Tag: Care Plans, Pathophysiology & Pharmacology

  • [Solved] Task

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Task.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Nursing Pyschology assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (2)** – IMG_6111.png – IPIP-NEOReportforNick.htm **IMG_6111.png** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-6111-png-10550165) **IPIP-NEOReportforNick.htm** This file is too large to display. [View in new window](https://www.sweetstudy.com…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (2)**

    – IMG_6111.png
    – IPIP-NEOReportforNick.htm

    **IMG_6111.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-6111-png-10550165)

    **IPIP-NEOReportforNick.htm**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ipip-neoreportfornick-htm-10550167)

    **IPIP-NEOReportforNick.htm**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ipip-neoreportfornick-htm-10550167)

    **IMG_6111.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-6111-png-10550165)

    **IPIP-NEOReportforNick.htm**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ipip-neoreportfornick-htm-10550167)

    **IMG_6111.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-6111-png-10550165)

    **IPIP-NEOReportforNick.htm**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ipip-neoreportfornick-htm-10550167)

  • [Solved] LUIS PP SOAP

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    -PEDIATRIC PSYCHIATRIC SOAP NOTE POWERPOINT PRESENTATION -PATIENT AGE 3 YEARS OLD ( TODDLER) -DIAGNOSIS: ADHD. ( THIS IS A PSYCHIATRIC PEDIATRIC CASE) -PLEASE READ THE INSTRUCTIONS AND RUBRIC ATTACHED BELOW TO COMPLETE THIS ASSIGNMENT AS REQUIRED -12 SLIDES – NO SPEAKER NOTES REQUIRED -NOTE THAT TH…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    -PEDIATRIC PSYCHIATRIC SOAP NOTE POWERPOINT PRESENTATION

    -PATIENT AGE 3 YEARS OLD ( TODDLER)

    -DIAGNOSIS: ADHD.  ( THIS IS A PSYCHIATRIC PEDIATRIC CASE)

    -PLEASE READ THE INSTRUCTIONS AND RUBRIC ATTACHED BELOW TO COMPLETE THIS ASSIGNMENT AS REQUIRED

    -12 SLIDES

    – NO SPEAKER NOTES REQUIRED

    -NOTE THAT THIS SOAP POWERPOINT HAS A RUBRUC AND MUST BE COMPLETED AS REQUESTED OR UPDATES WILL BE NEEDED TO MEET THE REQUIREMENTS

    -THIS ASSIGNMENT IS COUNTING BIG% OF CLASS NEED TO BE WELL DONE

    -SLIDES MUST BE CREATIVE AND MEETING RUBRIC AND INSTRUCTIONS

    -CAN'T HAVE MORE THAN 10% PLAGIARISM OR AI TEXT WILL BE SUBMITTED VIA TURNITIN AND WILL BE CHECK FOR IT.

    DUE DATE MAY 22, 2026

    – [\
    \
    Class630PPTPresentation1.pdf](https://www.sweetstudy.com/files/class630pptpresentation1-pdf "Class630PPTPresentation1.pdf")

  • [Solved] Analyze factors pertinent to making the most effective drug selection for a client with a specific diagnosis in the mental health care setting.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Analyze factors pertinent to making the most effective drug selection for a client with a specific diagnosis in the mental health care setting.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Analyze factors pertinent to making the most effective drug selection for a client with a specific diagnosis in the mental health care setting.

  • [Solved] Nursing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    what motivate people to go to PA school

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    what motivate people to go to PA school

  • [Solved] help with home work

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## Nu551Unit9Assignment.docx **## Nu551Unit9Assignment.docx** Nu551 Unit 9 Assignment For this assignment, you will develop and present an educational presentation in PowerPoint® with voice narration. The audience is a community group of adults. You will demonstrate collaborative and…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (1)**

    – ## Nu551Unit9Assignment.docx

    **## Nu551Unit9Assignment.docx**

    Nu551 Unit 9 Assignment

    For this assignment, you will develop and present an educational presentation in PowerPoint® with voice narration. The audience is a community group of adults. You will demonstrate collaborative and caring relationships with clients, their families, and caregivers, through effective teaching about clients’ physiological and pathophysiological states of rheumatoid arthritis and osteoarthritis.

    You will have 12 slides total including the content slides. You may use the bolded words in the outline as titles for your slides. The outline of the criterion is below.

    You are to compare and contrast osteoarthritis and rheumatoid arthritis with regards to background and an effective patient teaching plan in this presentation.

    · 1 Title slide. Title your presentation. Include your name. Add your pic if you like.

    · 1 slide. Introduction: musculoskeletal system. Address the structure and function. Include the purpose of the presentation. “Learning about rheumatoid arthritis and osteoarthritis”

    · 6 slides.
    Compare and contrast the two disorders on the same slide for each of the 6 topics. Use the slide layout that best demonstrates comparison viewing.

    · Definition; RA vs OA

    · Pathophysiology; RA vs OA

    · Epidemiology; RA vs OA

    · Clinical manifestations; RA vs OA

    · Diagnostic Evaluation; RA vs OA

    · Treatment Options; RA vs OA

    These slides should have a few key features addressed of both conditions on one slide to effectively compare and contrast.

    · 1 slide. Address the importance of compassion in relationships with the provider and patient/ family / caregiver impacted by these conditions.

    · 1 slide. Address the importance of collaboration in relationships with the provider and patient/ family / caregiver impacted by these conditions.

    · 1 slide. Provide 5-6 effective summary of teaching points as a conclusion regarding the clients’ physiological and pathophysiological states for these conditions. Teaching points to be developed so that they may apply to both conditions.

    · 1 slide. Provide references (5).

    **Narration Guidelines:**

    · Maintain a professional tone by summarizing observations and evaluations for each slide.

    · Ensure that your presentation is highly ordered, logical, and unified.

    · Words should be clearly enunciated and professional tone should be sustained throughout the presentation narration.

    · Audio recording should be free of background noise and interruptions.

    · Each slide narration should be less than 1 minute, so please set a timer within your view.

    **Assignment Requirements:**

    Before finalizing your work, you should:

    · Ensure the PowerPoint requirements in the assignment directions are followed.

    Your presentation assignment should:

    · Introduction and conclusion slide

    · The overall order of information is clear and contributes to the meaning of the assignment

    · Strong attempt at APA formatting and correctly citing all references

    · Reference slide

    · May include speaker note content that is additional to the slide content.

    · Must include voice narration

    · Appropriate design applied

    · Smart art / elegant graphics

    · Appropriate picture/s

    · Slides are not wordy

    · Five or more peer-reviewed references

    · 12 slides total

    **## Nu551Unit9Assignment.docx**

    Nu551 Unit 9 Assignment

    For this assignment, you will develop and present an educational presentation in PowerPoint® with voice narration. The audience is a community group of adults. You will demonstrate collaborative and caring relationships with clients, their families, and caregivers, through effective teaching about clients’ physiological and pathophysiological states of rheumatoid arthritis and osteoarthritis.

    You will have 12 slides total including the content slides. You may use the bolded words in the outline as titles for your slides. The outline of the criterion is below.

    You are to compare and contrast osteoarthritis and rheumatoid arthritis with regards to background and an effective patient teaching plan in this presentation.

    · 1 Title slide. Title your presentation. Include your name. Add your pic if you like.

    · 1 slide. Introduction: musculoskeletal system. Address the structure and function. Include the purpose of the presentation. “Learning about rheumatoid arthritis and osteoarthritis”

    · 6 slides.
    Compare and contrast the two disorders on the same slide for each of the 6 topics. Use the slide layout that best demonstrates comparison viewing.

    · Definition; RA vs OA

    · Pathophysiology; RA vs OA

    · Epidemiology; RA vs OA

    · Clinical manifestations; RA vs OA

    · Diagnostic Evaluation; RA vs OA

    · Treatment Options; RA vs OA

    These slides should have a few key features addressed of both conditions on one slide to effectively compare and contrast.

    · 1 slide. Address the importance of compassion in relationships with the provider and patient/ family / caregiver impacted by these conditions.

    · 1 slide. Address the importance of collaboration in relationships with the provider and patient/ family / caregiver impacted by these conditions.

    · 1 slide. Provide 5-6 effective summary of teaching points as a conclusion regarding the clients’ physiological and pathophysiological states for these conditions. Teaching points to be developed so that they may apply to both conditions.

    · 1 slide. Provide references (5).

    **Narration Guidelines:**

    · Maintain a professional tone by summarizing observations and evaluations for each slide.

    · Ensure that your presentation is highly ordered, logical, and unified.

    · Words should be clearly enunciated and professional tone should be sustained throughout the presentation narration.

    · Audio recording should be free of background noise and interruptions.

    · Each slide narration should be less than 1 minute, so please set a timer within your view.

    **Assignment Requirements:**

    Before finalizing your work, you should:

    · Ensure the PowerPoint requirements in the assignment directions are followed.

    Your presentation assignment should:

    · Introduction and conclusion slide

    · The overall order of information is clear and contributes to the meaning of the assignment

    · Strong attempt at APA formatting and correctly citing all references

    · Reference slide

    · May include speaker note content that is additional to the slide content.

    · Must include voice narration

    · Appropriate design applied

    · Smart art / elegant graphics

    · Appropriate picture/s

    · Slides are not wordy

    · Five or more peer-reviewed references

    · 12 slides total

  • [Solved] Healthcare -533_C

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Healthcare -533_C.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Home work

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## DLVseven.docx **## DLVseven.docx** 2 **Scenario** One of your clients is affiliated with a not-for-profit fictional community or organization whose concerns have recently drawn national media attention. The organization is seeking to use the current media hype to bring the issue f…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (1)**

    – ## DLVseven.docx

    **## DLVseven.docx**

    2

    **Scenario**

    One of your clients is affiliated with a not-for-profit fictional community or organization whose concerns have recently drawn national media attention. The organization is seeking to use the current media hype to bring the issue further into limelight in a creative way through a multimedia installation or curated exhibition that explores the role of art in shaping how we understand modern work environments, labor practices or professional identities.

    The goal for their exhibition is to keep the public focused on the severity of the issue and also use the intersection of art with contemporary life, workplace culture, identity, as a vehicle for social change.

    Your client has approached your task force asking you to envision a multimedia social art event which would offer an opportunity for people in the community to come together to engage, even create art, and connect them to the given purpose that is reflective of the social issue or local identity relevant to this community. (Examples of such issues include domestic violence, climate justice, racial equity, mental health awareness, collaboration among generations, immigration and cultural preservation.

    **Instructions**

    For this assessment, you will design a PowerPoint presentation that serves as a proposal for a social art event. The presentation describes your recommendation for a socially engaging art event that draws from at least three of the following art forms:

    · Visual art (murals, projections, pop-up installations)

    · Music (live performance, soundscape, original compositions)

    · Poetry (spoken word, community-created poems)

    · Prose/Narrative (storytelling installations, audio tours, interactive writing walls)

    Use the following template to create your proposal:

    **1. Cover Slide:**

    · Include the project title.

    · Provide the name of your organization (real or fictional).

    · Insert a compelling image that reflects the projected art project.

    **2. Subsequent Slides Include:**

    · Develop a minimum of three slides for each chosen art element. (At least six total: one slide of images and one slide of explanation for each element.)

    · Estimate a budget for the art project.

    · Compile a descriptive list of at least six funding possibilities for the event, including contact data.

    · Explain each resource briefly and indicate how the organization might use it.

    **Submission Requirement**

    · Submit a Microsoft PowerPoint document.

    **## DLVseven.docx**

    2

    **Scenario**

    One of your clients is affiliated with a not-for-profit fictional community or organization whose concerns have recently drawn national media attention. The organization is seeking to use the current media hype to bring the issue further into limelight in a creative way through a multimedia installation or curated exhibition that explores the role of art in shaping how we understand modern work environments, labor practices or professional identities.

    The goal for their exhibition is to keep the public focused on the severity of the issue and also use the intersection of art with contemporary life, workplace culture, identity, as a vehicle for social change.

    Your client has approached your task force asking you to envision a multimedia social art event which would offer an opportunity for people in the community to come together to engage, even create art, and connect them to the given purpose that is reflective of the social issue or local identity relevant to this community. (Examples of such issues include domestic violence, climate justice, racial equity, mental health awareness, collaboration among generations, immigration and cultural preservation.

    **Instructions**

    For this assessment, you will design a PowerPoint presentation that serves as a proposal for a social art event. The presentation describes your recommendation for a socially engaging art event that draws from at least three of the following art forms:

    · Visual art (murals, projections, pop-up installations)

    · Music (live performance, soundscape, original compositions)

    · Poetry (spoken word, community-created poems)

    · Prose/Narrative (storytelling installations, audio tours, interactive writing walls)

    Use the following template to create your proposal:

    **1. Cover Slide:**

    · Include the project title.

    · Provide the name of your organization (real or fictional).

    · Insert a compelling image that reflects the projected art project.

    **2. Subsequent Slides Include:**

    · Develop a minimum of three slides for each chosen art element. (At least six total: one slide of images and one slide of explanation for each element.)

    · Estimate a budget for the art project.

    · Compile a descriptive list of at least six funding possibilities for the event, including contact data.

    · Explain each resource briefly and indicate how the organization might use it.

    **Submission Requirement**

    · Submit a Microsoft PowerPoint document.

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

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (2)** – ## MSNCapstoneProjec1.docx – ## InadultpatientswithmildanxietyreceivingcareataMiami.docx **## MSNCapstoneProjec1.docx** MSN Capstone Project-DAX-DL01 Carmen Lazo Capstone Part I: PICOT Assignment **CAPSTONE: PART I Due 1/24/2026 by 11:59pm** **The PICOT will be a health issue identif…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (2)**

    – ## MSNCapstoneProjec1.docx

    – ## InadultpatientswithmildanxietyreceivingcareataMiami.docx

    **## MSNCapstoneProjec1.docx**

    MSN Capstone Project-DAX-DL01 Carmen Lazo

    Capstone Part I: PICOT Assignment

    **CAPSTONE: PART I Due 1/24/2026 by 11:59pm**

    **The PICOT will be a health issue identified at work or in the community. Be creative! There are certain topics that have been saturated in healthcare and have been implemented multiple times in this course. Do not** present on the following topics:

    Diabetes, CHF, Blood pressure, Infection Control (hand washing, post op infections), Medication compliance programs, Telemedicine/Home programs, Pressure Ulcers, Falls, Nursing Burnout.

    1. Title Page (use appropriate title for faculty) EX: Dr. Carmen Lazo, DNP, MSN, APRN-BC, APN

    2. Introduction to your proposed problem:

    – Significance of the Practice Problem: Discuss the identified Practice Problem.

    -Introduce the topic of the paper (Abstract, Introduction). Describe the health problem.

    -Using data and statistics, support your claim that your selected issue is a problem. What is the cost (national and local) and budget (if any) for your proposal. What is the cost nationally and locally?

    – Include your purpose statement and what specifically you will address in your proposed program. Be sure your proposed outcome is realistic and measurable. Align with the semester hours.

    3. PICOT- Should be discussed in detail. This section should include your PICOT question but also should provide thorough descriptions of your population, intervention, comparison intervention, outcome, and timing.

    The word PICOT is a mnemonic derived from the elements of a clinical research question – patient, intervention, comparison, outcome, and time. The PICOT process begins with a case scenario, and the question is phrased to elicit an answer. Present the PICOT in
    **APA Essay format. do not use bullet points**.

    P – Patient/Problem I – Intervention C -Comparison O – Outcome T – Timeframe

    4. Describe the vulnerable population and setting.

    -Be specific. Discuss the impact of social determinants on health for your selected population.

    -What are the risk factors that make this a vulnerable population? Why is change important for this population? What are the current statistics and cost? Use national and local data on your population's setting. Where are they exisiting? Ex. Miami-Dade.

    -Use evidence to support the risk factors you have identified.

    5. Research should be from scholarly journals of evidence-based interventions that address the

    problem. Do not use websites as subtitutes. At least 5 schorlary articles and if applicable schorlarly websites.

    -Peer-reviewed research articles not older than five years (all articles must be used in your paper)

    6. Proposal

    -Propose addressing the selected health problem using an evidence-based intervention in your

    literature search to address the problem in the selected population/setting.

    -Include a thorough discussion of the specifics of this intervention which include resources necessary, those involved, and feasibility for a nurse in an advanced role.

    -Be sure to include a timeline for the intervention proposed.

    7. Theoretical Framework/Nursing Theory- This section should include the theoretical framework which supports your project. Describe a theory or model to serve as the foundation for your project. How will this theory be incorparated into your Capstone? Discuss in details.

    – Overall, you should be able to introduce the problem and why this is significant to the healthcare system. For example: What impact does it have on the patient, community, cost of care, quality of life, readmissions and so forth.

    -Use appropriate APA 7th Ed. format. Write PICOT in ESSAY format.

    -Scholarly, peer-reviewed, and research articles cited should be within the last five years.

    -This section should be minimum 5 pages long (not including the title and reference page).

    -Use proper in-text citations with a properly formatted reference list.

    -All papers must be written in the 3rd person.

    **Rubric Grading Part I.docx**

    **## InadultpatientswithmildanxietyreceivingcareataMiami.docx**

    In adult patients with mild anxiety receiving care at a Miami-Dade County community primary care clinic (P), does teaching a 2-minute deep breathing exercise (I), compared to no structured breathing intervention (C), reduce self-reported anxiety levels (O) over 8 weeks (T)?

    This question addresses a highly prevalent and clinically significant healthcare problem: mild anxiety among adults, which is frequently underdiagnosed and undertreated in primary care settings. Anxiety disorders are among the most common mental health conditions and are associated with impaired functioning, reduced productivity, and increased healthcare utilization (Bandelow & Michaelis, 2022). Even mild anxiety can negatively affect daily functioning and may progress to more severe mental health conditions if not addressed early. The proposed intervention focuses on a simple, low-cost, and evidence-based strategy—deep breathing exercises. Research indicates that brief breathing interventions can activate the parasympathetic nervous system, promoting relaxation and reducing physiological symptoms of anxiety (Zaccaro et al., 2022). Implementing this intervention in outpatient or primary care clinics in areas such as Miami-Dade County can be particularly beneficial due to the diverse population and high prevalence of stress-related conditions influenced by socioeconomic and cultural factors. The impact of addressing mild anxiety extends beyond individual patients. Improved anxiety management can enhance quality of life, increase adherence to medical treatments, and reduce unnecessary healthcare visits and associated costs (Bandelow & Michaelis, 2022). Additionally, early intervention may decrease the risk of emergency department visits and hospital readmissions related to unmanaged anxiety or comorbid conditions. From a community perspective, promoting self-management strategies like deep breathing empowers patients and supports population health initiatives aimed at mental health prevention. In this setting, the target population includes adult patients presenting to primary care clinics in Miami-Dade with mild anxiety symptoms. These individuals often experience barriers to accessing mental health services, making brief, nurse-led interventions both practical and impactful. Overall, this PICOT question supports a feasible and scalable approach to improving mental health outcomes at the individual and community levels.

    For my Capstone project, I will use Dorothea Orem’s Self-Care Deficit Nursing Theory and Kurt Lewin’s Change Theory to support the implementation of a nurse-led deep breathing intervention for adult patients experiencing mild anxiety in primary care outpatient clinics at Jackson Health System. These theories are appropriate because they focus on patient self-management, resilience, and successful implementation of evidence-based interventions in healthcare settings.

    Orem’s Self-Care Deficit Nursing Theory is highly relevant to my project because the intervention emphasizes patient participation and independence in managing anxiety symptoms. The 2-minute deep breathing exercise encourages patients to engage in self-care activities that promote relaxation, emotional regulation, and stress reduction. According to Nail (2026), educative strategies that support self-care and resilience can improve individuals’ ability to manage stress and maintain emotional well-being. This theory supports the role of nurses as educators who provide patients with the knowledge and skills needed to independently perform interventions that improve health outcomes. In primary care settings, teaching simple breathing techniques can empower patients to actively participate in managing mild anxiety symptoms and enhance long-term coping abilities.

    In addition, Lewin’s Change Theory will guide the implementation process of the intervention within the outpatient clinic setting. Lewin’s theory consists of the phases of unfreezing, change, and refreezing, which facilitate organizational and behavioral change among healthcare professionals. During the unfreezing phase, nurses and clinic staff will be educated about the importance of early anxiety management and the benefits of nonpharmacological interventions. In the change phase, the deep breathing exercise will be incorporated into routine patient education during clinic visits. Finally, in the refreezing phase, the intervention will become integrated into standard nursing practice to ensure sustainability and consistency of care. Harrison et al. (2021) emphasized that change management models are essential for successfully implementing evidence-based practices and improving healthcare outcomes.

    Together, Orem’s Self-Care Deficit Nursing Theory and Lewin’s Change Theory provide a strong framework for my Capstone project. Orem’s theory focuses on empowering patients through self-care and resilience, while Lewin’s theory supports the successful implementation and sustainability of practice changes within healthcare organizations. These theories will help improve anxiety management, support patient-centered care, and promote evidence-based nursing practice in primary care settings.

    **## InadultpatientswithmildanxietyreceivingcareataMiami.docx**

    In adult patients with mild anxiety receiving care at a Miami-Dade County community primary care clinic (P), does teaching a 2-minute deep breathing exercise (I), compared to no structured breathing intervention (C), reduce self-reported anxiety levels (O) over 8 weeks (T)?

    This question addresses a highly prevalent and clinically significant healthcare problem: mild anxiety among adults, which is frequently underdiagnosed and undertreated in primary care settings. Anxiety disorders are among the most common mental health conditions and are associated with impaired functioning, reduced productivity, and increased healthcare utilization (Bandelow & Michaelis, 2022). Even mild anxiety can negatively affect daily functioning and may progress to more severe mental health conditions if not addressed early. The proposed intervention focuses on a simple, low-cost, and evidence-based strategy—deep breathing exercises. Research indicates that brief breathing interventions can activate the parasympathetic nervous system, promoting relaxation and reducing physiological symptoms of anxiety (Zaccaro et al., 2022). Implementing this intervention in outpatient or primary care clinics in areas such as Miami-Dade County can be particularly beneficial due to the diverse population and high prevalence of stress-related conditions influenced by socioeconomic and cultural factors. The impact of addressing mild anxiety extends beyond individual patients. Improved anxiety management can enhance quality of life, increase adherence to medical treatments, and reduce unnecessary healthcare visits and associated costs (Bandelow & Michaelis, 2022). Additionally, early intervention may decrease the risk of emergency department visits and hospital readmissions related to unmanaged anxiety or comorbid conditions. From a community perspective, promoting self-management strategies like deep breathing empowers patients and supports population health initiatives aimed at mental health prevention. In this setting, the target population includes adult patients presenting to primary care clinics in Miami-Dade with mild anxiety symptoms. These individuals often experience barriers to accessing mental health services, making brief, nurse-led interventions both practical and impactful. Overall, this PICOT question supports a feasible and scalable approach to improving mental health outcomes at the individual and community levels.

    For my Capstone project, I will use Dorothea Orem’s Self-Care Deficit Nursing Theory and Kurt Lewin’s Change Theory to support the implementation of a nurse-led deep breathing intervention for adult patients experiencing mild anxiety in primary care outpatient clinics at Jackson Health System. These theories are appropriate because they focus on patient self-management, resilience, and successful implementation of evidence-based interventions in healthcare settings.

    Orem’s Self-Care Deficit Nursing Theory is highly relevant to my project because the intervention emphasizes patient participation and independence in managing anxiety symptoms. The 2-minute deep breathing exercise encourages patients to engage in self-care activities that promote relaxation, emotional regulation, and stress reduction. According to Nail (2026), educative strategies that support self-care and resilience can improve individuals’ ability to manage stress and maintain emotional well-being. This theory supports the role of nurses as educators who provide patients with the knowledge and skills needed to independently perform interventions that improve health outcomes. In primary care settings, teaching simple breathing techniques can empower patients to actively participate in managing mild anxiety symptoms and enhance long-term coping abilities.

    In addition, Lewin’s Change Theory will guide the implementation process of the intervention within the outpatient clinic setting. Lewin’s theory consists of the phases of unfreezing, change, and refreezing, which facilitate organizational and behavioral change among healthcare professionals. During the unfreezing phase, nurses and clinic staff will be educated about the importance of early anxiety management and the benefits of nonpharmacological interventions. In the change phase, the deep breathing exercise will be incorporated into routine patient education during clinic visits. Finally, in the refreezing phase, the intervention will become integrated into standard nursing practice to ensure sustainability and consistency of care. Harrison et al. (2021) emphasized that change management models are essential for successfully implementing evidence-based practices and improving healthcare outcomes.

    Together, Orem’s Self-Care Deficit Nursing Theory and Lewin’s Change Theory provide a strong framework for my Capstone project. Orem’s theory focuses on empowering patients through self-care and resilience, while Lewin’s theory supports the successful implementation and sustainability of practice changes within healthcare organizations. These theories will help improve anxiety management, support patient-centered care, and promote evidence-based nursing practice in primary care settings.

    **## MSNCapstoneProjec1.docx**

    MSN Capstone Project-DAX-DL01 Carmen Lazo

    Capstone Part I: PICOT Assignment

    **CAPSTONE: PART I Due 1/24/2026 by 11:59pm**

    **The PICOT will be a health issue identified at work or in the community. Be creative! There are certain topics that have been saturated in healthcare and have been implemented multiple times in this course. Do not** present on the following topics:

    Diabetes, CHF, Blood pressure, Infection Control (hand washing, post op infections), Medication compliance programs, Telemedicine/Home programs, Pressure Ulcers, Falls, Nursing Burnout.

    1. Title Page (use appropriate title for faculty) EX: Dr. Carmen Lazo, DNP, MSN, APRN-BC, APN

    2. Introduction to your proposed problem:

    – Significance of the Practice Problem: Discuss the identified Practice Problem.

    -Introduce the topic of the paper (Abstract, Introduction). Describe the health problem.

    -Using data and statistics, support your claim that your selected issue is a problem. What is the cost (national and local) and budget (if any) for your proposal. What is the cost nationally and locally?

    – Include your purpose statement and what specifically you will address in your proposed program. Be sure your proposed outcome is realistic and measurable. Align with the semester hours.

    3. PICOT- Should be discussed in detail. This section should include your PICOT question but also should provide thorough descriptions of your population, intervention, comparison intervention, outcome, and timing.

    The word PICOT is a mnemonic derived from the elements of a clinical research question – patient, intervention, comparison, outcome, and time. The PICOT process begins with a case scenario, and the question is phrased to elicit an answer. Present the PICOT in
    **APA Essay format. do not use bullet points**.

    P – Patient/Problem I – Intervention C -Comparison O – Outcome T – Timeframe

    4. Describe the vulnerable population and setting.

    -Be specific. Discuss the impact of social determinants on health for your selected population.

    -What are the risk factors that make this a vulnerable population? Why is change important for this population? What are the current statistics and cost? Use national and local data on your population's setting. Where are they exisiting? Ex. Miami-Dade.

    -Use evidence to support the risk factors you have identified.

    5. Research should be from scholarly journals of evidence-based interventions that address the

    problem. Do not use websites as subtitutes. At least 5 schorlary articles and if applicable schorlarly websites.

    -Peer-reviewed research articles not older than five years (all articles must be used in your paper)

    6. Proposal

    -Propose addressing the selected health problem using an evidence-based intervention in your

    literature search to address the problem in the selected population/setting.

    -Include a thorough discussion of the specifics of this intervention which include resources necessary, those involved, and feasibility for a nurse in an advanced role.

    -Be sure to include a timeline for the intervention proposed.

    7. Theoretical Framework/Nursing Theory- This section should include the theoretical framework which supports your project. Describe a theory or model to serve as the foundation for your project. How will this theory be incorparated into your Capstone? Discuss in details.

    – Overall, you should be able to introduce the problem and why this is significant to the healthcare system. For example: What impact does it have on the patient, community, cost of care, quality of life, readmissions and so forth.

    -Use appropriate APA 7th Ed. format. Write PICOT in ESSAY format.

    -Scholarly, peer-reviewed, and research articles cited should be within the last five years.

    -This section should be minimum 5 pages long (not including the title and reference page).

    -Use proper in-text citations with a properly formatted reference list.

    -All papers must be written in the 3rd person.

    **Rubric Grading Part I.docx**

    **## InadultpatientswithmildanxietyreceivingcareataMiami.docx**

    In adult patients with mild anxiety receiving care at a Miami-Dade County community primary care clinic (P), does teaching a 2-minute deep breathing exercise (I), compared to no structured breathing intervention (C), reduce self-reported anxiety levels (O) over 8 weeks (T)?

    This question addresses a highly prevalent and clinically significant healthcare problem: mild anxiety among adults, which is frequently underdiagnosed and undertreated in primary care settings. Anxiety disorders are among the most common mental health conditions and are associated with impaired functioning, reduced productivity, and increased healthcare utilization (Bandelow & Michaelis, 2022). Even mild anxiety can negatively affect daily functioning and may progress to more severe mental health conditions if not addressed early. The proposed intervention focuses on a simple, low-cost, and evidence-based strategy—deep breathing exercises. Research indicates that brief breathing interventions can activate the parasympathetic nervous system, promoting relaxation and reducing physiological symptoms of anxiety (Zaccaro et al., 2022). Implementing this intervention in outpatient or primary care clinics in areas such as Miami-Dade County can be particularly beneficial due to the diverse population and high prevalence of stress-related conditions influenced by socioeconomic and cultural factors. The impact of addressing mild anxiety extends beyond individual patients. Improved anxiety management can enhance quality of life, increase adherence to medical treatments, and reduce unnecessary healthcare visits and associated costs (Bandelow & Michaelis, 2022). Additionally, early intervention may decrease the risk of emergency department visits and hospital readmissions related to unmanaged anxiety or comorbid conditions. From a community perspective, promoting self-management strategies like deep breathing empowers patients and supports population health initiatives aimed at mental health prevention. In this setting, the target population includes adult patients presenting to primary care clinics in Miami-Dade with mild anxiety symptoms. These individuals often experience barriers to accessing mental health services, making brief, nurse-led interventions both practical and impactful. Overall, this PICOT question supports a feasible and scalable approach to improving mental health outcomes at the individual and community levels.

    For my Capstone project, I will use Dorothea Orem’s Self-Care Deficit Nursing Theory and Kurt Lewin’s Change Theory to support the implementation of a nurse-led deep breathing intervention for adult patients experiencing mild anxiety in primary care outpatient clinics at Jackson Health System. These theories are appropriate because they focus on patient self-management, resilience, and successful implementation of evidence-based interventions in healthcare settings.

    Orem’s Self-Care Deficit Nursing Theory is highly relevant to my project because the intervention emphasizes patient participation and independence in managing anxiety symptoms. The 2-minute deep breathing exercise encourages patients to engage in self-care activities that promote relaxation, emotional regulation, and stress reduction. According to Nail (2026), educative strategies that support self-care and resilience can improve individuals’ ability to manage stress and maintain emotional well-being. This theory supports the role of nurses as educators who provide patients with the knowledge and skills needed to independently perform interventions that improve health outcomes. In primary care settings, teaching simple breathing techniques can empower patients to actively participate in managing mild anxiety symptoms and enhance long-term coping abilities.

    In addition, Lewin’s Change Theory will guide the implementation process of the intervention within the outpatient clinic setting. Lewin’s theory consists of the phases of unfreezing, change, and refreezing, which facilitate organizational and behavioral change among healthcare professionals. During the unfreezing phase, nurses and clinic staff will be educated about the importance of early anxiety management and the benefits of nonpharmacological interventions. In the change phase, the deep breathing exercise will be incorporated into routine patient education during clinic visits. Finally, in the refreezing phase, the intervention will become integrated into standard nursing practice to ensure sustainability and consistency of care. Harrison et al. (2021) emphasized that change management models are essential for successfully implementing evidence-based practices and improving healthcare outcomes.

    Together, Orem’s Self-Care Deficit Nursing Theory and Lewin’s Change Theory provide a strong framework for my Capstone project. Orem’s theory focuses on empowering patients through self-care and resilience, while Lewin’s theory supports the successful implementation and sustainability of practice changes within healthcare organizations. These theories will help improve anxiety management, support patient-centered care, and promote evidence-based nursing practice in primary care settings.

    **## MSNCapstoneProjec1.docx**

    MSN Capstone Project-DAX-DL01 Carmen Lazo

    Capstone Part I: PICOT Assignment

    **CAPSTONE: PART I Due 1/24/2026 by 11:59pm**

    **The PICOT will be a health issue identified at work or in the community. Be creative! There are certain topics that have been saturated in healthcare and have been implemented multiple times in this course. Do not** present on the following topics:

    Diabetes, CHF, Blood pressure, Infection Control (hand washing, post op infections), Medication compliance programs, Telemedicine/Home programs, Pressure Ulcers, Falls, Nursing Burnout.

    1. Title Page (use appropriate title for faculty) EX: Dr. Carmen Lazo, DNP, MSN, APRN-BC, APN

    2. Introduction to your proposed problem:

    – Significance of the Practice Problem: Discuss the identified Practice Problem.

    -Introduce the topic of the paper (Abstract, Introduction). Describe the health problem.

    -Using data and statistics, support your claim that your selected issue is a problem. What is the cost (national and local) and budget (if any) for your proposal. What is the cost nationally and locally?

    – Include your purpose statement and what specifically you will address in your proposed program. Be sure your proposed outcome is realistic and measurable. Align with the semester hours.

    3. PICOT- Should be discussed in detail. This section should include your PICOT question but also should provide thorough descriptions of your population, intervention, comparison intervention, outcome, and timing.

    The word PICOT is a mnemonic derived from the elements of a clinical research question – patient, intervention, comparison, outcome, and time. The PICOT process begins with a case scenario, and the question is phrased to elicit an answer. Present the PICOT in
    **APA Essay format. do not use bullet points**.

    P – Patient/Problem I – Intervention C -Comparison O – Outcome T – Timeframe

    4. Describe the vulnerable population and setting.

    -Be specific. Discuss the impact of social determinants on health for your selected population.

    -What are the risk factors that make this a vulnerable population? Why is change important for this population? What are the current statistics and cost? Use national and local data on your population's setting. Where are they exisiting? Ex. Miami-Dade.

    -Use evidence to support the risk factors you have identified.

    5. Research should be from scholarly journals of evidence-based interventions that address the

    problem. Do not use websites as subtitutes. At least 5 schorlary articles and if applicable schorlarly websites.

    -Peer-reviewed research articles not older than five years (all articles must be used in your paper)

    6. Proposal

    -Propose addressing the selected health problem using an evidence-based intervention in your

    literature search to address the problem in the selected population/setting.

    -Include a thorough discussion of the specifics of this intervention which include resources necessary, those involved, and feasibility for a nurse in an advanced role.

    -Be sure to include a timeline for the intervention proposed.

    7. Theoretical Framework/Nursing Theory- This section should include the theoretical framework which supports your project. Describe a theory or model to serve as the foundation for your project. How will this theory be incorparated into your Capstone? Discuss in details.

    – Overall, you should be able to introduce the problem and why this is significant to the healthcare system. For example: What impact does it have on the patient, community, cost of care, quality of life, readmissions and so forth.

    -Use appropriate APA 7th Ed. format. Write PICOT in ESSAY format.

    -Scholarly, peer-reviewed, and research articles cited should be within the last five years.

    -This section should be minimum 5 pages long (not including the title and reference page).

    -Use proper in-text citations with a properly formatted reference list.

    -All papers must be written in the 3rd person.

    **Rubric Grading Part I.docx**

    **## InadultpatientswithmildanxietyreceivingcareataMiami.docx**

    In adult patients with mild anxiety receiving care at a Miami-Dade County community primary care clinic (P), does teaching a 2-minute deep breathing exercise (I), compared to no structured breathing intervention (C), reduce self-reported anxiety levels (O) over 8 weeks (T)?

    This question addresses a highly prevalent and clinically significant healthcare problem: mild anxiety among adults, which is frequently underdiagnosed and undertreated in primary care settings. Anxiety disorders are among the most common mental health conditions and are associated with impaired functioning, reduced productivity, and increased healthcare utilization (Bandelow & Michaelis, 2022). Even mild anxiety can negatively affect daily functioning and may progress to more severe mental health conditions if not addressed early. The proposed intervention focuses on a simple, low-cost, and evidence-based strategy—deep breathing exercises. Research indicates that brief breathing interventions can activate the parasympathetic nervous system, promoting relaxation and reducing physiological symptoms of anxiety (Zaccaro et al., 2022). Implementing this intervention in outpatient or primary care clinics in areas such as Miami-Dade County can be particularly beneficial due to the diverse population and high prevalence of stress-related conditions influenced by socioeconomic and cultural factors. The impact of addressing mild anxiety extends beyond individual patients. Improved anxiety management can enhance quality of life, increase adherence to medical treatments, and reduce unnecessary healthcare visits and associated costs (Bandelow & Michaelis, 2022). Additionally, early intervention may decrease the risk of emergency department visits and hospital readmissions related to unmanaged anxiety or comorbid conditions. From a community perspective, promoting self-management strategies like deep breathing empowers patients and supports population health initiatives aimed at mental health prevention. In this setting, the target population includes adult patients presenting to primary care clinics in Miami-Dade with mild anxiety symptoms. These individuals often experience barriers to accessing mental health services, making brief, nurse-led interventions both practical and impactful. Overall, this PICOT question supports a feasible and scalable approach to improving mental health outcomes at the individual and community levels.

    For my Capstone project, I will use Dorothea Orem’s Self-Care Deficit Nursing Theory and Kurt Lewin’s Change Theory to support the implementation of a nurse-led deep breathing intervention for adult patients experiencing mild anxiety in primary care outpatient clinics at Jackson Health System. These theories are appropriate because they focus on patient self-management, resilience, and successful implementation of evidence-based interventions in healthcare settings.

    Orem’s Self-Care Deficit Nursing Theory is highly relevant to my project because the intervention emphasizes patient participation and independence in managing anxiety symptoms. The 2-minute deep breathing exercise encourages patients to engage in self-care activities that promote relaxation, emotional regulation, and stress reduction. According to Nail (2026), educative strategies that support self-care and resilience can improve individuals’ ability to manage stress and maintain emotional well-being. This theory supports the role of nurses as educators who provide patients with the knowledge and skills needed to independently perform interventions that improve health outcomes. In primary care settings, teaching simple breathing techniques can empower patients to actively participate in managing mild anxiety symptoms and enhance long-term coping abilities.

    In addition, Lewin’s Change Theory will guide the implementation process of the intervention within the outpatient clinic setting. Lewin’s theory consists of the phases of unfreezing, change, and refreezing, which facilitate organizational and behavioral change among healthcare professionals. During the unfreezing phase, nurses and clinic staff will be educated about the importance of early anxiety management and the benefits of nonpharmacological interventions. In the change phase, the deep breathing exercise will be incorporated into routine patient education during clinic visits. Finally, in the refreezing phase, the intervention will become integrated into standard nursing practice to ensure sustainability and consistency of care. Harrison et al. (2021) emphasized that change management models are essential for successfully implementing evidence-based practices and improving healthcare outcomes.

    Together, Orem’s Self-Care Deficit Nursing Theory and Lewin’s Change Theory provide a strong framework for my Capstone project. Orem’s theory focuses on empowering patients through self-care and resilience, while Lewin’s theory supports the successful implementation and sustainability of practice changes within healthcare organizations. These theories will help improve anxiety management, support patient-centered care, and promote evidence-based nursing practice in primary care settings.

  • [Solved] Bm 7 soap notes

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (2)** – ## SOAPPsychiatricFollow-up28129.pdf – ## 7_Additional_Mental_Health_Charts.docx **## SOAPPsychiatricFollow-up28129.pdf** SOAP Note (Psychiatric Follow-up Template) S-Subjective: Client identifying information: Patient’s Initial, DOB, other identifying information Chief Compliant…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (2)**

    – ## SOAPPsychiatricFollow-up28129.pdf

    – ## 7_Additional_Mental_Health_Charts.docx

    **## SOAPPsychiatricFollow-up28129.pdf**

    SOAP Note (Psychiatric Follow-up Template)

    S-Subjective:

    Client identifying information: Patient’s Initial, DOB, other identifying information

    Chief Compliant: “Stated in the patient’s own words”

    History of Present Illness: Timing of symptoms (when did symptoms begin), quality,
    severity, setting, aggravating factors, associated symptoms? What has been helpful in
    alleviating symptoms?

    The OLD CARTS mnemonic is a structured clinical tool used to guide the History of
    Present Illness by systematically capturing key dimensions: Onset (when the symptom
    began), Location (where it’s felt), Duration (how long or often it occurs), Character
    (what it feels like), Aggravating/Alleviating factors (what makes it worse or better),
    Radiation/Relief (whether it spreads or what relieves it), Timing (patterns or
    frequency), and Severity (how intense and how it affects daily life).

    Sleep: quality, amount

    Appetite and weight: Increased/decreased, gain/loss

    Psychomotor agitation/retardation: agitated, feel sluggish

    Anhedonia: unable to master interest as before

    Concentration: unable to concentrate/think clearly about things

    Guilt/Worthlessness: sense of guilt or worthlessness

    Medication Side effects: What are the side effects

    Note this should be written in a paragraph.

    PAST MEDICAL, FAMILY, AND SOCIAL HISTORY UPDATE (including substance
    use): State the patient’s current employment status, substance use (current/history),
    overall health condition, and present living situation.”

    Prior substance abuse treatment programs (detox, rehab, IOP): Denied
    Alcohol (blackouts, tremors, seizures): Denied
    Sedatives or sleeping pills (benzos, Ambien): Denied
    Opioids (pills, heroin, kratom, overdoses, IV drug use, MAT): Denied
    Cannabis: Medical uses
    Nicotine: Denied
    Cocaine: Denied
    Methamphetamine: Denied
    Stimulant medications: Denied
    Hallucinogens (LSD, mushrooms, salvia): Denied
    Club drugs (ecstasy, ketamine, PCP, GHB): Denied
    Other (steroids, bath salts, Spice/K2): Denied
    Longest time sober (without any substance use other than nicotine): N/A
    Payment history (work, drug dealing, stealing, trading sex): Denied

    O-Objective:

    MENTAL STATUS EXAM:

    Appearance: Well-groomed, disheveled, older than stated age, malodorous,
    appropriately dressed

    Behavior: Calm, cooperative, guarded, agitated, withdrawn, restless, distracted

    Speech: Normal rate/rhythm, pressured, slow, monotone, loud, soft, slurred, articulate

    Mood (subjective) “Depressed,” “anxious,” “angry,” “okay,” “hopeless,” “irritable,”
    “numb”

    Affect: (objective) Congruent/incongruent with mood, flat, blunted, labile, restricted,
    full range

    Thought Process: Logical, linear, goal-directed, tangential, circumstantial,
    disorganized, flight of ideas

    Thought Content: Normal, suicidal ideation, homicidal ideation, obsessive thoughts,
    paranoid, delusional

    Perception: No hallucinations, auditory hallucinations, visual hallucinations, illusions

    Cognition: Alert, oriented ×3 (person/place/time), oriented ×4 (+situation),
    disoriented

    Attention/Concentration: Intact, easily distracted, impaired, unable to spell “world”
    backwards

    Memory: Intact, short-term impaired, recent impaired, remote memory intact

    Insight: Good, fair, poor, lacks awareness of illness

    Judgment: Intact, impaired, poor, limited, impulsive

    Reliability: Reliable historian, questionable reliability, vague or evasive responses

    Other Objective Information:

    Vital Signs, Height, Weight, BMI, EKG, (any psychological testing if available).

    Screening Tools: PHQ9, GAD7, Beck Depression Inventory etc.

    LABS/Pregnancy Test/Toxicology:

    CURRENT MEDICATIONS:

    Psychotropic:

    Non-psychiatric:

    Vitamins and supplements:

    A-ASSESSMENT:

    Restate symptoms reported in HPI in a short paragraph.

    Primary Psychiatric Diagnosis with specifier (if known), severity, when applicable,
    ICD-10. (List Criteria as stated in the DSM V-TR, identify which are MET and or NOT
    MET and provide 1-2 sentences to provide explanation/rationale.

    Medical diagnoses if known:

    Contextual Factors (Z codes): External influences that impact a patient’s mental
    health but are not mental disorders; they provide psychosocial, environmental, and
    situational stressors (e.g. homelessness, problems in relationship with a spouse or
    partner).

    List one differential diagnosis, other disorders that are similar in nature such as
    criteria, so should be considered in the case. Provide a brief explanation of the
    rationale.

    Visit code:

    Time Spent with patient:

    Type of visit: Face to Face in office visit/Telehealth-virtual visit/etc.

    **## 7_Additional_Mental_Health_Charts.docx**

    ## Additional Mental Health Patient Charts

    ### Chart 8

    **Age:** 27

    **Race:** Black/African American

    **Gender:** Male

    **Chief Complaint:** I feel overwhelmed and stressed.

    **HPI:** Patient reports excessive stress related to work demands, irritability, fatigue, and poor sleep for 2 months. Denies SI/HI/AH/VH.

    **CPT 9:** 90834

    **CPT 10:** 99213

    **ICD-9:** 309.24

    **Medication:** Buspirone 5 mg PO BID

    **Education:** Discussed stress management, healthy coping mechanisms, sleep hygiene, relaxation exercises, and medication adherence.

    ### Chart 9

    **Age:** 58

    **Race:** Hispanic

    **Gender:** Female

    **Chief Complaint:** I keep reliving my trauma.

    **HPI:** Patient reports nightmares, flashbacks, hypervigilance, and avoidance behaviors following a motor vehicle accident 1 year ago. Denies SI/HI.

    **CPT 9:** 90837

    **CPT 10:** 99214

    **ICD-9:** 309.81

    **Medication:** Prazosin 1 mg PO at bedtime

    **Education:** Reviewed PTSD symptoms, grounding techniques, trauma-focused therapy options, medication side effects, and safety planning.

    ### Chart 10

    **Age:** 19

    **Race:** White

    **Gender:** Female

    **Chief Complaint:** I panic in social situations.

    **HPI:** Patient reports intense fear during social interactions, avoidance of public speaking, sweating, trembling, and nausea when around groups. Symptoms ongoing for several years.

    **CPT 9:** 90832

    **CPT 10:** 99213

    **ICD-9:** 300.23

    **Medication:** Fluoxetine 10 mg PO daily

    **Education:** Discussed social anxiety management, cognitive behavioral therapy, gradual exposure techniques, and medication compliance.

    ### Chart 11

    **Age:** 47

    **Race:** Asian

    **Gender:** Male

    **Chief Complaint:** I hear voices sometimes.

    **HPI:** Patient reports auditory hallucinations, paranoia, social withdrawal, and poor sleep for several months. Denies command hallucinations or SI/HI.

    **CPT 9:** 90837

    **CPT 10:** 99215

    **ICD-9:** 295.90

    **Medication:** Risperidone 1 mg PO at bedtime

    **Education:** Reviewed psychosis symptoms, medication adherence, importance of family support, crisis intervention resources, and follow-up care.

    ### Chart 12

    **Age:** 36

    **Race:** Native American

    **Gender:** Female

    **Chief Complaint:** My mood changes quickly.

    **HPI:** Patient reports unstable relationships, emotional outbursts, impulsive spending, and chronic feelings of emptiness. Denies current SI/HI.

    **CPT 9:** 90834

    **CPT 10:** 99214

    **ICD-9:** 301.83

    **Medication:** Aripiprazole 2 mg PO daily

    **Education:** Discussed emotional regulation skills, dialectical behavioral therapy, medication monitoring, and coping strategies.

    ### Chart 13

    **Age:** 65

    **Race:** White

    **Gender:** Male

    **Chief Complaint:** I forget things often.

    **HPI:** Patient reports progressive forgetfulness, misplacing items, and difficulty remembering appointments over the past year. Family reports mild confusion at times.

    **CPT 9:** 96116

    **CPT 10:** 99214

    **ICD-9:** 331.83

    **Medication:** Donepezil 5 mg PO daily

    **Education:** Reviewed memory support strategies, medication administration, caregiver support, home safety, and follow-up evaluations.

    ### Chart 14

    **Age:** 31

    **Race:** Middle Eastern

    **Gender:** Female

    **Chief Complaint:** I cannot stop checking things.

    **HPI:** Patient reports repetitive handwashing, checking locks multiple times daily, and intrusive thoughts interfering with daily functioning. Symptoms present for several years.

    **CPT 9:** 90837

    **CPT 10:** 99214

    **ICD-9:** 300.3

    **Medication:** Fluvoxamine 50 mg PO at bedtime

    **Education:** Discussed obsessive-compulsive disorder symptoms, exposure response prevention therapy, medication side effects, and stress reduction techniques.

    **## 7_Additional_Mental_Health_Charts.docx**

    ## Additional Mental Health Patient Charts

    ### Chart 8

    **Age:** 27

    **Race:** Black/African American

    **Gender:** Male

    **Chief Complaint:** I feel overwhelmed and stressed.

    **HPI:** Patient reports excessive stress related to work demands, irritability, fatigue, and poor sleep for 2 months. Denies SI/HI/AH/VH.

    **CPT 9:** 90834

    **CPT 10:** 99213

    **ICD-9:** 309.24

    **Medication:** Buspirone 5 mg PO BID

    **Education:** Discussed stress management, healthy coping mechanisms, sleep hygiene, relaxation exercises, and medication adherence.

    ### Chart 9

    **Age:** 58

    **Race:** Hispanic

    **Gender:** Female

    **Chief Complaint:** I keep reliving my trauma.

    **HPI:** Patient reports nightmares, flashbacks, hypervigilance, and avoidance behaviors following a motor vehicle accident 1 year ago. Denies SI/HI.

    **CPT 9:** 90837

    **CPT 10:** 99214

    **ICD-9:** 309.81

    **Medication:** Prazosin 1 mg PO at bedtime

    **Education:** Reviewed PTSD symptoms, grounding techniques, trauma-focused therapy options, medication side effects, and safety planning.

    ### Chart 10

    **Age:** 19

    **Race:** White

    **Gender:** Female

    **Chief Complaint:** I panic in social situations.

    **HPI:** Patient reports intense fear during social interactions, avoidance of public speaking, sweating, trembling, and nausea when around groups. Symptoms ongoing for several years.

    **CPT 9:** 90832

    **CPT 10:** 99213

    **ICD-9:** 300.23

    **Medication:** Fluoxetine 10 mg PO daily

    **Education:** Discussed social anxiety management, cognitive behavioral therapy, gradual exposure techniques, and medication compliance.

    ### Chart 11

    **Age:** 47

    **Race:** Asian

    **Gender:** Male

    **Chief Complaint:** I hear voices sometimes.

    **HPI:** Patient reports auditory hallucinations, paranoia, social withdrawal, and poor sleep for several months. Denies command hallucinations or SI/HI.

    **CPT 9:** 90837

    **CPT 10:** 99215

    **ICD-9:** 295.90

    **Medication:** Risperidone 1 mg PO at bedtime

    **Education:** Reviewed psychosis symptoms, medication adherence, importance of family support, crisis intervention resources, and follow-up care.

    ### Chart 12

    **Age:** 36

    **Race:** Native American

    **Gender:** Female

    **Chief Complaint:** My mood changes quickly.

    **HPI:** Patient reports unstable relationships, emotional outbursts, impulsive spending, and chronic feelings of emptiness. Denies current SI/HI.

    **CPT 9:** 90834

    **CPT 10:** 99214

    **ICD-9:** 301.83

    **Medication:** Aripiprazole 2 mg PO daily

    **Education:** Discussed emotional regulation skills, dialectical behavioral therapy, medication monitoring, and coping strategies.

    ### Chart 13

    **Age:** 65

    **Race:** White

    **Gender:** Male

    **Chief Complaint:** I forget things often.

    **HPI:** Patient reports progressive forgetfulness, misplacing items, and difficulty remembering appointments over the past year. Family reports mild confusion at times.

    **CPT 9:** 96116

    **CPT 10:** 99214

    **ICD-9:** 331.83

    **Medication:** Donepezil 5 mg PO daily

    **Education:** Reviewed memory support strategies, medication administration, caregiver support, home safety, and follow-up evaluations.

    ### Chart 14

    **Age:** 31

    **Race:** Middle Eastern

    **Gender:** Female

    **Chief Complaint:** I cannot stop checking things.

    **HPI:** Patient reports repetitive handwashing, checking locks multiple times daily, and intrusive thoughts interfering with daily functioning. Symptoms present for several years.

    **CPT 9:** 90837

    **CPT 10:** 99214

    **ICD-9:** 300.3

    **Medication:** Fluvoxamine 50 mg PO at bedtime

    **Education:** Discussed obsessive-compulsive disorder symptoms, exposure response prevention therapy, medication side effects, and stress reduction techniques.

    **## SOAPPsychiatricFollow-up28129.pdf**

    SOAP Note (Psychiatric Follow-up Template)

    S-Subjective:

    Client identifying information: Patient’s Initial, DOB, other identifying information

    Chief Compliant: “Stated in the patient’s own words”

    History of Present Illness: Timing of symptoms (when did symptoms begin), quality,
    severity, setting, aggravating factors, associated symptoms? What has been helpful in
    alleviating symptoms?

    The OLD CARTS mnemonic is a structured clinical tool used to guide the History of
    Present Illness by systematically capturing key dimensions: Onset (when the symptom
    began), Location (where it’s felt), Duration (how long or often it occurs), Character
    (what it feels like), Aggravating/Alleviating factors (what makes it worse or better),
    Radiation/Relief (whether it spreads or what relieves it), Timing (patterns or
    frequency), and Severity (how intense and how it affects daily life).

    Sleep: quality, amount

    Appetite and weight: Increased/decreased, gain/loss

    Psychomotor agitation/retardation: agitated, feel sluggish

    Anhedonia: unable to master interest as before

    Concentration: unable to concentrate/think clearly about things

    Guilt/Worthlessness: sense of guilt or worthlessness

    Medication Side effects: What are the side effects

    Note this should be written in a paragraph.

    PAST MEDICAL, FAMILY, AND SOCIAL HISTORY UPDATE (including substance
    use): State the patient’s current employment status, substance use (current/history),
    overall health condition, and present living situation.”

    Prior substance abuse treatment programs (detox, rehab, IOP): Denied
    Alcohol (blackouts, tremors, seizures): Denied
    Sedatives or sleeping pills (benzos, Ambien): Denied
    Opioids (pills, heroin, kratom, overdoses, IV drug use, MAT): Denied
    Cannabis: Medical uses
    Nicotine: Denied
    Cocaine: Denied
    Methamphetamine: Denied
    Stimulant medications: Denied
    Hallucinogens (LSD, mushrooms, salvia): Denied
    Club drugs (ecstasy, ketamine, PCP, GHB): Denied
    Other (steroids, bath salts, Spice/K2): Denied
    Longest time sober (without any substance use other than nicotine): N/A
    Payment history (work, drug dealing, stealing, trading sex): Denied

    O-Objective:

    MENTAL STATUS EXAM:

    Appearance: Well-groomed, disheveled, older than stated age, malodorous,
    appropriately dressed

    Behavior: Calm, cooperative, guarded, agitated, withdrawn, restless, distracted

    Speech: Normal rate/rhythm, pressured, slow, monotone, loud, soft, slurred, articulate

    Mood (subjective) “Depressed,” “anxious,” “angry,” “okay,” “hopeless,” “irritable,”
    “numb”

    Affect: (objective) Congruent/incongruent with mood, flat, blunted, labile, restricted,
    full range

    Thought Process: Logical, linear, goal-directed, tangential, circumstantial,
    disorganized, flight of ideas

    Thought Content: Normal, suicidal ideation, homicidal ideation, obsessive thoughts,
    paranoid, delusional

    Perception: No hallucinations, auditory hallucinations, visual hallucinations, illusions

    Cognition: Alert, oriented ×3 (person/place/time), oriented ×4 (+situation),
    disoriented

    Attention/Concentration: Intact, easily distracted, impaired, unable to spell “world”
    backwards

    Memory: Intact, short-term impaired, recent impaired, remote memory intact

    Insight: Good, fair, poor, lacks awareness of illness

    Judgment: Intact, impaired, poor, limited, impulsive

    Reliability: Reliable historian, questionable reliability, vague or evasive responses

    Other Objective Information:

    Vital Signs, Height, Weight, BMI, EKG, (any psychological testing if available).

    Screening Tools: PHQ9, GAD7, Beck Depression Inventory etc.

    LABS/Pregnancy Test/Toxicology:

    CURRENT MEDICATIONS:

    Psychotropic:

    Non-psychiatric:

    Vitamins and supplements:

    A-ASSESSMENT:

    Restate symptoms reported in HPI in a short paragraph.

    Primary Psychiatric Diagnosis with specifier (if known), severity, when applicable,
    ICD-10. (List Criteria as stated in the DSM V-TR, identify which are MET and or NOT
    MET and provide 1-2 sentences to provide explanation/rationale.

    Medical diagnoses if known:

    Contextual Factors (Z codes): External influences that impact a patient’s mental
    health but are not mental disorders; they provide psychosocial, environmental, and
    situational stressors (e.g. homelessness, problems in relationship with a spouse or
    partner).

    List one differential diagnosis, other disorders that are similar in nature such as
    criteria, so should be considered in the case. Provide a brief explanation of the
    rationale.

    Visit code:

    Time Spent with patient:

    Type of visit: Face to Face in office visit/Telehealth-virtual visit/etc.

    **## 7_Additional_Mental_Health_Charts.docx**

    ## Additional Mental Health Patient Charts

    ### Chart 8

    **Age:** 27

    **Race:** Black/African American

    **Gender:** Male

    **Chief Complaint:** I feel overwhelmed and stressed.

    **HPI:** Patient reports excessive stress related to work demands, irritability, fatigue, and poor sleep for 2 months. Denies SI/HI/AH/VH.

    **CPT 9:** 90834

    **CPT 10:** 99213

    **ICD-9:** 309.24

    **Medication:** Buspirone 5 mg PO BID

    **Education:** Discussed stress management, healthy coping mechanisms, sleep hygiene, relaxation exercises, and medication adherence.

    ### Chart 9

    **Age:** 58

    **Race:** Hispanic

    **Gender:** Female

    **Chief Complaint:** I keep reliving my trauma.

    **HPI:** Patient reports nightmares, flashbacks, hypervigilance, and avoidance behaviors following a motor vehicle accident 1 year ago. Denies SI/HI.

    **CPT 9:** 90837

    **CPT 10:** 99214

    **ICD-9:** 309.81

    **Medication:** Prazosin 1 mg PO at bedtime

    **Education:** Reviewed PTSD symptoms, grounding techniques, trauma-focused therapy options, medication side effects, and safety planning.

    ### Chart 10

    **Age:** 19

    **Race:** White

    **Gender:** Female

    **Chief Complaint:** I panic in social situations.

    **HPI:** Patient reports intense fear during social interactions, avoidance of public speaking, sweating, trembling, and nausea when around groups. Symptoms ongoing for several years.

    **CPT 9:** 90832

    **CPT 10:** 99213

    **ICD-9:** 300.23

    **Medication:** Fluoxetine 10 mg PO daily

    **Education:** Discussed social anxiety management, cognitive behavioral therapy, gradual exposure techniques, and medication compliance.

    ### Chart 11

    **Age:** 47

    **Race:** Asian

    **Gender:** Male

    **Chief Complaint:** I hear voices sometimes.

    **HPI:** Patient reports auditory hallucinations, paranoia, social withdrawal, and poor sleep for several months. Denies command hallucinations or SI/HI.

    **CPT 9:** 90837

    **CPT 10:** 99215

    **ICD-9:** 295.90

    **Medication:** Risperidone 1 mg PO at bedtime

    **Education:** Reviewed psychosis symptoms, medication adherence, importance of family support, crisis intervention resources, and follow-up care.

    ### Chart 12

    **Age:** 36

    **Race:** Native American

    **Gender:** Female

    **Chief Complaint:** My mood changes quickly.

    **HPI:** Patient reports unstable relationships, emotional outbursts, impulsive spending, and chronic feelings of emptiness. Denies current SI/HI.

    **CPT 9:** 90834

    **CPT 10:** 99214

    **ICD-9:** 301.83

    **Medication:** Aripiprazole 2 mg PO daily

    **Education:** Discussed emotional regulation skills, dialectical behavioral therapy, medication monitoring, and coping strategies.

    ### Chart 13

    **Age:** 65

    **Race:** White

    **Gender:** Male

    **Chief Complaint:** I forget things often.

    **HPI:** Patient reports progressive forgetfulness, misplacing items, and difficulty remembering appointments over the past year. Family reports mild confusion at times.

    **CPT 9:** 96116

    **CPT 10:** 99214

    **ICD-9:** 331.83

    **Medication:** Donepezil 5 mg PO daily

    **Education:** Reviewed memory support strategies, medication administration, caregiver support, home safety, and follow-up evaluations.

    ### Chart 14

    **Age:** 31

    **Race:** Middle Eastern

    **Gender:** Female

    **Chief Complaint:** I cannot stop checking things.

    **HPI:** Patient reports repetitive handwashing, checking locks multiple times daily, and intrusive thoughts interfering with daily functioning. Symptoms present for several years.

    **CPT 9:** 90837

    **CPT 10:** 99214

    **ICD-9:** 300.3

    **Medication:** Fluvoxamine 50 mg PO at bedtime

    **Education:** Discussed obsessive-compulsive disorder symptoms, exposure response prevention therapy, medication side effects, and stress reduction techniques.

    **## SOAPPsychiatricFollow-up28129.pdf**

    SOAP Note (Psychiatric Follow-up Template)

    S-Subjective:

    Client identifying information: Patient’s Initial, DOB, other identifying information

    Chief Compliant: “Stated in the patient’s own words”

    History of Present Illness: Timing of symptoms (when did symptoms begin), quality,
    severity, setting, aggravating factors, associated symptoms? What has been helpful in
    alleviating symptoms?

    The OLD CARTS mnemonic is a structured clinical tool used to guide the History of
    Present Illness by systematically capturing key dimensions: Onset (when the symptom
    began), Location (where it’s felt), Duration (how long or often it occurs), Character
    (what it feels like), Aggravating/Alleviating factors (what makes it worse or better),
    Radiation/Relief (whether it spreads or what relieves it), Timing (patterns or
    frequency), and Severity (how intense and how it affects daily life).

    Sleep: quality, amount

    Appetite and weight: Increased/decreased, gain/loss

    Psychomotor agitation/retardation: agitated, feel sluggish

    Anhedonia: unable to master interest as before

    Concentration: unable to concentrate/think clearly about things

    Guilt/Worthlessness: sense of guilt or worthlessness

    Medication Side effects: What are the side effects

    Note this should be written in a paragraph.

    PAST MEDICAL, FAMILY, AND SOCIAL HISTORY UPDATE (including substance
    use): State the patient’s current employment status, substance use (current/history),
    overall health condition, and present living situation.”

    Prior substance abuse treatment programs (detox, rehab, IOP): Denied
    Alcohol (blackouts, tremors, seizures): Denied
    Sedatives or sleeping pills (benzos, Ambien): Denied
    Opioids (pills, heroin, kratom, overdoses, IV drug use, MAT): Denied
    Cannabis: Medical uses
    Nicotine: Denied
    Cocaine: Denied
    Methamphetamine: Denied
    Stimulant medications: Denied
    Hallucinogens (LSD, mushrooms, salvia): Denied
    Club drugs (ecstasy, ketamine, PCP, GHB): Denied
    Other (steroids, bath salts, Spice/K2): Denied
    Longest time sober (without any substance use other than nicotine): N/A
    Payment history (work, drug dealing, stealing, trading sex): Denied

    O-Objective:

    MENTAL STATUS EXAM:

    Appearance: Well-groomed, disheveled, older than stated age, malodorous,
    appropriately dressed

    Behavior: Calm, cooperative, guarded, agitated, withdrawn, restless, distracted

    Speech: Normal rate/rhythm, pressured, slow, monotone, loud, soft, slurred, articulate

    Mood (subjective) “Depressed,” “anxious,” “angry,” “okay,” “hopeless,” “irritable,”
    “numb”

    Affect: (objective) Congruent/incongruent with mood, flat, blunted, labile, restricted,
    full range

    Thought Process: Logical, linear, goal-directed, tangential, circumstantial,
    disorganized, flight of ideas

    Thought Content: Normal, suicidal ideation, homicidal ideation, obsessive thoughts,
    paranoid, delusional

    Perception: No hallucinations, auditory hallucinations, visual hallucinations, illusions

    Cognition: Alert, oriented ×3 (person/place/time), oriented ×4 (+situation),
    disoriented

    Attention/Concentration: Intact, easily distracted, impaired, unable to spell “world”
    backwards

    Memory: Intact, short-term impaired, recent impaired, remote memory intact

    Insight: Good, fair, poor, lacks awareness of illness

    Judgment: Intact, impaired, poor, limited, impulsive

    Reliability: Reliable historian, questionable reliability, vague or evasive responses

    Other Objective Information:

    Vital Signs, Height, Weight, BMI, EKG, (any psychological testing if available).

    Screening Tools: PHQ9, GAD7, Beck Depression Inventory etc.

    LABS/Pregnancy Test/Toxicology:

    CURRENT MEDICATIONS:

    Psychotropic:

    Non-psychiatric:

    Vitamins and supplements:

    A-ASSESSMENT:

    Restate symptoms reported in HPI in a short paragraph.

    Primary Psychiatric Diagnosis with specifier (if known), severity, when applicable,
    ICD-10. (List Criteria as stated in the DSM V-TR, identify which are MET and or NOT
    MET and provide 1-2 sentences to provide explanation/rationale.

    Medical diagnoses if known:

    Contextual Factors (Z codes): External influences that impact a patient’s mental
    health but are not mental disorders; they provide psychosocial, environmental, and
    situational stressors (e.g. homelessness, problems in relationship with a spouse or
    partner).

    List one differential diagnosis, other disorders that are similar in nature such as
    criteria, so should be considered in the case. Provide a brief explanation of the
    rationale.

    Visit code:

    Time Spent with patient:

    Type of visit: Face to Face in office visit/Telehealth-virtual visit/etc.

    **## 7_Additional_Mental_Health_Charts.docx**

    ## Additional Mental Health Patient Charts

    ### Chart 8

    **Age:** 27

    **Race:** Black/African American

    **Gender:** Male

    **Chief Complaint:** I feel overwhelmed and stressed.

    **HPI:** Patient reports excessive stress related to work demands, irritability, fatigue, and poor sleep for 2 months. Denies SI/HI/AH/VH.

    **CPT 9:** 90834

    **CPT 10:** 99213

    **ICD-9:** 309.24

    **Medication:** Buspirone 5 mg PO BID

    **Education:** Discussed stress management, healthy coping mechanisms, sleep hygiene, relaxation exercises, and medication adherence.

    ### Chart 9

    **Age:** 58

    **Race:** Hispanic

    **Gender:** Female

    **Chief Complaint:** I keep reliving my trauma.

    **HPI:** Patient reports nightmares, flashbacks, hypervigilance, and avoidance behaviors following a motor vehicle accident 1 year ago. Denies SI/HI.

    **CPT 9:** 90837

    **CPT 10:** 99214

    **ICD-9:** 309.81

    **Medication:** Prazosin 1 mg PO at bedtime

    **Education:** Reviewed PTSD symptoms, grounding techniques, trauma-focused therapy options, medication side effects, and safety planning.

    ### Chart 10

    **Age:** 19

    **Race:** White

    **Gender:** Female

    **Chief Complaint:** I panic in social situations.

    **HPI:** Patient reports intense fear during social interactions, avoidance of public speaking, sweating, trembling, and nausea when around groups. Symptoms ongoing for several years.

    **CPT 9:** 90832

    **CPT 10:** 99213

    **ICD-9:** 300.23

    **Medication:** Fluoxetine 10 mg PO daily

    **Education:** Discussed social anxiety management, cognitive behavioral therapy, gradual exposure techniques, and medication compliance.

    ### Chart 11

    **Age:** 47

    **Race:** Asian

    **Gender:** Male

    **Chief Complaint:** I hear voices sometimes.

    **HPI:** Patient reports auditory hallucinations, paranoia, social withdrawal, and poor sleep for several months. Denies command hallucinations or SI/HI.

    **CPT 9:** 90837

    **CPT 10:** 99215

    **ICD-9:** 295.90

    **Medication:** Risperidone 1 mg PO at bedtime

    **Education:** Reviewed psychosis symptoms, medication adherence, importance of family support, crisis intervention resources, and follow-up care.

    ### Chart 12

    **Age:** 36

    **Race:** Native American

    **Gender:** Female

    **Chief Complaint:** My mood changes quickly.

    **HPI:** Patient reports unstable relationships, emotional outbursts, impulsive spending, and chronic feelings of emptiness. Denies current SI/HI.

    **CPT 9:** 90834

    **CPT 10:** 99214

    **ICD-9:** 301.83

    **Medication:** Aripiprazole 2 mg PO daily

    **Education:** Discussed emotional regulation skills, dialectical behavioral therapy, medication monitoring, and coping strategies.

    ### Chart 13

    **Age:** 65

    **Race:** White

    **Gender:** Male

    **Chief Complaint:** I forget things often.

    **HPI:** Patient reports progressive forgetfulness, misplacing items, and difficulty remembering appointments over the past year. Family reports mild confusion at times.

    **CPT 9:** 96116

    **CPT 10:** 99214

    **ICD-9:** 331.83

    **Medication:** Donepezil 5 mg PO daily

    **Education:** Reviewed memory support strategies, medication administration, caregiver support, home safety, and follow-up evaluations.

    ### Chart 14

    **Age:** 31

    **Race:** Middle Eastern

    **Gender:** Female

    **Chief Complaint:** I cannot stop checking things.

    **HPI:** Patient reports repetitive handwashing, checking locks multiple times daily, and intrusive thoughts interfering with daily functioning. Symptoms present for several years.

    **CPT 9:** 90837

    **CPT 10:** 99214

    **ICD-9:** 300.3

    **Medication:** Fluvoxamine 50 mg PO at bedtime

    **Education:** Discussed obsessive-compulsive disorder symptoms, exposure response prevention therapy, medication side effects, and stress reduction techniques.