention used is partially or inaccurately described…. The response includes a partial or inaccurate description of the author's claims.<br> <br>**13 to >0 ptsPoor 0%–69%** There is an incomplete definition of the considered population, or it is missing…. The specific intervention used is partially or inaccurately described, or is missing…. The response includes a partial or inaccurate description of the author's claims, or is missing. | 20 pts |
    | This criterion is linked to a Learning Outcomeo Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your clients. If so, how? If not, why? | **25 to >22.0 ptsExcellent 90%–100%** The presentation includes a thorough and accurate review of the findings of the selected article…. The response fully addresses whether or not the outcomes will translate into practice with clients.<br> <br>**22 to >19.0 ptsGood 80%–89%** The presentation includes a review of the findings of the selected article…. The response addresses whether or not the outcomes will translate into practice with clients.<br> <br>**19 to >17.0 ptsFair 70%–79%** The presentation includes a somewhat inaccurate or incomplete review of the findings of the selected article…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients.<br> <br>**17 to >0 ptsPoor 0%–69%** The presentation includes an inaccurate and incomplete review of the findings of the selected article, or is missing…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients, or is missing. | 25 pts |
    | This criterion is linked to a Learning Outcome• Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. | **25 to >22.0 ptsExcellent 90%–100%** The presentation includes a thorough and accurate explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**22 to >19.0 ptsGood 80%–89%** The presentation includes an explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**19 to >17.0 ptsFair 70%–79%** The presentation includes a somewhat inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**17 to >0 ptsPoor 0%–69%** The presentation includes an inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article, or is missing. | 25 pts |
    | This criterion is linked to a Learning Outcome•Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides. | **10 to >8.0 ptsExcellent 90%–100%** The Notes function of the presentation is appropriately used to comprehensively expand upon the presentation slides.<br> <br>**8 to >7.0 ptsGood 80%–89%** The Notes function of the presentation is adequately used to expand upon the presentation slides.<br> <br>**7 to >6.0 ptsFair 70%–79%** The Notes function of the presentation is utilized but notes are vague or contain small inaccuracies.<br> <br>**6 to >0 ptsPoor 0%–69%** The Notes function of the presentation partially or inaccurately expands upon the presentation slides, or is not included. | 10 pts |
    | This criterion is linked to a Learning Outcome• Support your response with at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is scholarly. References are included on your last slide. | **10 to >8.0 ptsExcellent 90%–100%** The presentation is strongly supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide.<br> <br>**8 to >7.0 ptsGood 80%–89%** The presentation is supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide.<br> <br>**7 to >6.0 ptsFair 70%–79%** The presentation is supported with two or three peer-reviewed, evidence-based, scholarly sources. Accurate references may not be included on the last slide.<br> <br>**6 to >0 ptsPoor 0%–69%** The presentation is not supported with resources peer-reviewed, evidence-based, scholarly sources, and/or the reference list is missing. | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Style and Organization: Slides are clear and not overly crowded. Sentences in presenter notes are carefully focused—neither long and rambling nor short and lacking substance. | **5 to >4.0 ptsExcellent 90%–100%** Slides are clear, concise, and visually appealing. Sentences in presenter notes follow writing standards for flow, continuity, and clarity.<br> <br>**4 to >3.5 ptsGood 80%–89%** Slides are clear and concise. Sentences follow writing standards for flow, continuity, and clarity 80% of the time.<br> <br>**3.5 to >3.0 ptsFair 70%–79%** Slides may be somewhat unorganized or crowded. Sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.<br> <br>**3 to >0 ptsPoor 0%–69%** Slides are unorganized and/or crowded. Sentences follow writing standards for flow, continuity, and clarity < 60% of the time. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent 90%–100%** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood 80%–89%** Contains 1 or 2 grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair 70%–79%** Contains 3 or 4 grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor 0%–69%** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |

    Total Points: 100 |

    Bottom of Form

    ## image1.jpeg

    **videotrancript.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/videotrancript-docx-10353999)

    **videotrancript.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/videotrancript-docx-10353999)

    **## PsPsychotherapyforClientsWithAddictiveDisorders.docx**

    ### Ps Psychotherapy for Clients With Addictive Disorders

    ![A group of people sitting in a circle AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20929133)

    Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/174796/modules/items/7118390)

    **To prepare:**

    · Review this week’s Learning Resources and consider the insights they provide about diagnosing and treating addictive disorders. As you watch the
    _187 Models of Treatment for Addiction_ video, consider what treatment model you may use the most with clients presenting with addiction.

    · Search the Walden Library databases and choose a research article that discusses a therapeutic approach for treating clients, families, or groups with addictive disorders.

    The Assignment

    In a 5- to 10-slide PowerPoint presentation, address the following. Your title and references slides do not count toward the 5- to 10-slide limit.

    · Provide an overview of the article you selected.

    · What population (individual, group, or family) is under consideration?

    · What was the specific intervention that was used? Is this a new intervention or one that was already studied?

    · What were the author’s claims?

    · Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?

    · Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

    · Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides.

    · Support your response with at least three other peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Provide references to your sources on your last slide. Be sure to include the article you used as the basis for this Assignment.

    By Day 7

    **Submit** your Assignment.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK8Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    ·
    [File Upload](https://waldenu.instructure.com/courses/174796/assignments/2360651)

    ·
    [Text Entry](https://waldenu.instructure.com/courses/174796/assignments/2360651)

    Top of Form

    | | | |
    | — | — | — |
    | Upload a file, or choose a file you've already uploaded. |
    | Rubric

    **NRNP_6645_Week8_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6645_Week8_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDevelop a 5- to 10-slide PowerPoint presentation on your selected research article discussing a therapeutic approach for treating clients, families, or groups with addictive disorders.•Provide an overview of the article you selected, including:What population (individual, group, or family) is under consideration?What was the specific intervention that was used? Is this a new intervention or one that was already used?What were the author's claims? | **20 to >17.0 ptsExcellent 90%–100%** The presentation thoroughly and accurately defines the considered population…. The specific intervention used is fully and accurately described. The description clearly indicates whether the intervention is new or whether it was already studied…. The response includes a thorough and accurate description of the author's claims.<br> <br>**17 to >15.0 ptsGood 80%–89%** The presentation defines the considered population…. The specific intervention used is described. The description indicates whether the intervention is new or whether it was already studied…. The response includes a description of the author's claims.<br> <br>**15 to >13.0 ptsFair 70%–79%** There is an incomplete definition of the considered population…. The specific intervention used is partially or inaccurately described…. The response includes a partial or inaccurate description of the author's claims.<br> <br>**13 to >0 ptsPoor 0%–69%** There is an incomplete definition of the considered population, or it is missing…. The specific intervention used is partially or inaccurately described, or is missing…. The response includes a partial or inaccurate description of the author's claims, or is missing. | 20 pts |
    | This criterion is linked to a Learning Outcomeo Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your clients. If so, how? If not, why? | **25 to >22.0 ptsExcellent 90%–100%** The presentation includes a thorough and accurate review of the findings of the selected article…. The response fully addresses whether or not the outcomes will translate into practice with clients.<br> <br>**22 to >19.0 ptsGood 80%–89%** The presentation includes a review of the findings of the selected article…. The response addresses whether or not the outcomes will translate into practice with clients.<br> <br>**19 to >17.0 ptsFair 70%–79%** The presentation includes a somewhat inaccurate or incomplete review of the findings of the selected article…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients.<br> <br>**17 to >0 ptsPoor 0%–69%** The presentation includes an inaccurate and incomplete review of the findings of the selected article, or is missing…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients, or is missing. | 25 pts |
    | This criterion is linked to a Learning Outcome• Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. | **25 to >22.0 ptsExcellent 90%–100%** The presentation includes a thorough and accurate explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**22 to >19.0 ptsGood 80%–89%** The presentation includes an explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**19 to >17.0 ptsFair 70%–79%** The presentation includes a somewhat inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**17 to >0 ptsPoor 0%–69%** The presentation includes an inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article, or is missing. | 25 pts |
    | This criterion is linked to a Learning Outcome•Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides. | **10 to >8.0 ptsExcellent 90%–100%** The Notes function of the presentation is appropriately used to comprehensively expand upon the presentation slides.<br> <br>**8 to >7.0 ptsGood 80%–89%** The Notes function of the presentation is adequately used to expand upon the presentation slides.<br> <br>**7 to >6.0 ptsFair 70%–79%** The Notes function of the presentation is utilized but notes are vague or contain small inaccuracies.<br> <br>**6 to >0 ptsPoor 0%–69%** The Notes function of the presentation partially or inaccurately expands upon the presentation slides, or is not included. | 10 pts |
    | This criterion is linked to a Learning Outcome• Support your response with at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is scholarly. References are included on your last slide. | **10 to >8.0 ptsExcellent 90%–100%** The presentation is strongly supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide.<br> <br>**8 to >7.0 ptsGood 80%–89%** The presentation is supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide.<br> <br>**7 to >6.0 ptsFair 70%–79%** The presentation is supported with two or three peer-reviewed, evidence-based, scholarly sources. Accurate references may not be included on the last slide.<br> <br>**6 to >0 ptsPoor 0%–69%** The presentation is not supported with resources peer-reviewed, evidence-based, scholarly sources, and/or the reference list is missing. | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Style and Organization: Slides are clear and not overly crowded. Sentences in presenter notes are carefully focused—neither long and rambling nor short and lacking substance. | **5 to >4.0 ptsExcellent 90%–100%** Slides are clear, concise, and visually appealing. Sentences in presenter notes follow writing standards for flow, continuity, and clarity.<br> <br>**4 to >3.5 ptsGood 80%–89%** Slides are clear and concise. Sentences follow writing standards for flow, continuity, and clarity 80% of the time.<br> <br>**3.5 to >3.0 ptsFair 70%–79%** Slides may be somewhat unorganized or crowded. Sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.<br> <br>**3 to >0 ptsPoor 0%–69%** Slides are unorganized and/or crowded. Sentences follow writing standards for flow, continuity, and clarity < 60% of the time. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent 90%–100%** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood 80%–89%** Contains 1 or 2 grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair 70%–79%** Contains 3 or 4 grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor 0%–69%** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |

    Total Points: 100 |

    Bottom of Form

    ## image1.jpeg

    **videotrancript.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/videotrancript-docx-10353999)

    **## PsPsychotherapyforClientsWithAddictiveDisorders.docx**

    ### Ps Psychotherapy for Clients With Addictive Disorders

    ![A group of people sitting in a circle AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20929133)

    Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/174796/modules/items/7118390)

    **To prepare:**

    · Review this week’s Learning Resources and consider the insights they provide about diagnosing and treating addictive disorders. As you watch the
    _187 Models of Treatment for Addiction_ video, consider what treatment model you may use the most with clients presenting with addiction.

    · Search the Walden Library databases and choose a research article that discusses a therapeutic approach for treating clients, families, or groups with addictive disorders.

    The Assignment

    In a 5- to 10-slide PowerPoint presentation, address the following. Your title and references slides do not count toward the 5- to 10-slide limit.

    · Provide an overview of the article you selected.

    · What population (individual, group, or family) is under consideration?

    · What was the specific intervention that was used? Is this a new intervention or one that was already studied?

    · What were the author’s claims?

    · Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?

    · Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

    · Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides.

    · Support your response with at least three other peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Provide references to your sources on your last slide. Be sure to include the article you used as the basis for this Assignment.

    By Day 7

    **Submit** your Assignment.

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    | Rubric

    **NRNP_6645_Week8_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6645_Week8_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDevelop a 5- to 10-slide PowerPoint presentation on your selected research article discussing a therapeutic approach for treating clients, families, or groups with addictive disorders.•Provide an overview of the article you selected, including:What population (individual, group, or family) is under consideration?What was the specific intervention that was used? Is this a new intervention or one that was already used?What were the author's claims? | **20 to >17.0 ptsExcellent 90%–100%** The presentation thoroughly and accurately defines the considered population…. The specific intervention used is fully and accurately described. The description clearly indicates whether the intervention is new or whether it was already studied…. The response includes a thorough and accurate description of the author's claims.<br> <br>**17 to >15.0 ptsGood 80%–89%** The presentation defines the considered population…. The specific intervention used is described. The description indicates whether the intervention is new or whether it was already studied…. The response includes a description of the author's claims.<br> <br>**15 to >13.0 ptsFair 70%–79%** There is an incomplete definition of the considered population…. The specific intervention used is partially or inaccurately described…. The response includes a partial or inaccurate description of the author's claims.<br> <br>**13 to >0 ptsPoor 0%–69%** There is an incomplete definition of the considered population, or it is missing…. The specific intervention used is partially or inaccurately described, or is missing…. The response includes a partial or inaccurate description of the author's claims, or is missing. | 20 pts |
    | This criterion is linked to a Learning Outcomeo Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your clients. If so, how? If not, why? | **25 to >22.0 ptsExcellent 90%–100%** The presentation includes a thorough and accurate review of the findings of the selected article…. The response fully addresses whether or not the outcomes will translate into practice with clients.<br> <br>**22 to >19.0 ptsGood 80%–89%** The presentation includes a review of the findings of the selected article…. The response addresses whether or not the outcomes will translate into practice with clients.<br> <br>**19 to >17.0 ptsFair 70%–79%** The presentation includes a somewhat inaccurate or incomplete review of the findings of the selected article…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients.<br> <br>**17 to >0 ptsPoor 0%–69%** The presentation includes an inaccurate and incomplete review of the findings of the selected article, or is missing…. The response partially or inaccurately addresses whether or not the outcomes will translate into practice with clients, or is missing. | 25 pts |
    | This criterion is linked to a Learning Outcome• Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. | **25 to >22.0 ptsExcellent 90%–100%** The presentation includes a thorough and accurate explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**22 to >19.0 ptsGood 80%–89%** The presentation includes an explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**19 to >17.0 ptsFair 70%–79%** The presentation includes a somewhat inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article.<br> <br>**17 to >0 ptsPoor 0%–69%** The presentation includes an inaccurate or incomplete explanation of the whether the limitations of the study might impact your ability to use the findings presented in the article, or is missing. | 25 pts |
    | This criterion is linked to a Learning Outcome•Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides. | **10 to >8.0 ptsExcellent 90%–100%** The Notes function of the presentation is appropriately used to comprehensively expand upon the presentation slides.<br> <br>**8 to >7.0 ptsGood 80%–89%** The Notes function of the presentation is adequately used to expand upon the presentation slides.<br> <br>**7 to >6.0 ptsFair 70%–79%** The Notes function of the presentation is utilized but notes are vague or contain small inaccuracies.<br> <br>**6 to >0 ptsPoor 0%–69%** The Notes function of the presentation partially or inaccurately expands upon the presentation slides, or is not included. | 10 pts |
    | This criterion is linked to a Learning Outcome• Support your response with at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is scholarly. References are included on your last slide. | **10 to >8.0 ptsExcellent 90%–100%** The presentation is strongly supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide.<br> <br>**8 to >7.0 ptsGood 80%–89%** The presentation is supported with at least three peer-reviewed, evidence-based, scholarly sources. References are included on the last slide.<br> <br>**7 to >6.0 ptsFair 70%–79%** The presentation is supported with two or three peer-reviewed, evidence-based, scholarly sources. Accurate references may not be included on the last slide.<br> <br>**6 to >0 ptsPoor 0%–69%** The presentation is not supported with resources peer-reviewed, evidence-based, scholarly sources, and/or the reference list is missing. | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Style and Organization: Slides are clear and not overly crowded. Sentences in presenter notes are carefully focused—neither long and rambling nor short and lacking substance. | **5 to >4.0 ptsExcellent 90%–100%** Slides are clear, concise, and visually appealing. Sentences in presenter notes follow writing standards for flow, continuity, and clarity.<br> <br>**4 to >3.5 ptsGood 80%–89%** Slides are clear and concise. Sentences follow writing standards for flow, continuity, and clarity 80% of the time.<br> <br>**3.5 to >3.0 ptsFair 70%–79%** Slides may be somewhat unorganized or crowded. Sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.<br> <br>**3 to >0 ptsPoor 0%–69%** Slides are unorganized and/or crowded. Sentences follow writing standards for flow, continuity, and clarity < 60% of the time. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent 90%–100%** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood 80%–89%** Contains 1 or 2 grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair 70%–79%** Contains 3 or 4 grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor 0%–69%** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |

    Total Points: 100 |

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    **videotrancript.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/videotrancript-docx-10353999)

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