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  • [Solved] Pharm ple

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  • [Solved] comm ple

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  • [Solved] 19 Hispanic Male Acute Appendicitis

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    19HispanicMaleAcute Appendicitis complete a soap MR – ## AGPCSOAPNoteAssignmentInstructions1.pdf **## AGPCSOAPNoteAssignmentInstructions1.pdf** 1 SOAP Note Assignment Instructions Consider constructing a Word document ‘SOAP note template’ and use it to assemble your note. By doing this you can use t…

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    19HispanicMaleAcute Appendicitis
    complete a soap
    MR

    – ## AGPCSOAPNoteAssignmentInstructions1.pdf

    **## AGPCSOAPNoteAssignmentInstructions1.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – 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: Who is the historian? Is the historian reliable? History of Present Illness – 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]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: 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.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: 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.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    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.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

    **## AGPCSOAPNoteAssignmentInstructions1.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – 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: Who is the historian? Is the historian reliable? History of Present Illness – 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]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: 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.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: 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.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    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.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

  • [Solved] week 2 ass

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    The SWOT analysis is an excellent tool to help a nursing leader assess the capacity for change within a unit. Think of yourself as a new leader on your unit and use this tool to help you determine if a change can be made based on what exists within and outside the unit. The purpose of this assignmen…

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    Assignment Prompt & Instructions

    The SWOT analysis is an excellent tool to help a nursing leader assess the capacity for change within a unit. Think of yourself as a new leader on your unit and use this tool to help you determine if a change can be made based on what exists within and outside the unit.
    The purpose of this assignment is to conduct a SWOT analysis to identify a healthcare issue within your organization that is commonly encountered by nurse leaders and has the potential to negatively impact patient care outcomes. This analysis will help you evaluate internal strengths and weaknesses, as well as external opportunities and threats, to develop strategies that enhance patient care, safety, and overall organizational performance. As a nurse leader, this tool will assist you in assessing the capacity for change within your unit, considering internal and external factors.
    **The selected topic will serve as the foundation for:**
    – Unit 4: Strategic Leadership Brief (Infographic Presentation with Voiceover)
    – Unit 6: Nurse Leader Interview and Strategic Leadership Brief Reflection Paper
    To support your understanding of the **SWOT analysis assignment**, I encourage you to view the provided video. This video offers valuable insights into the **purpose of SWOT analysis** and its application in identifying strengths, weaknesses, opportunities, and threats within healthcare organizations. It will also provide essential background information to guide you in completing your assignment effectively.

  • [Solved] Female Patient Case 1

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    – ## FemalePatientCase.docx **## FemalePatientCase.docx** Woman comes in complaining of a breast mass she found on breast self-examination. You have performed a comprehensive assessment and conclude that it is benign. . | | | — | | · Discuss the different types of benign mass.<br>· Discuss how do …

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    – ## FemalePatientCase.docx

    **## FemalePatientCase.docx**

    Woman comes in complaining of a breast mass she found on breast self-examination. You have performed a comprehensive assessment and conclude that it is benign.

    .

    | |
    | — |
    | · Discuss the different types of benign mass.<br>· Discuss how do you differentiate them.<br>· Discuss the different types breast tissue sampling procedures done for these masses.<br>· Discuss the clinical presentations of malignant Breast Cancer. |

    Answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case:

    1.
    **An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**

    2.
    **Name the different family developmental stages and give examples of each one.**

    3.
    **Describe family structure and function and the relationship with health care.**

    **## FemalePatientCase.docx**

    Woman comes in complaining of a breast mass she found on breast self-examination. You have performed a comprehensive assessment and conclude that it is benign.

    .

    | |
    | — |
    | · Discuss the different types of benign mass.<br>· Discuss how do you differentiate them.<br>· Discuss the different types breast tissue sampling procedures done for these masses.<br>· Discuss the clinical presentations of malignant Breast Cancer. |

    Answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case:

    1.
    **An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**

    2.
    **Name the different family developmental stages and give examples of each one.**

    3.
    **Describe family structure and function and the relationship with health care.**

  • [Solved] Clinical Experience 3

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    – ## Clinicalexperience3.docx **## Clinicalexperience3.docx** Describe your clinical experience for this week with a patient presenting with a urinary tract infection · Did you face any challenges, any success? If so, what were they? · Describe the assessment of a patient, detailing the signs and sy…

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    Assignment Prompt & Instructions

    – ## Clinicalexperience3.docx

    **## Clinicalexperience3.docx**

    Describe your clinical experience for this week with a patient presenting with a urinary tract infection

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    **## Clinicalexperience3.docx**

    Describe your clinical experience for this week with a patient presenting with a urinary tract infection

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

  • [Solved] WK 8 BLOG RESP

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    Executive Solution Overview

    – ## WK8BLOG.docx **## WK8BLOG.docx** The Intersection of Social Determinants of Health on HIT and Patient Outcomes ![A person talking to a doctor AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-blog-resp) Health literacy is defined by the World Health Organization …

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    – ## WK8BLOG.docx

    **## WK8BLOG.docx**

    The Intersection of Social Determinants of Health on HIT and Patient Outcomes

    ![A person talking to a doctor AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-blog-resp)

    Health literacy is defined by the World Health Organization (WHO) as, “the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health” (n.d.). The American Medical Association (AMA) defines health literacy as, “a constellation of skills, including the ability to perform basic reading and numerical tasks required to function in the health care environment” (Baker, 2006). These definitions highlight the importance of health literacy for both healthcare workers and patients.

    Whether it is the ability to fully analyze and interpret a researched study, or to speak to patients in a way that gains their trust and develops their understanding, health literacy directly relates to patient care.

    However, understanding the importance of health literacy does not directly correlate to effective health literacy, so how does health literacy impact patient outcomes? What barriers or social determinants might impact health literacy?

    For this Discussion, reflect on your understanding of health literacy, health information technology, and health economics. Consider the impact of each of these topics and explore how they are related to patient care. You will also recommend strategies to overcome potential barriers as they relate to the topics.

    References:
    Baker, D. W. (2006). The meaning and measure of health literacy.
    _Journal of General Internal Medicine, 21_(8), 878–883. doi:10.1111/j.1525-1497.2006.00540.x

    World Health Organization. (n.d.).
    _Health promotion_. https://www.who.int/teams/health-promotion/enhanced-wellbeing/seventh-global-conference/health-literacy#:~:text=Health%20Literacy%20has%20been%20defined,promote%20and%20maintain%20good%20health

    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/175732/modules/items/6883481)

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-8-learning-resources?module_item_id=6883481)

    · American Nurses Association. (2015).
    [_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_  (2nd ed.).

    · “Standard 5: Implementation” (pp. 73–74)

    · “Standard 5a: Coordination of Activities” (p. 75)

    · “Standard 6: Evaluation” (p. 78)

    · “Standard 11: Communication” (p. 86)

    · “Standard 12: Leadership” (pp. 87–88)

    · “Standard 15: Resource Utilization” (p. 92)

    · Bakken, S., & Dreisbach, C. (2022).
    [Informatics and data science perspective on Future of Nursing 2020–2030: Charting a pathway to health equityLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS002965542200063X).
    _Nursing Outlook, 70_, S77–S87. https://doi.org/10.1016/j.outlook.2022.04.004

    · Cummins, M., Kennedy, R., McBride, S. & Carrington, J. (2021).
    [Policy priorities in nursing informatics: The American Academy of Nursing Informatics and Technology Expert Panel in 2020Links to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00024665-202103000-00002&D=ovft).
    _CIN: Computers, Informatics, Nursing_,
    _39_(3), 120–122. https://doi.org/10.1097/CIN.0000000000000731

    · Johnson, C. B. (2024).
    [Nurse informaticists’ role in promoting health equityLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00152193-202405000-00012&D=ovft).
    _Nursing_,
    _54_(5), 38–44. https://doi.org/10.1097/01.NURSE.0001007640.39208.74

    [Required Media](https://waldenu.instructure.com/courses/175732/pages/week-8-learning-resources?module_item_id=6883481)

    · Centers for Disease Control and Prevention. (2023, January 12).
    [_Health equity_ Links to an external site.](https://youtu.be/F8UAanK5WNA?si=7h4swUKKO3cEfJ9X) [Video]. YouTube. https://youtu.be/F8UAanK5WNA?si=7h4swUKKO3cEfJ9X

    · Johns Hopkins University School of Nursing. (2021, November 15).
    [_Nurses are chipping away at the layers of social determinants of health_ Links to an external site.](https://youtu.be/mA1E-Dw0LfU?si=zOr8yOWEgxO_1wK-) [Video]. YouTube. https://youtu.be/mA1E-Dw0LfU?si=zOr8yOWEgxO_1wK-

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-8-learning-resources?module_item_id=6883481)

    · Palakshappa, D., Scheerer, M., Semelka, C. T., & Foley, K. L. (2020).
    [Screening for social determinants of health in free and charitable clinics in North CarolinaLinks to an external site.](https://search.proquest.com/scholarly-journals/screening-social-determinants-health-free/docview/2368696004/se-2?accountid=14872).
    _Journal of Health Care for the Poor and Underserved, 31_ (1), 382–397. doi:10.1353/hpu.2020.0029

    To Prepare

    · Review the Learning Resources associated with the topics: Health Literacy, Health Information Technology (HIT) on Patient Outcomes, and Health Economics.

    · Consider the role of each of these topics in influencing how healthcare is delivered and practiced in your healthcare organization or nursing practice.

    By Day 3 of Week 8

    **Post** a cohesive response that addresses the following:

    · What strategies do you recommend for addressing barriers and challenges associated with social determinants of health in nursing practice? How can nurses effectively use information technologies to support the delivery of equitable care to all patients?

    By Day 6 of Week 8

    **Read** a selection of your colleagues’ blog posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their responses or sharing additional or alternative perspectives.

    Cha Be

    **The Intersection of Social Determinants of Health on HIT and Patient Outcomes**

    Addressing the barriers and challenges associated with social determinants of health (SDOH) in nursing practice requires a multifaceted approach grounded in both patient-centered care and systemic advocacy. Nurses are uniquely positioned to mitigate these barriers through assessment, intervention, and coordination of care. Strategies to address SDOH barriers would include routine screening and assessment, interprofessional collaboration and advocacy, and cultural competence and implicit bias training.

    Nurses should incorporate standardized SDOH assessments during patient intake to identify issues such as housing instability, food insecurity, transportation needs, and health literacy (Fraze et al., 2020). These assessments allow for timely interventions and referrals to appropriate community resources. Nurses must collaborate with social workers, case managers, and community organizations to address social needs holistically. Additionally, nurses can advocate for policies that improve access to healthcare, affordable housing, and educational opportunities, which are core determinants of health equity (Andermann, 2018). Implementing ongoing education in cultural competence and addressing implicit bias helps ensure that care is respectful of and responsive to the cultural and social needs of diverse populations (Alvarez et al., 2022). These strategies promote trust and reduce disparities in patient outcomes.

    Use of information technology would include electronic health records (EHRs), telehealth and mobile health tools, and data analytics. EHRs can be leveraged to document SDOH and trigger care coordination services. Integrated alerts and care plans can ensure that social needs are consistently addressed (Henrikson et al., 2020). Telehealth and mobile health tools help bridge geographic and transportation barriers, especially in underserved areas. Nurses can use telehealth to maintain follow-up care and provide education, thereby improving continuity and equity in care delivery (Zhou et al., 2022). Nurses can use data analytics to identify trends and disparities in patient populations. By analyzing outcomes based on SDOH, care teams can adjust interventions and resources to better target at-risk groups.

    Incorporating these strategies into everyday nursing practice enables more equitable care delivery and empowers nurses to play a pivotal role in reducing health disparities.

    **References**

    Alvarez, C., Perzynski, A. T., Roach, M. J., & Cage, J. (2022). Reducing racial disparities in health care: The role of implicit bias training.
    _The American Journal of Nursing, 122_(1), 36–45. https://doi.org/10.1097/01.NAJ.0000801690.13042.67

    Fraze, T. K., Brewster, A. L., Lewis, V. A., Beidler, L. B., & Murray, G. F. (2020). Prevalence of screening for food insecurity, housing instability, utility needs, transportation needs, and interpersonal violence by US health care organizations.
    _JAMA Network Open, 2_(9), e1911514. https://doi.org/10.1001/jamanetworkopen.2019.11514

    Henrikson, N. B., Blasi, P. R., Dorsey, C. N., Mettert, K. D., Nguyen, M. B., Walsh-Bailey, C., & Lewis, C. C. (2020). Psychometric and pragmatic properties of social risk screening tools: A systematic review.
    _American Journal of Preventive Medicine, 58_(6), 887–898. https://doi.org/10.1016/j.amepre.2020.01.009

    Zhou, X., Snoswell, C. L., Harding, L. E., Bambling, M., Edirippulige, S., Bai, X., & Smith, A. C. (2022). The role of telehealth in reducing health disparities in rural populations: A systematic review.
    _Journal of Telemedicine and Telecare, 28_(2), 89–106. https://doi.org/10.1177/1357633X211012220

    · Reply to post from Charline Bethea
    **Reply**

    · Mark as Unread
    **Mark as Unread**

    **MO**

    [**Michelle Oxendine**](https://waldenu.instructure.com/courses/175732/users/99423)

    Jul 10 8:52pm

    Reply from Michelle Oxendine

    To address barriers and challenges related to social determinants of health (SDOH) in nursing practice, it is essential for nurses to adopt a holistic, patient-centered approach that includes both advocacy and culturally competent care. Social determinants of health (SDOH) are the conditions in which people are born, grow, live, work, and age. These circumstances are shaped by the distribution of money, power, and resources at global, national, and local levels, and are primarily responsible for health inequities the unfair and avoidable differences in health status seen within and between countries. As a result, one of Healthy People 2030’s five overarching goals is specifically related to SDOH (Rajwal et al., 2025). Strategies include comprehensive assessments that go beyond clinical symptoms to explore factors such as housing stability, food security, education, employment, and access to transportation. Nurses can then collaborate with interdisciplinary teams, including social workers and community health workers, to connect patients with appropriate resources and support systems. Education and training in cultural humility and implicit bias can further enhance nurses ability to build trust and deliver sensitive care, especially in underserved communities. The social and community context determinant of health emphasizes how people are living and working affects their well-being (Rajwal et al., 2025).

    Information technologies play a critical role in supporting equitable care delivery by enhancing communication, tracking outcomes, and identifying health disparities. Electronic health records (EHRs) can be used to document SDOH and flag high-risk patients for early intervention. Telehealth platforms improve access to care for individuals in remote or resource-limited areas, while mobile health apps can promote patient engagement and self-management. Nurses can also use data analytics tools to monitor trends and outcomes across diverse populations, enabling more targeted interventions and policy development. By integrating these technologies thoughtfully, nurses can bridge gaps in care and promote health equity across all patient populations.

    **References:**

    Ding, K., Ruksakulpiwat, S., Wang, Y., & Voss, J. G. (2025). The effects of residential segregation on cognition among US older adults: a systematic review based on the social determinants of health model.
    _Aging & mental health_,
    _29_(1), 4-12.

    Rajwal, S., Zhang, Z., Chen, Y., Rogers, H., Sarker, A., & Xiao, Y. (2025). Applications of Natural Language Processing and Large Language Models for Social Determinants of Health: Protocol for a Systematic Review.
    _JMIR Research Protocols_,
    _14_(1), e66094.

    ## image1.jpeg

    **## WK8BLOG.docx**

    The Intersection of Social Determinants of Health on HIT and Patient Outcomes

    ![A person talking to a doctor AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-blog-resp)

    Health literacy is defined by the World Health Organization (WHO) as, “the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health” (n.d.). The American Medical Association (AMA) defines health literacy as, “a constellation of skills, including the ability to perform basic reading and numerical tasks required to function in the health care environment” (Baker, 2006). These definitions highlight the importance of health literacy for both healthcare workers and patients.

    Whether it is the ability to fully analyze and interpret a researched study, or to speak to patients in a way that gains their trust and develops their understanding, health literacy directly relates to patient care.

    However, understanding the importance of health literacy does not directly correlate to effective health literacy, so how does health literacy impact patient outcomes? What barriers or social determinants might impact health literacy?

    For this Discussion, reflect on your understanding of health literacy, health information technology, and health economics. Consider the impact of each of these topics and explore how they are related to patient care. You will also recommend strategies to overcome potential barriers as they relate to the topics.

    References:
    Baker, D. W. (2006). The meaning and measure of health literacy.
    _Journal of General Internal Medicine, 21_(8), 878–883. doi:10.1111/j.1525-1497.2006.00540.x

    World Health Organization. (n.d.).
    _Health promotion_. https://www.who.int/teams/health-promotion/enhanced-wellbeing/seventh-global-conference/health-literacy#:~:text=Health%20Literacy%20has%20been%20defined,promote%20and%20maintain%20good%20health

    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/175732/modules/items/6883481)

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-8-learning-resources?module_item_id=6883481)

    · American Nurses Association. (2015).
    [_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_  (2nd ed.).

    · “Standard 5: Implementation” (pp. 73–74)

    · “Standard 5a: Coordination of Activities” (p. 75)

    · “Standard 6: Evaluation” (p. 78)

    · “Standard 11: Communication” (p. 86)

    · “Standard 12: Leadership” (pp. 87–88)

    · “Standard 15: Resource Utilization” (p. 92)

    · Bakken, S., & Dreisbach, C. (2022).
    [Informatics and data science perspective on Future of Nursing 2020–2030: Charting a pathway to health equityLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS002965542200063X).
    _Nursing Outlook, 70_, S77–S87. https://doi.org/10.1016/j.outlook.2022.04.004

    · Cummins, M., Kennedy, R., McBride, S. & Carrington, J. (2021).
    [Policy priorities in nursing informatics: The American Academy of Nursing Informatics and Technology Expert Panel in 2020Links to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00024665-202103000-00002&D=ovft).
    _CIN: Computers, Informatics, Nursing_,
    _39_(3), 120–122. https://doi.org/10.1097/CIN.0000000000000731

    · Johnson, C. B. (2024).
    [Nurse informaticists’ role in promoting health equityLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00152193-202405000-00012&D=ovft).
    _Nursing_,
    _54_(5), 38–44. https://doi.org/10.1097/01.NURSE.0001007640.39208.74

    [Required Media](https://waldenu.instructure.com/courses/175732/pages/week-8-learning-resources?module_item_id=6883481)

    · Centers for Disease Control and Prevention. (2023, January 12).
    [_Health equity_ Links to an external site.](https://youtu.be/F8UAanK5WNA?si=7h4swUKKO3cEfJ9X) [Video]. YouTube. https://youtu.be/F8UAanK5WNA?si=7h4swUKKO3cEfJ9X

    · Johns Hopkins University School of Nursing. (2021, November 15).
    [_Nurses are chipping away at the layers of social determinants of health_ Links to an external site.](https://youtu.be/mA1E-Dw0LfU?si=zOr8yOWEgxO_1wK-) [Video]. YouTube. https://youtu.be/mA1E-Dw0LfU?si=zOr8yOWEgxO_1wK-

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-8-learning-resources?module_item_id=6883481)

    · Palakshappa, D., Scheerer, M., Semelka, C. T., & Foley, K. L. (2020).
    [Screening for social determinants of health in free and charitable clinics in North CarolinaLinks to an external site.](https://search.proquest.com/scholarly-journals/screening-social-determinants-health-free/docview/2368696004/se-2?accountid=14872).
    _Journal of Health Care for the Poor and Underserved, 31_ (1), 382–397. doi:10.1353/hpu.2020.0029

    To Prepare

    · Review the Learning Resources associated with the topics: Health Literacy, Health Information Technology (HIT) on Patient Outcomes, and Health Economics.

    · Consider the role of each of these topics in influencing how healthcare is delivered and practiced in your healthcare organization or nursing practice.

    By Day 3 of Week 8

    **Post** a cohesive response that addresses the following:

    · What strategies do you recommend for addressing barriers and challenges associated with social determinants of health in nursing practice? How can nurses effectively use information technologies to support the delivery of equitable care to all patients?

    By Day 6 of Week 8

    **Read** a selection of your colleagues’ blog posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their responses or sharing additional or alternative perspectives.

    Cha Be

    **The Intersection of Social Determinants of Health on HIT and Patient Outcomes**

    Addressing the barriers and challenges associated with social determinants of health (SDOH) in nursing practice requires a multifaceted approach grounded in both patient-centered care and systemic advocacy. Nurses are uniquely positioned to mitigate these barriers through assessment, intervention, and coordination of care. Strategies to address SDOH barriers would include routine screening and assessment, interprofessional collaboration and advocacy, and cultural competence and implicit bias training.

    Nurses should incorporate standardized SDOH assessments during patient intake to identify issues such as housing instability, food insecurity, transportation needs, and health literacy (Fraze et al., 2020). These assessments allow for timely interventions and referrals to appropriate community resources. Nurses must collaborate with social workers, case managers, and community organizations to address social needs holistically. Additionally, nurses can advocate for policies that improve access to healthcare, affordable housing, and educational opportunities, which are core determinants of health equity (Andermann, 2018). Implementing ongoing education in cultural competence and addressing implicit bias helps ensure that care is respectful of and responsive to the cultural and social needs of diverse populations (Alvarez et al., 2022). These strategies promote trust and reduce disparities in patient outcomes.

    Use of information technology would include electronic health records (EHRs), telehealth and mobile health tools, and data analytics. EHRs can be leveraged to document SDOH and trigger care coordination services. Integrated alerts and care plans can ensure that social needs are consistently addressed (Henrikson et al., 2020). Telehealth and mobile health tools help bridge geographic and transportation barriers, especially in underserved areas. Nurses can use telehealth to maintain follow-up care and provide education, thereby improving continuity and equity in care delivery (Zhou et al., 2022). Nurses can use data analytics to identify trends and disparities in patient populations. By analyzing outcomes based on SDOH, care teams can adjust interventions and resources to better target at-risk groups.

    Incorporating these strategies into everyday nursing practice enables more equitable care delivery and empowers nurses to play a pivotal role in reducing health disparities.

    **References**

    Alvarez, C., Perzynski, A. T., Roach, M. J., & Cage, J. (2022). Reducing racial disparities in health care: The role of implicit bias training.
    _The American Journal of Nursing, 122_(1), 36–45. https://doi.org/10.1097/01.NAJ.0000801690.13042.67

    Fraze, T. K., Brewster, A. L., Lewis, V. A., Beidler, L. B., & Murray, G. F. (2020). Prevalence of screening for food insecurity, housing instability, utility needs, transportation needs, and interpersonal violence by US health care organizations.
    _JAMA Network Open, 2_(9), e1911514. https://doi.org/10.1001/jamanetworkopen.2019.11514

    Henrikson, N. B., Blasi, P. R., Dorsey, C. N., Mettert, K. D., Nguyen, M. B., Walsh-Bailey, C., & Lewis, C. C. (2020). Psychometric and pragmatic properties of social risk screening tools: A systematic review.
    _American Journal of Preventive Medicine, 58_(6), 887–898. https://doi.org/10.1016/j.amepre.2020.01.009

    Zhou, X., Snoswell, C. L., Harding, L. E., Bambling, M., Edirippulige, S., Bai, X., & Smith, A. C. (2022). The role of telehealth in reducing health disparities in rural populations: A systematic review.
    _Journal of Telemedicine and Telecare, 28_(2), 89–106. https://doi.org/10.1177/1357633X211012220

    · Reply to post from Charline Bethea
    **Reply**

    · Mark as Unread
    **Mark as Unread**

    **MO**

    [**Michelle Oxendine**](https://waldenu.instructure.com/courses/175732/users/99423)

    Jul 10 8:52pm

    Reply from Michelle Oxendine

    To address barriers and challenges related to social determinants of health (SDOH) in nursing practice, it is essential for nurses to adopt a holistic, patient-centered approach that includes both advocacy and culturally competent care. Social determinants of health (SDOH) are the conditions in which people are born, grow, live, work, and age. These circumstances are shaped by the distribution of money, power, and resources at global, national, and local levels, and are primarily responsible for health inequities the unfair and avoidable differences in health status seen within and between countries. As a result, one of Healthy People 2030’s five overarching goals is specifically related to SDOH (Rajwal et al., 2025). Strategies include comprehensive assessments that go beyond clinical symptoms to explore factors such as housing stability, food security, education, employment, and access to transportation. Nurses can then collaborate with interdisciplinary teams, including social workers and community health workers, to connect patients with appropriate resources and support systems. Education and training in cultural humility and implicit bias can further enhance nurses ability to build trust and deliver sensitive care, especially in underserved communities. The social and community context determinant of health emphasizes how people are living and working affects their well-being (Rajwal et al., 2025).

    Information technologies play a critical role in supporting equitable care delivery by enhancing communication, tracking outcomes, and identifying health disparities. Electronic health records (EHRs) can be used to document SDOH and flag high-risk patients for early intervention. Telehealth platforms improve access to care for individuals in remote or resource-limited areas, while mobile health apps can promote patient engagement and self-management. Nurses can also use data analytics tools to monitor trends and outcomes across diverse populations, enabling more targeted interventions and policy development. By integrating these technologies thoughtfully, nurses can bridge gaps in care and promote health equity across all patient populations.

    **References:**

    Ding, K., Ruksakulpiwat, S., Wang, Y., & Voss, J. G. (2025). The effects of residential segregation on cognition among US older adults: a systematic review based on the social determinants of health model.
    _Aging & mental health_,
    _29_(1), 4-12.

    Rajwal, S., Zhang, Z., Chen, Y., Rogers, H., Sarker, A., & Xiao, Y. (2025). Applications of Natural Language Processing and Large Language Models for Social Determinants of Health: Protocol for a Systematic Review.
    _JMIR Research Protocols_,
    _14_(1), e66094.

    ## image1.jpeg

  • [Solved] mod 3 507

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    – ## week3disc..docx **## week3disc..docx** | | | | — | — | | | **Case 2** | | **Chief Complaint**<br>**(CC)** | A 25-year-old Hispanic female, computer programmer presents to your clinic complaining of a 12-day history of a runny nose | | **VS** | (BP) 115/75, (P) 89, (RR) 16, (T) 100.4°F (38°C…

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    – ## week3disc..docx

    **## week3disc..docx**

    | | |
    | — | — |
    | | **Case 2** |
    | **Chief Complaint**<br>**(CC)** | A 25-year-old Hispanic female, computer programmer presents to your clinic complaining of a 12-day history of a runny nose |
    | **VS** | (BP) 115/75, (P) 89, (RR) 16, (T) 100.4°F (38°C), O2 sat 98% on room air |
    | **General** | No signs of acute distress. Patient appears mildly fatigued. She is breathing through her mouth. Breathing easily. Voice has a nasal quality to it. |
    | **HEENT** | Ear canals: normal;<br>EYES: normal;<br>NOSE: Bilateral erythema and edema of turbinates with significant yellow drainage on the right. Nares: Obstructed air passages |
    | **Respiratory** | CTA AP&L |
    | **Neck/Throat** | Posterior pharynx: mildly injected, scant postnasal drainage (PND), no exudate, tonsils 1+, no<br>cobblestoning |
    | **Heart** | Regular rate and rhythm, no murmur, S3, or S4 |

    **Answer the following questions:**

    1.
    **What other subjective data would you obtain?**

    2.
    **What other objective findings would you look for?**

    3.
    **What diagnostic exams do you want to order?**

    4.
    **Name 3 differential diagnoses based on this patient presenting symptoms?**

    5.
    **Give rationales for your each differential diagnosis.**

    **## week3disc..docx**

    | | |
    | — | — |
    | | **Case 2** |
    | **Chief Complaint**<br>**(CC)** | A 25-year-old Hispanic female, computer programmer presents to your clinic complaining of a 12-day history of a runny nose |
    | **VS** | (BP) 115/75, (P) 89, (RR) 16, (T) 100.4°F (38°C), O2 sat 98% on room air |
    | **General** | No signs of acute distress. Patient appears mildly fatigued. She is breathing through her mouth. Breathing easily. Voice has a nasal quality to it. |
    | **HEENT** | Ear canals: normal;<br>EYES: normal;<br>NOSE: Bilateral erythema and edema of turbinates with significant yellow drainage on the right. Nares: Obstructed air passages |
    | **Respiratory** | CTA AP&L |
    | **Neck/Throat** | Posterior pharynx: mildly injected, scant postnasal drainage (PND), no exudate, tonsils 1+, no<br>cobblestoning |
    | **Heart** | Regular rate and rhythm, no murmur, S3, or S4 |

    **Answer the following questions:**

    1.
    **What other subjective data would you obtain?**

    2.
    **What other objective findings would you look for?**

    3.
    **What diagnostic exams do you want to order?**

    4.
    **Name 3 differential diagnoses based on this patient presenting symptoms?**

    5.
    **Give rationales for your each differential diagnosis.**

  • [Solved] cl mod 3

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