Tag: Nursing

  • [Solved] Nursing

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  • [Solved] Nursing Nursing homework

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  • [Solved] see below

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  • [Solved] NR 325 CJE

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    – ## Note.docx – Relearning_Clinical_Judgment_Plan_of_Care_Template_July243.docx **## Note.docx** Name: Martha Tass Age: 88 years Provider: H. Severs MD Allergies: sulfonamides Code Status: DNR Admit Wt: 118 lbs (53.5 kg) BMI: 19.6 · [**Nursing**](https://learning.nursethink.com/mod/quiz/revi…

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    – ## Note.docx

    – Relearning_Clinical_Judgment_Plan_of_Care_Template_July243.docx

    **## Note.docx**

    Name: Martha Tass

    Age: 88 years

    Provider: H. Severs MD

    Allergies: sulfonamides

    Code Status: DNR

    Admit Wt: 118 lbs (53.5 kg)

    BMI: 19.6

    ·
    [**Nursing**](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·

    ·

    ·

    ·

    ·

    ·
    [Other](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    | | |
    | — | — |
    | **NURSING ASSESSMENT & NOTES** |
    | 3/5 1500 | **N>ursing Note:** Report received from J. Young, RN. Client on commode visibly straining and grimacing. Client states, “I just need to sit here a little while.” Reporting small amounts of diarrhea stools leaking from rectum. Call bell given. |
    | 3/5 1515 | **Nursing Note:** Client ambulates with a steady gait back to bed. States, “I couldn’t go.” Reports decreased appetite and drink approx. 120 mL of fluid today. “It hurts so much I don’t want anything.” |
    | 3/5 1525 | **Nursing Note:** Dr. Severs made aware of client constipation. Verbal orders with readback for verification completed. |
    | 3/5 1600 | **Nursing Note:** Medications administered per MAR. Client agreeable to enema. |

    Before answering this question, review the client’s health information in the EHR. Identify the data that could contribute or does not contribute to the client’s problem.
    **Select one option in each row.**

    | | | |
    | — | — | — |
    | | **Contributing** | **Not Contributing** |
    | Surgical History | | |
    | Hemorrhoids | | |
    | Depression | | |
    | Docusate sodium | | |
    | Rheumatoid arthritis | | |
    | Oxycodone IR | | |

    **Feedback**

    **Consider:**

    1. What are other factors that can contribute to constipation?

    2. What medications listed in the client’s EHR impact bowel function?

    3. What social factors can impact bowel habits?

    **Question 2**

    Complete

    Mark 0.00 out of 33.34

    **Question text**

    Name: Martha Tass

    Age: 88 years

    Provider: H. Severs MD

    Allergies: sulfonamides

    Code Status: DNR

    Admit Wt: 118 lbs (53.5 kg)

    BMI: 19.6

    ·
    [Nursing](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·

    ·
    [Provider](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·

    ·

    ·

    ·
    [**Other**](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    | | |
    | — | — |
    | 3/5 1500 | **Medical History:**<br>· Rheumatoid arthritis<br>· Hypertension<br>· Peripheral vascular disease<br>· Depression<br>· Irritable bowel syndrome<br>· Breast cancer<br>· External hemorrhoids<br>· Chronic back pain<br>**Surgical History:**<br>· Hysterectomy<br>· Bilateral radical mastectomy |
    | 3/5 1500 | **Home Medications:**<br>· Lisinopril 20 mg by mouth once daily<br>· Escitalopram 20 mg by mouth once daily<br>· Methotrexate 7.5 mg by mouth twice weekly<br>· Oxycodone IR 5 mg by mouth q6h PRN<br>· Acetaminophen 650 mg by mouth q6h PRN<br>· Polyethylene glycol 17 g by mouth daily PRN<br>· Docusate sodium 100 mg by mouth three times daily PRN |

    Before answering this question, review the client’s health information in the EHR.
    **Complete the sentence using the drop-down choices.**

    The nurse recognizes that the priority action is to Blank 1 Question 2 encouraging oral fluidsadminister enemaadministering a stool softenerambulating the client . The nurse will need to Blank 2 Question 2 assess bowel soundsmonitor intakemonitor for dizzinessobtain an abdominal x-ray .

    **Feedback**

    **Consider:**

    1. What education should the nurse provide to the client before the enema?

    2. What equipment should the nurse gather?

    3. Are there any contraindications to completing an enema?

    **Question 3**

    Complete

    Mark 0.00 out of 33.33

    **Question text**

    Name: Martha Tass

    Age: 88 years

    Provider: H. Severs MD

    Allergies: sulfonamides

    Code Status: DNR

    Admit Wt: 118 lbs (53.5 kg)

    BMI: 19.6

    ·
    [Nursing](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·
    [Flowsheets](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·
    [Provider](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·

    ·

    ·

    ·
    [**Other**](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    | | |
    | — | — |
    | 3/5 1500 | **Medical History:**<br>· Rheumatoid arthritis<br>· Hypertension<br>· Peripheral vascular disease<br>· Depression<br>· Irritable bowel syndrome<br>· Breast cancer<br>· External hemorrhoids<br>· Chronic back pain<br>**Surgical History:**<br>· Hysterectomy<br>· Bilateral radical mastectomy |
    | 3/5 1500 | **Home Medications:**<br>· Lisinopril 20 mg by mouth once daily<br>· Escitalopram 20 mg by mouth once daily<br>· Methotrexate 7.5 mg by mouth twice weekly<br>· Oxycodone IR 5 mg by mouth q6h PRN<br>· Acetaminophen 650 mg by mouth q6h PRN<br>· Docusate sodium 100 mg by mouth three times daily PRN |
    | 3/5 1650 | **Client & Family Education:**<br>**What:** Bowel Training<br>**Goals:** Client will verbalize methods of promoting improved gastric emptying.<br>**Interventions:**<br>· Toilet approximately one hour after meals<br>· Toilet at the same time every day<br>· Drink warmed fluids with meals<br>· Support legs during toileting<br>· Unhurried, private environment<br>· Position client to lean forward, press hand gently on abdomen<br>· Discourage straining<br>· Pelvic floor muscle strengthening |

    Before answering this question, review the client’s health information in the EHR. Identify statements from the client that require additional teaching from the nurse.
    **Select the correct answer using the drop-down choices in each group.**

    **Nutrition:** Blank 1 Question 3 "I need at least 30 grams of fiber.""I drink warmed fluids at each meal, so I don’t need to drink much.""I like drinking warmed cider or coffee at each meal."

    **Constipation Pathophysiology:** Blank 2 Question 3 "My other medical problems can make constipation worse.""I need to keep using the bowel stimulants every day.""Chewing my food well can help reduce constipation"

    **Bowel Training:** Blank 3 Question 3 "I can set my legs on a stool to create a better position.""I can use Kegel exercises to help strengthen those muscles.""If I don’t feel any urge, I should wait to go to the bathroom."

    **Feedback**

    **Consider:**

    1. What additional teachings should the nurse provide the client?

    2. How should the nurse respond to a client becoming frustrated with lack of results during bowel training?

    3. Review with a classmate how you would educate a client on Kegel exe

    **Relearning_Clinical_Judgment_Plan_of_Care_Template_July243.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/relearning-clinical-judgment-plan-of-care-template-july243-docx)

    **Relearning_Clinical_Judgment_Plan_of_Care_Template_July243.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/relearning-clinical-judgment-plan-of-care-template-july243-docx)

    **## Note.docx**

    Name: Martha Tass

    Age: 88 years

    Provider: H. Severs MD

    Allergies: sulfonamides

    Code Status: DNR

    Admit Wt: 118 lbs (53.5 kg)

    BMI: 19.6

    ·
    [**Nursing**](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·

    ·

    ·

    ·

    ·

    ·
    [Other](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    | | |
    | — | — |
    | **NURSING ASSESSMENT & NOTES** |
    | 3/5 1500 | **N>ursing Note:** Report received from J. Young, RN. Client on commode visibly straining and grimacing. Client states, “I just need to sit here a little while.” Reporting small amounts of diarrhea stools leaking from rectum. Call bell given. |
    | 3/5 1515 | **Nursing Note:** Client ambulates with a steady gait back to bed. States, “I couldn’t go.” Reports decreased appetite and drink approx. 120 mL of fluid today. “It hurts so much I don’t want anything.” |
    | 3/5 1525 | **Nursing Note:** Dr. Severs made aware of client constipation. Verbal orders with readback for verification completed. |
    | 3/5 1600 | **Nursing Note:** Medications administered per MAR. Client agreeable to enema. |

    Before answering this question, review the client’s health information in the EHR. Identify the data that could contribute or does not contribute to the client’s problem.
    **Select one option in each row.**

    | | | |
    | — | — | — |
    | | **Contributing** | **Not Contributing** |
    | Surgical History | | |
    | Hemorrhoids | | |
    | Depression | | |
    | Docusate sodium | | |
    | Rheumatoid arthritis | | |
    | Oxycodone IR | | |

    **Feedback**

    **Consider:**

    1. What are other factors that can contribute to constipation?

    2. What medications listed in the client’s EHR impact bowel function?

    3. What social factors can impact bowel habits?

    **Question 2**

    Complete

    Mark 0.00 out of 33.34

    **Question text**

    Name: Martha Tass

    Age: 88 years

    Provider: H. Severs MD

    Allergies: sulfonamides

    Code Status: DNR

    Admit Wt: 118 lbs (53.5 kg)

    BMI: 19.6

    ·
    [Nursing](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·

    ·
    [Provider](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·

    ·

    ·

    ·
    [**Other**](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    | | |
    | — | — |
    | 3/5 1500 | **Medical History:**<br>· Rheumatoid arthritis<br>· Hypertension<br>· Peripheral vascular disease<br>· Depression<br>· Irritable bowel syndrome<br>· Breast cancer<br>· External hemorrhoids<br>· Chronic back pain<br>**Surgical History:**<br>· Hysterectomy<br>· Bilateral radical mastectomy |
    | 3/5 1500 | **Home Medications:**<br>· Lisinopril 20 mg by mouth once daily<br>· Escitalopram 20 mg by mouth once daily<br>· Methotrexate 7.5 mg by mouth twice weekly<br>· Oxycodone IR 5 mg by mouth q6h PRN<br>· Acetaminophen 650 mg by mouth q6h PRN<br>· Polyethylene glycol 17 g by mouth daily PRN<br>· Docusate sodium 100 mg by mouth three times daily PRN |

    Before answering this question, review the client’s health information in the EHR.
    **Complete the sentence using the drop-down choices.**

    The nurse recognizes that the priority action is to Blank 1 Question 2 encouraging oral fluidsadminister enemaadministering a stool softenerambulating the client . The nurse will need to Blank 2 Question 2 assess bowel soundsmonitor intakemonitor for dizzinessobtain an abdominal x-ray .

    **Feedback**

    **Consider:**

    1. What education should the nurse provide to the client before the enema?

    2. What equipment should the nurse gather?

    3. Are there any contraindications to completing an enema?

    **Question 3**

    Complete

    Mark 0.00 out of 33.33

    **Question text**

    Name: Martha Tass

    Age: 88 years

    Provider: H. Severs MD

    Allergies: sulfonamides

    Code Status: DNR

    Admit Wt: 118 lbs (53.5 kg)

    BMI: 19.6

    ·
    [Nursing](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·
    [Flowsheets](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·
    [Provider](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·

    ·

    ·

    ·
    [**Other**](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    | | |
    | — | — |
    | 3/5 1500 | **Medical History:**<br>· Rheumatoid arthritis<br>· Hypertension<br>· Peripheral vascular disease<br>· Depression<br>· Irritable bowel syndrome<br>· Breast cancer<br>· External hemorrhoids<br>· Chronic back pain<br>**Surgical History:**<br>· Hysterectomy<br>· Bilateral radical mastectomy |
    | 3/5 1500 | **Home Medications:**<br>· Lisinopril 20 mg by mouth once daily<br>· Escitalopram 20 mg by mouth once daily<br>· Methotrexate 7.5 mg by mouth twice weekly<br>· Oxycodone IR 5 mg by mouth q6h PRN<br>· Acetaminophen 650 mg by mouth q6h PRN<br>· Docusate sodium 100 mg by mouth three times daily PRN |
    | 3/5 1650 | **Client & Family Education:**<br>**What:** Bowel Training<br>**Goals:** Client will verbalize methods of promoting improved gastric emptying.<br>**Interventions:**<br>· Toilet approximately one hour after meals<br>· Toilet at the same time every day<br>· Drink warmed fluids with meals<br>· Support legs during toileting<br>· Unhurried, private environment<br>· Position client to lean forward, press hand gently on abdomen<br>· Discourage straining<br>· Pelvic floor muscle strengthening |

    Before answering this question, review the client’s health information in the EHR. Identify statements from the client that require additional teaching from the nurse.
    **Select the correct answer using the drop-down choices in each group.**

    **Nutrition:** Blank 1 Question 3 "I need at least 30 grams of fiber.""I drink warmed fluids at each meal, so I don’t need to drink much.""I like drinking warmed cider or coffee at each meal."

    **Constipation Pathophysiology:** Blank 2 Question 3 "My other medical problems can make constipation worse.""I need to keep using the bowel stimulants every day.""Chewing my food well can help reduce constipation"

    **Bowel Training:** Blank 3 Question 3 "I can set my legs on a stool to create a better position.""I can use Kegel exercises to help strengthen those muscles.""If I don’t feel any urge, I should wait to go to the bathroom."

    **Feedback**

    **Consider:**

    1. What additional teachings should the nurse provide the client?

    2. How should the nurse respond to a client becoming frustrated with lack of results during bowel training?

    3. Review with a classmate how you would educate a client on Kegel exe

    **Relearning_Clinical_Judgment_Plan_of_Care_Template_July243.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/relearning-clinical-judgment-plan-of-care-template-july243-docx)

    **## Note.docx**

    Name: Martha Tass

    Age: 88 years

    Provider: H. Severs MD

    Allergies: sulfonamides

    Code Status: DNR

    Admit Wt: 118 lbs (53.5 kg)

    BMI: 19.6

    ·
    [**Nursing**](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·

    ·

    ·

    ·

    ·

    ·
    [Other](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    | | |
    | — | — |
    | **NURSING ASSESSMENT & NOTES** |
    | 3/5 1500 | **N>ursing Note:** Report received from J. Young, RN. Client on commode visibly straining and grimacing. Client states, “I just need to sit here a little while.” Reporting small amounts of diarrhea stools leaking from rectum. Call bell given. |
    | 3/5 1515 | **Nursing Note:** Client ambulates with a steady gait back to bed. States, “I couldn’t go.” Reports decreased appetite and drink approx. 120 mL of fluid today. “It hurts so much I don’t want anything.” |
    | 3/5 1525 | **Nursing Note:** Dr. Severs made aware of client constipation. Verbal orders with readback for verification completed. |
    | 3/5 1600 | **Nursing Note:** Medications administered per MAR. Client agreeable to enema. |

    Before answering this question, review the client’s health information in the EHR. Identify the data that could contribute or does not contribute to the client’s problem.
    **Select one option in each row.**

    | | | |
    | — | — | — |
    | | **Contributing** | **Not Contributing** |
    | Surgical History | | |
    | Hemorrhoids | | |
    | Depression | | |
    | Docusate sodium | | |
    | Rheumatoid arthritis | | |
    | Oxycodone IR | | |

    **Feedback**

    **Consider:**

    1. What are other factors that can contribute to constipation?

    2. What medications listed in the client’s EHR impact bowel function?

    3. What social factors can impact bowel habits?

    **Question 2**

    Complete

    Mark 0.00 out of 33.34

    **Question text**

    Name: Martha Tass

    Age: 88 years

    Provider: H. Severs MD

    Allergies: sulfonamides

    Code Status: DNR

    Admit Wt: 118 lbs (53.5 kg)

    BMI: 19.6

    ·
    [Nursing](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·

    ·
    [Provider](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·

    ·

    ·

    ·
    [**Other**](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    | | |
    | — | — |
    | 3/5 1500 | **Medical History:**<br>· Rheumatoid arthritis<br>· Hypertension<br>· Peripheral vascular disease<br>· Depression<br>· Irritable bowel syndrome<br>· Breast cancer<br>· External hemorrhoids<br>· Chronic back pain<br>**Surgical History:**<br>· Hysterectomy<br>· Bilateral radical mastectomy |
    | 3/5 1500 | **Home Medications:**<br>· Lisinopril 20 mg by mouth once daily<br>· Escitalopram 20 mg by mouth once daily<br>· Methotrexate 7.5 mg by mouth twice weekly<br>· Oxycodone IR 5 mg by mouth q6h PRN<br>· Acetaminophen 650 mg by mouth q6h PRN<br>· Polyethylene glycol 17 g by mouth daily PRN<br>· Docusate sodium 100 mg by mouth three times daily PRN |

    Before answering this question, review the client’s health information in the EHR.
    **Complete the sentence using the drop-down choices.**

    The nurse recognizes that the priority action is to Blank 1 Question 2 encouraging oral fluidsadminister enemaadministering a stool softenerambulating the client . The nurse will need to Blank 2 Question 2 assess bowel soundsmonitor intakemonitor for dizzinessobtain an abdominal x-ray .

    **Feedback**

    **Consider:**

    1. What education should the nurse provide to the client before the enema?

    2. What equipment should the nurse gather?

    3. Are there any contraindications to completing an enema?

    **Question 3**

    Complete

    Mark 0.00 out of 33.33

    **Question text**

    Name: Martha Tass

    Age: 88 years

    Provider: H. Severs MD

    Allergies: sulfonamides

    Code Status: DNR

    Admit Wt: 118 lbs (53.5 kg)

    BMI: 19.6

    ·
    [Nursing](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·
    [Flowsheets](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·
    [Provider](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    ·

    ·

    ·

    ·
    [**Other**](https://learning.nursethink.com/mod/quiz/review.php?attempt=5399403&cmid=926)

    | | |
    | — | — |
    | 3/5 1500 | **Medical History:**<br>· Rheumatoid arthritis<br>· Hypertension<br>· Peripheral vascular disease<br>· Depression<br>· Irritable bowel syndrome<br>· Breast cancer<br>· External hemorrhoids<br>· Chronic back pain<br>**Surgical History:**<br>· Hysterectomy<br>· Bilateral radical mastectomy |
    | 3/5 1500 | **Home Medications:**<br>· Lisinopril 20 mg by mouth once daily<br>· Escitalopram 20 mg by mouth once daily<br>· Methotrexate 7.5 mg by mouth twice weekly<br>· Oxycodone IR 5 mg by mouth q6h PRN<br>· Acetaminophen 650 mg by mouth q6h PRN<br>· Docusate sodium 100 mg by mouth three times daily PRN |
    | 3/5 1650 | **Client & Family Education:**<br>**What:** Bowel Training<br>**Goals:** Client will verbalize methods of promoting improved gastric emptying.<br>**Interventions:**<br>· Toilet approximately one hour after meals<br>· Toilet at the same time every day<br>· Drink warmed fluids with meals<br>· Support legs during toileting<br>· Unhurried, private environment<br>· Position client to lean forward, press hand gently on abdomen<br>· Discourage straining<br>· Pelvic floor muscle strengthening |

    Before answering this question, review the client’s health information in the EHR. Identify statements from the client that require additional teaching from the nurse.
    **Select the correct answer using the drop-down choices in each group.**

    **Nutrition:** Blank 1 Question 3 "I need at least 30 grams of fiber.""I drink warmed fluids at each meal, so I don’t need to drink much.""I like drinking warmed cider or coffee at each meal."

    **Constipation Pathophysiology:** Blank 2 Question 3 "My other medical problems can make constipation worse.""I need to keep using the bowel stimulants every day.""Chewing my food well can help reduce constipation"

    **Bowel Training:** Blank 3 Question 3 "I can set my legs on a stool to create a better position.""I can use Kegel exercises to help strengthen those muscles.""If I don’t feel any urge, I should wait to go to the bathroom."

    **Feedback**

    **Consider:**

    1. What additional teachings should the nurse provide the client?

    2. How should the nurse respond to a client becoming frustrated with lack of results during bowel training?

    3. Review with a classmate how you would educate a client on Kegel exe

    **Relearning_Clinical_Judgment_Plan_of_Care_Template_July243.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/relearning-clinical-judgment-plan-of-care-template-july243-docx)

    – 1
    – 2

  • [Solved] peds ihuman

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## pedssoapnoteexample.docx – ## pedsihumanweek4.docx **## pedssoapnoteexample.docx** **Students must paste their SOAP note under the management plan section of the iHuman system.** Dear Student, Please make sure to write your SOAP note directly in the Management Plan section within the iHuman pla…

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    $6.99

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    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## pedssoapnoteexample.docx

    – ## pedsihumanweek4.docx

    **## pedssoapnoteexample.docx**

    **Students must paste their SOAP note under the management plan section of the iHuman system.**

    Dear Student,

    Please make sure to write your SOAP note directly in the Management Plan section within the iHuman platform. It is important that all work is completed within iHuman. Any Word document attachments will not be accepted or graded, so be sure to submit everything through the appropriate platform.

    Thank you for your attention to this.*********************************

    **SUBJECTIVE (15 pts):**

    **CC:** “2-3 word description” (1 point)

    **HPI:** **Must write as a paragraph. NO BULLET POINTS. See example. ((10 points)

    All: (1 point)

    PMH: (1 point)

    FMH: (1 point)

    MEDS: (1 point)

    **OBJECTIVE (15 pts): Only include the pertinent systems. Note that CV/Pulm should always be included in all PE.**

    VS: (1 point)

    PE: (see example if needed) (10 points)

    Diagnostic Test/labs done: (4 points)

    **Assessment (15 pts):**

    Primary Diagnosis & ICD code: (2 points) Rationale (4 points)

    i.
    **_DDX#1 w ICD code and rational_** _(3 points)_

    ii.
    **_DDX#2 w ICD code and rational_** _(3 points)_

    iii.
    **_DDX#3 w ICD code and rational_** _(3 points)_

    **MEDICATION (10 pts) WRITE as a prescription. Review how to write a prescription.**

    MEDICATION NAME: (include proper name and strength)

    SIG: (this is the directions)

    DISP: (this is how many you are giving)

    RF: (any refills)

    **PLAN: 20 points (ALL areas must be included.)**

    **Appropriate Interventions & Referrals: (8 points) ****
    **_See example SOAP note if unclear** This section should discuss what you did for the patient during the visit. Key exams required that you did to arrive at the diagnosis. Referrals needed?_**

    **Tell me what you did w/ this child in the office (breakdown below; all areas must be included)**

    · -What Intervention(s)/ treatment(s) in office: (for example-02, sutures, teach to use crutches, Tylenol, (4 Points)

    · -Screening tool(s) used: (1 Point)

    · -Referral(s) w rational: (1 point) IF NONE, write NONE do not skip

    · -Address modifiable risk factors: eg stop smoking, reduce screen time, etc (2 points)

    **Pt. education (5 points)-** – Educate parent and patient about today’s visit/diagnosis/meds etc. Must list a minimum of 5 patient education regarding today’s visit.

    1. Pt Ed #1

    2. Pt Ed #2

    3. Pt Ed #3

    4. Pt Ed #4

    5. Pt Ed #5

    **SDOH:** **address all 6 areas of social determinants of health (3 points)**

    1) Economic Stability-

    2) Neighborhood-

    3) Education-

    4) Food Access-

    5) Community and Social Context

    6) Healthcare System: .

    **Health Promotion/Anticipatory guidance: (4 points)**

    Must list a minimum of 4 related to child’s age. Do not simply write f/u on vaccinations, be specific. Use your Bright Futures to help you with this area. *
    **This is not pt education* See examples.**

    1) Health Promotion #1

    2) Health Promotion #2

    3) Health Promotion #3

    4) Health Promotion #4

    **Follow-up**: (5 points)

    a.
    **Timing/when: (1 points); Next WCV (1 pt)**

    b.
    **Symptom to watch for that will prompt a return (red flags): (3points)**

    **Office BILLING/VISIT CODE and CPT CODES (5 pts)**

    **Clinical Guidelines: 5 points**

    a. Name of guidelines: (1 points)

    b. What does the guidelines tell you to do, or how to make a diagnosis (4 points)

    REFERENCES (USE APA)

    **REFERENCES: SUBJECTED TO UP TO 5 POINT DEDUCTION IF NOT CITED IN YOUR TEXT**

    **_Must have 3 and must show that it is cited within your text. Please understand that references provide the information necessary for readers to identify and retrieve each work_** [_cited in the text._](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fapastyle.apa.org%2Fstyle-grammar-guidelines%2Fcitations&data=05%7C02%7Cannaliza.villena%40mail.waldenu.edu%7C832a90a179db41139bc308dd60483251%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C638772585398859193%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=UhV7qx7TQZZBb89yZJEmRRFhIFMty9rI1NAurEaSISQ%3D&reserved=0) **_If your references are not cited within your text, then points will be deducted._**

    **NO MAYO CLINIC, no pt. education websites, CDC should only be for stats. REFERENCES must be peer-reviewed literature. Please utilize the Walden Library. Use primary sources.

    **## pedsihumanweek4.docx**

    i-Human Case Study: Evaluation and Management of EENT Conditions or respiratory conditions

    ![A person touching a child's mouth Description automatically generated](https://www.sweetstudy.com/questions/peds-ihuman)

    Welcome to another i-Human Case Study. Take a moment to imagine a child and family you might meet. Based on the Learning Resources for this week, consider eye, ear, nose, and throat (EENT); and respiratory conditions you may identify frequently as a Family Nurse Practitioner and those that may be more unusual. Also consider what aspects of the exam process might be more challenging for you—assessing, evaluating, providing multiple diagnoses, treatments, or offering the patient and family management advice. Work to be mindful of how to take best advantage of the simulated i-Human exam to prepare for pediatric patients with EENT and respiratory conditions.

    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/172027/modules/items/7099054)

    **To prepare:**

    · Review this week’s Learning Resources and consider how to apply knowledge of EENT and respiratory conditions and understanding of socio-cultural family needs in assessing, diagnosing, and treating pediatric patients.

    · Access i-Human Patients from this week’s Learning Resources and review the i-Human Case Study. Based on the provided patient information, think about the health history you would need to collect from the patient.

    · Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. Reflect on how the results would be used to make a diagnosis.

    · Identify 3–5 possible conditions that may be considered in a differential diagnosis for the patient.

    · Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.

    · Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with EENT conditions and their families.

    **Assignment:**

    As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the
    _i-Human Graduate Programs Help_ link within the i-Human platform.

    By Day 7 of Week 4

    Complete your Assignment in i-Human.

    You will access i-Human from the
    **Access i-Human** link located in the
    [Start Here module](https://waldenu.instructure.com/courses/172027/modules/1352528).

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **WK4Assgn+last name+first initial.**

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

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

    Rubric

    **NRNP_6541_Week4_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6541_Week4_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCOMPLETION of the iHuman: Students must complete the required sections: • PE • key findings • differential diagnoses • test summary. | **10 to >6.0 ptsProficient** Student successfully completed all required sections in iHuman.<br> <br>**6 to >2.0 ptsCompetent** Student missed completing 1-2 of the required sections.<br> <br>**2 to >0 ptsNovice** Student does not complete the iHuman required components. | 10 pts |
    | This criterion is linked to a Learning OutcomeSUBJECTIVE: Complete HPI including all 8 aspects and pertinent information related to chief complaint, including the pertinent positives & negatives | **15 to >9.0 ptsProficient**• Clearly written chief complaint • HPI well written including all aspects of OLDCARTS/LOCATES • Includes pertinent positives & negatives<br> <br>**9 to >3.0 ptsCompetent**• Clearly written chief complaint • Misses 1-2 key components from the history • Missing pertinent positives and negatives<br> <br>**3 to >0 ptsNovice**• Poorly written HPI • Student includes PE findings • Lacks basic history taking • Missing pertinent positives and negatives | 15 pts |
    | This criterion is linked to a Learning OutcomeOBJECTIVE: Physical exam includes appropriate areas based on the pertinent history (subjective). | **15 to >9.0 ptsProficient**• Thoroughly documents all pertinent examination components for type of note • Does not include unnecessary systems in the documentation • Utilizes the correct screening tools<br> <br>**9 to >3.0 ptsCompetent**• Documents most pertinent examination components. • Misses 1-3 components • Does not include unnecessary systems in the documentation • Utilizes the correct screening tools<br> <br>**3 to >0 ptsNovice**• Physical examination cursory • misses several pertinent components • Includes unnecessary systems in the documentation • Does not utilize the screening tools | 15 pts |
    | This criterion is linked to a Learning OutcomeASSESSMENT: Primary diagnosis and differential diagnoses are identified and supported by rationales; correct ICD codes provided, and appropriate diagnostic tests are ordered. | **15 to >9.0 ptsProficient**• Identifies the primary diagnosis with rationale and the correct ICD • 3 differential diagnoses with ICD codes are supported by findings and ruled out • Appropriate tests ordered and results documented • Rationale for differential diagnoses provided by scholarly resources<br> <br>**9 to >3.0 ptsCompetent**• Identifies the primary diagnosis with rationale and the correct ICD • 3 differential diagnoses are identified but 1-2 are not supported by findings. ICD codes included • Missing <1-2 appropriate tests ordered, and results documented • Rationale for differential diagnoses provided by scholarly resources<br> <br>**3 to >0 ptsNovice**• Incorrect primary does not provide a rationale and incorrect ICD code • <3 differential diagnoses identified, or differential diagnoses not supported by findings • Inappropriate tests ordered • Scholarly resources not provided or do not support differential diagnoses | 15 pts |
    | This criterion is linked to a Learning OutcomeMEDICATION: Ordered (including over the counter) are appropriate, evidenced based, written as a complete prescription. | **10 to >6.0 ptsProficient**• Student appropriately writes the correct medication as a prescription • Student appropriately calculates the correct doses and route<br> <br>**6 to >2.0 ptsCompetent**• Student misses 1-2 components of medication order • Student appropriately calculates the correct doses and route<br> <br>**2 to >0 ptsNovice**• Student identifies the incorrect medication • Student does not appropriately calculate the correct doses and route | 10 pts |
    | This criterion is linked to a Learning OutcomePLAN: Comprehensive plan to address the diagnosis should include the following: • Appropriate interventions & referrals (if needed) • Pt education • SDOH • Health promotion/anticipatory guidance | **20 to >12.0 ptsProficient**• Clearly written plan covering all critical components proper intervention, including referrals for the patient’s final diagnosis • Student addresses 6 components of SDOH • Student includes 4 health maintenance • Comprehensive patient education is included related to current health visit, must list 5. • Supported 3 by peer-reviewed literature<br> <br>**12 to >8.0 ptsCompetent**• Well written plan but may be missing 1-2 key issues critical to patient’s diagnosis • Some aspects of SDOH are addressed • Some aspects of Health Promotion/anticipatory guidance are addressed. • Patient education is present but missing 1 or 2 key pieces of information • Supported by only 2 peer reviewed literature<br> <br>**8 to >0 ptsNovice**• Poorly written plan. May be missing 3 or more key issues that are critical to patient's diagnosis • There are missing aspects of SDOH • There are missing aspects health promotion anticipatory guidance • Patient education is missing many aspects related to current visit • Supported by less than 2 peer reviewed literature | 20 pts |
    | This criterion is linked to a Learning OutcomeFOLLOW-UP: Instructions | **5 to >3.0 ptsProficient** Follow up instructions are complete and include time to next visit and specific symptoms to prompt a return visit sooner.<br> <br>**3 to >1.0 ptsCompetent**• Follow up instructions are generally complete but missing 1 or 2 aspects • Symptoms that would prompt a return visit sooner are included but some are missing<br> <br>**1 to >0 ptsNovice**• Follow up instructions are missing important timing aspects • Symptoms prompting return visit sooner are incomplete or missing | 5 pts |
    | This criterion is linked to a Learning OutcomeOFFICE BILLING/VISIT CODE: CPT CODES | **5 to >3.0 ptsProficient**• Student identifies the correct office billing code • Student identifies the correct CPT codes<br> <br>**3 to >1.0 ptsCompetent**• Student does not correctly identify the correct office billing code • Student does not correctly identify the correct CPT codes<br> <br>**1 to >0 ptsNovice** Student does not address the billing and CPT codes. | 5 pts |
    | This criterion is linked to a Learning OutcomeClinical Guidelines | **5 to >3.0 ptsProficient** Student identifies the clinical guidelines utilized and rationale.<br> <br>**3 to >1.0 ptsCompetent** Student identifies the clinical guidelines but does not provide a rationale.<br> <br>**1 to >0 ptsNovice** Student does not address the clinical guidelines. | 5 pts |

    ## image1.jpeg

    **## pedsihumanweek4.docx**

    i-Human Case Study: Evaluation and Management of EENT Conditions or respiratory conditions

    ![A person touching a child's mouth Description automatically generated](https://www.sweetstudy.com/questions/peds-ihuman)

    Welcome to another i-Human Case Study. Take a moment to imagine a child and family you might meet. Based on the Learning Resources for this week, consider eye, ear, nose, and throat (EENT); and respiratory conditions you may identify frequently as a Family Nurse Practitioner and those that may be more unusual. Also consider what aspects of the exam process might be more challenging for you—assessing, evaluating, providing multiple diagnoses, treatments, or offering the patient and family management advice. Work to be mindful of how to take best advantage of the simulated i-Human exam to prepare for pediatric patients with EENT and respiratory conditions.

    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/172027/modules/items/7099054)

    **To prepare:**

    · Review this week’s Learning Resources and consider how to apply knowledge of EENT and respiratory conditions and understanding of socio-cultural family needs in assessing, diagnosing, and treating pediatric patients.

    · Access i-Human Patients from this week’s Learning Resources and review the i-Human Case Study. Based on the provided patient information, think about the health history you would need to collect from the patient.

    · Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. Reflect on how the results would be used to make a diagnosis.

    · Identify 3–5 possible conditions that may be considered in a differential diagnosis for the patient.

    · Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.

    · Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with EENT conditions and their families.

    **Assignment:**

    As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the
    _i-Human Graduate Programs Help_ link within the i-Human platform.

    By Day 7 of Week 4

    Complete your Assignment in i-Human.

    You will access i-Human from the
    **Access i-Human** link located in the
    [Start Here module](https://waldenu.instructure.com/courses/172027/modules/1352528).

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **WK4Assgn+last name+first initial.**

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

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

    Rubric

    **NRNP_6541_Week4_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6541_Week4_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCOMPLETION of the iHuman: Students must complete the required sections: • PE • key findings • differential diagnoses • test summary. | **10 to >6.0 ptsProficient** Student successfully completed all required sections in iHuman.<br> <br>**6 to >2.0 ptsCompetent** Student missed completing 1-2 of the required sections.<br> <br>**2 to >0 ptsNovice** Student does not complete the iHuman required components. | 10 pts |
    | This criterion is linked to a Learning OutcomeSUBJECTIVE: Complete HPI including all 8 aspects and pertinent information related to chief complaint, including the pertinent positives & negatives | **15 to >9.0 ptsProficient**• Clearly written chief complaint • HPI well written including all aspects of OLDCARTS/LOCATES • Includes pertinent positives & negatives<br> <br>**9 to >3.0 ptsCompetent**• Clearly written chief complaint • Misses 1-2 key components from the history • Missing pertinent positives and negatives<br> <br>**3 to >0 ptsNovice**• Poorly written HPI • Student includes PE findings • Lacks basic history taking • Missing pertinent positives and negatives | 15 pts |
    | This criterion is linked to a Learning OutcomeOBJECTIVE: Physical exam includes appropriate areas based on the pertinent history (subjective). | **15 to >9.0 ptsProficient**• Thoroughly documents all pertinent examination components for type of note • Does not include unnecessary systems in the documentation • Utilizes the correct screening tools<br> <br>**9 to >3.0 ptsCompetent**• Documents most pertinent examination components. • Misses 1-3 components • Does not include unnecessary systems in the documentation • Utilizes the correct screening tools<br> <br>**3 to >0 ptsNovice**• Physical examination cursory • misses several pertinent components • Includes unnecessary systems in the documentation • Does not utilize the screening tools | 15 pts |
    | This criterion is linked to a Learning OutcomeASSESSMENT: Primary diagnosis and differential diagnoses are identified and supported by rationales; correct ICD codes provided, and appropriate diagnostic tests are ordered. | **15 to >9.0 ptsProficient**• Identifies the primary diagnosis with rationale and the correct ICD • 3 differential diagnoses with ICD codes are supported by findings and ruled out • Appropriate tests ordered and results documented • Rationale for differential diagnoses provided by scholarly resources<br> <br>**9 to >3.0 ptsCompetent**• Identifies the primary diagnosis with rationale and the correct ICD • 3 differential diagnoses are identified but 1-2 are not supported by findings. ICD codes included • Missing <1-2 appropriate tests ordered, and results documented • Rationale for differential diagnoses provided by scholarly resources<br> <br>**3 to >0 ptsNovice**• Incorrect primary does not provide a rationale and incorrect ICD code • <3 differential diagnoses identified, or differential diagnoses not supported by findings • Inappropriate tests ordered • Scholarly resources not provided or do not support differential diagnoses | 15 pts |
    | This criterion is linked to a Learning OutcomeMEDICATION: Ordered (including over the counter) are appropriate, evidenced based, written as a complete prescription. | **10 to >6.0 ptsProficient**• Student appropriately writes the correct medication as a prescription • Student appropriately calculates the correct doses and route<br> <br>**6 to >2.0 ptsCompetent**• Student misses 1-2 components of medication order • Student appropriately calculates the correct doses and route<br> <br>**2 to >0 ptsNovice**• Student identifies the incorrect medication • Student does not appropriately calculate the correct doses and route | 10 pts |
    | This criterion is linked to a Learning OutcomePLAN: Comprehensive plan to address the diagnosis should include the following: • Appropriate interventions & referrals (if needed) • Pt education • SDOH • Health promotion/anticipatory guidance | **20 to >12.0 ptsProficient**• Clearly written plan covering all critical components proper intervention, including referrals for the patient’s final diagnosis • Student addresses 6 components of SDOH • Student includes 4 health maintenance • Comprehensive patient education is included related to current health visit, must list 5. • Supported 3 by peer-reviewed literature<br> <br>**12 to >8.0 ptsCompetent**• Well written plan but may be missing 1-2 key issues critical to patient’s diagnosis • Some aspects of SDOH are addressed • Some aspects of Health Promotion/anticipatory guidance are addressed. • Patient education is present but missing 1 or 2 key pieces of information • Supported by only 2 peer reviewed literature<br> <br>**8 to >0 ptsNovice**• Poorly written plan. May be missing 3 or more key issues that are critical to patient's diagnosis • There are missing aspects of SDOH • There are missing aspects health promotion anticipatory guidance • Patient education is missing many aspects related to current visit • Supported by less than 2 peer reviewed literature | 20 pts |
    | This criterion is linked to a Learning OutcomeFOLLOW-UP: Instructions | **5 to >3.0 ptsProficient** Follow up instructions are complete and include time to next visit and specific symptoms to prompt a return visit sooner.<br> <br>**3 to >1.0 ptsCompetent**• Follow up instructions are generally complete but missing 1 or 2 aspects • Symptoms that would prompt a return visit sooner are included but some are missing<br> <br>**1 to >0 ptsNovice**• Follow up instructions are missing important timing aspects • Symptoms prompting return visit sooner are incomplete or missing | 5 pts |
    | This criterion is linked to a Learning OutcomeOFFICE BILLING/VISIT CODE: CPT CODES | **5 to >3.0 ptsProficient**• Student identifies the correct office billing code • Student identifies the correct CPT codes<br> <br>**3 to >1.0 ptsCompetent**• Student does not correctly identify the correct office billing code • Student does not correctly identify the correct CPT codes<br> <br>**1 to >0 ptsNovice** Student does not address the billing and CPT codes. | 5 pts |
    | This criterion is linked to a Learning OutcomeClinical Guidelines | **5 to >3.0 ptsProficient** Student identifies the clinical guidelines utilized and rationale.<br> <br>**3 to >1.0 ptsCompetent** Student identifies the clinical guidelines but does not provide a rationale.<br> <br>**1 to >0 ptsNovice** Student does not address the clinical guidelines. | 5 pts |

    ## image1.jpeg

    **## pedssoapnoteexample.docx**

    **Students must paste their SOAP note under the management plan section of the iHuman system.**

    Dear Student,

    Please make sure to write your SOAP note directly in the Management Plan section within the iHuman platform. It is important that all work is completed within iHuman. Any Word document attachments will not be accepted or graded, so be sure to submit everything through the appropriate platform.

    Thank you for your attention to this.*********************************

    **SUBJECTIVE (15 pts):**

    **CC:** “2-3 word description” (1 point)

    **HPI:** **Must write as a paragraph. NO BULLET POINTS. See example. ((10 points)

    All: (1 point)

    PMH: (1 point)

    FMH: (1 point)

    MEDS: (1 point)

    **OBJECTIVE (15 pts): Only include the pertinent systems. Note that CV/Pulm should always be included in all PE.**

    VS: (1 point)

    PE: (see example if needed) (10 points)

    Diagnostic Test/labs done: (4 points)

    **Assessment (15 pts):**

    Primary Diagnosis & ICD code: (2 points) Rationale (4 points)

    i.
    **_DDX#1 w ICD code and rational_** _(3 points)_

    ii.
    **_DDX#2 w ICD code and rational_** _(3 points)_

    iii.
    **_DDX#3 w ICD code and rational_** _(3 points)_

    **MEDICATION (10 pts) WRITE as a prescription. Review how to write a prescription.**

    MEDICATION NAME: (include proper name and strength)

    SIG: (this is the directions)

    DISP: (this is how many you are giving)

    RF: (any refills)

    **PLAN: 20 points (ALL areas must be included.)**

    **Appropriate Interventions & Referrals: (8 points) ****
    **_See example SOAP note if unclear** This section should discuss what you did for the patient during the visit. Key exams required that you did to arrive at the diagnosis. Referrals needed?_**

    **Tell me what you did w/ this child in the office (breakdown below; all areas must be included)**

    · -What Intervention(s)/ treatment(s) in office: (for example-02, sutures, teach to use crutches, Tylenol, (4 Points)

    · -Screening tool(s) used: (1 Point)

    · -Referral(s) w rational: (1 point) IF NONE, write NONE do not skip

    · -Address modifiable risk factors: eg stop smoking, reduce screen time, etc (2 points)

    **Pt. education (5 points)-** – Educate parent and patient about today’s visit/diagnosis/meds etc. Must list a minimum of 5 patient education regarding today’s visit.

    1. Pt Ed #1

    2. Pt Ed #2

    3. Pt Ed #3

    4. Pt Ed #4

    5. Pt Ed #5

    **SDOH:** **address all 6 areas of social determinants of health (3 points)**

    1) Economic Stability-

    2) Neighborhood-

    3) Education-

    4) Food Access-

    5) Community and Social Context

    6) Healthcare System: .

    **Health Promotion/Anticipatory guidance: (4 points)**

    Must list a minimum of 4 related to child’s age. Do not simply write f/u on vaccinations, be specific. Use your Bright Futures to help you with this area. *
    **This is not pt education* See examples.**

    1) Health Promotion #1

    2) Health Promotion #2

    3) Health Promotion #3

    4) Health Promotion #4

    **Follow-up**: (5 points)

    a.
    **Timing/when: (1 points); Next WCV (1 pt)**

    b.
    **Symptom to watch for that will prompt a return (red flags): (3points)**

    **Office BILLING/VISIT CODE and CPT CODES (5 pts)**

    **Clinical Guidelines: 5 points**

    a. Name of guidelines: (1 points)

    b. What does the guidelines tell you to do, or how to make a diagnosis (4 points)

    REFERENCES (USE APA)

    **REFERENCES: SUBJECTED TO UP TO 5 POINT DEDUCTION IF NOT CITED IN YOUR TEXT**

    **_Must have 3 and must show that it is cited within your text. Please understand that references provide the information necessary for readers to identify and retrieve each work_** [_cited in the text._](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fapastyle.apa.org%2Fstyle-grammar-guidelines%2Fcitations&data=05%7C02%7Cannaliza.villena%40mail.waldenu.edu%7C832a90a179db41139bc308dd60483251%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C638772585398859193%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=UhV7qx7TQZZBb89yZJEmRRFhIFMty9rI1NAurEaSISQ%3D&reserved=0) **_If your references are not cited within your text, then points will be deducted._**

    **NO MAYO CLINIC, no pt. education websites, CDC should only be for stats. REFERENCES must be peer-reviewed literature. Please utilize the Walden Library. Use primary sources.

    **## pedsihumanweek4.docx**

    i-Human Case Study: Evaluation and Management of EENT Conditions or respiratory conditions

    ![A person touching a child's mouth Description automatically generated](https://www.sweetstudy.com/questions/peds-ihuman)

    Welcome to another i-Human Case Study. Take a moment to imagine a child and family you might meet. Based on the Learning Resources for this week, consider eye, ear, nose, and throat (EENT); and respiratory conditions you may identify frequently as a Family Nurse Practitioner and those that may be more unusual. Also consider what aspects of the exam process might be more challenging for you—assessing, evaluating, providing multiple diagnoses, treatments, or offering the patient and family management advice. Work to be mindful of how to take best advantage of the simulated i-Human exam to prepare for pediatric patients with EENT and respiratory conditions.

    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/172027/modules/items/7099054)

    **To prepare:**

    · Review this week’s Learning Resources and consider how to apply knowledge of EENT and respiratory conditions and understanding of socio-cultural family needs in assessing, diagnosing, and treating pediatric patients.

    · Access i-Human Patients from this week’s Learning Resources and review the i-Human Case Study. Based on the provided patient information, think about the health history you would need to collect from the patient.

    · Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. Reflect on how the results would be used to make a diagnosis.

    · Identify 3–5 possible conditions that may be considered in a differential diagnosis for the patient.

    · Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.

    · Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with EENT conditions and their families.

    **Assignment:**

    As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the
    _i-Human Graduate Programs Help_ link within the i-Human platform.

    By Day 7 of Week 4

    Complete your Assignment in i-Human.

    You will access i-Human from the
    **Access i-Human** link located in the
    [Start Here module](https://waldenu.instructure.com/courses/172027/modules/1352528).

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **WK4Assgn+last name+first initial.**

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

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

    Rubric

    **NRNP_6541_Week4_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6541_Week4_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCOMPLETION of the iHuman: Students must complete the required sections: • PE • key findings • differential diagnoses • test summary. | **10 to >6.0 ptsProficient** Student successfully completed all required sections in iHuman.<br> <br>**6 to >2.0 ptsCompetent** Student missed completing 1-2 of the required sections.<br> <br>**2 to >0 ptsNovice** Student does not complete the iHuman required components. | 10 pts |
    | This criterion is linked to a Learning OutcomeSUBJECTIVE: Complete HPI including all 8 aspects and pertinent information related to chief complaint, including the pertinent positives & negatives | **15 to >9.0 ptsProficient**• Clearly written chief complaint • HPI well written including all aspects of OLDCARTS/LOCATES • Includes pertinent positives & negatives<br> <br>**9 to >3.0 ptsCompetent**• Clearly written chief complaint • Misses 1-2 key components from the history • Missing pertinent positives and negatives<br> <br>**3 to >0 ptsNovice**• Poorly written HPI • Student includes PE findings • Lacks basic history taking • Missing pertinent positives and negatives | 15 pts |
    | This criterion is linked to a Learning OutcomeOBJECTIVE: Physical exam includes appropriate areas based on the pertinent history (subjective). | **15 to >9.0 ptsProficient**• Thoroughly documents all pertinent examination components for type of note • Does not include unnecessary systems in the documentation • Utilizes the correct screening tools<br> <br>**9 to >3.0 ptsCompetent**• Documents most pertinent examination components. • Misses 1-3 components • Does not include unnecessary systems in the documentation • Utilizes the correct screening tools<br> <br>**3 to >0 ptsNovice**• Physical examination cursory • misses several pertinent components • Includes unnecessary systems in the documentation • Does not utilize the screening tools | 15 pts |
    | This criterion is linked to a Learning OutcomeASSESSMENT: Primary diagnosis and differential diagnoses are identified and supported by rationales; correct ICD codes provided, and appropriate diagnostic tests are ordered. | **15 to >9.0 ptsProficient**• Identifies the primary diagnosis with rationale and the correct ICD • 3 differential diagnoses with ICD codes are supported by findings and ruled out • Appropriate tests ordered and results documented • Rationale for differential diagnoses provided by scholarly resources<br> <br>**9 to >3.0 ptsCompetent**• Identifies the primary diagnosis with rationale and the correct ICD • 3 differential diagnoses are identified but 1-2 are not supported by findings. ICD codes included • Missing <1-2 appropriate tests ordered, and results documented • Rationale for differential diagnoses provided by scholarly resources<br> <br>**3 to >0 ptsNovice**• Incorrect primary does not provide a rationale and incorrect ICD code • <3 differential diagnoses identified, or differential diagnoses not supported by findings • Inappropriate tests ordered • Scholarly resources not provided or do not support differential diagnoses | 15 pts |
    | This criterion is linked to a Learning OutcomeMEDICATION: Ordered (including over the counter) are appropriate, evidenced based, written as a complete prescription. | **10 to >6.0 ptsProficient**• Student appropriately writes the correct medication as a prescription • Student appropriately calculates the correct doses and route<br> <br>**6 to >2.0 ptsCompetent**• Student misses 1-2 components of medication order • Student appropriately calculates the correct doses and route<br> <br>**2 to >0 ptsNovice**• Student identifies the incorrect medication • Student does not appropriately calculate the correct doses and route | 10 pts |
    | This criterion is linked to a Learning OutcomePLAN: Comprehensive plan to address the diagnosis should include the following: • Appropriate interventions & referrals (if needed) • Pt education • SDOH • Health promotion/anticipatory guidance | **20 to >12.0 ptsProficient**• Clearly written plan covering all critical components proper intervention, including referrals for the patient’s final diagnosis • Student addresses 6 components of SDOH • Student includes 4 health maintenance • Comprehensive patient education is included related to current health visit, must list 5. • Supported 3 by peer-reviewed literature<br> <br>**12 to >8.0 ptsCompetent**• Well written plan but may be missing 1-2 key issues critical to patient’s diagnosis • Some aspects of SDOH are addressed • Some aspects of Health Promotion/anticipatory guidance are addressed. • Patient education is present but missing 1 or 2 key pieces of information • Supported by only 2 peer reviewed literature<br> <br>**8 to >0 ptsNovice**• Poorly written plan. May be missing 3 or more key issues that are critical to patient's diagnosis • There are missing aspects of SDOH • There are missing aspects health promotion anticipatory guidance • Patient education is missing many aspects related to current visit • Supported by less than 2 peer reviewed literature | 20 pts |
    | This criterion is linked to a Learning OutcomeFOLLOW-UP: Instructions | **5 to >3.0 ptsProficient** Follow up instructions are complete and include time to next visit and specific symptoms to prompt a return visit sooner.<br> <br>**3 to >1.0 ptsCompetent**• Follow up instructions are generally complete but missing 1 or 2 aspects • Symptoms that would prompt a return visit sooner are included but some are missing<br> <br>**1 to >0 ptsNovice**• Follow up instructions are missing important timing aspects • Symptoms prompting return visit sooner are incomplete or missing | 5 pts |
    | This criterion is linked to a Learning OutcomeOFFICE BILLING/VISIT CODE: CPT CODES | **5 to >3.0 ptsProficient**• Student identifies the correct office billing code • Student identifies the correct CPT codes<br> <br>**3 to >1.0 ptsCompetent**• Student does not correctly identify the correct office billing code • Student does not correctly identify the correct CPT codes<br> <br>**1 to >0 ptsNovice** Student does not address the billing and CPT codes. | 5 pts |
    | This criterion is linked to a Learning OutcomeClinical Guidelines | **5 to >3.0 ptsProficient** Student identifies the clinical guidelines utilized and rationale.<br> <br>**3 to >1.0 ptsCompetent** Student identifies the clinical guidelines but does not provide a rationale.<br> <br>**1 to >0 ptsNovice** Student does not address the clinical guidelines. | 5 pts |

    ## image1.jpeg

    **## pedssoapnoteexample.docx**

    **Students must paste their SOAP note under the management plan section of the iHuman system.**

    Dear Student,

    Please make sure to write your SOAP note directly in the Management Plan section within the iHuman platform. It is important that all work is completed within iHuman. Any Word document attachments will not be accepted or graded, so be sure to submit everything through the appropriate platform.

    Thank you for your attention to this.*********************************

    **SUBJECTIVE (15 pts):**

    **CC:** “2-3 word description” (1 point)

    **HPI:** **Must write as a paragraph. NO BULLET POINTS. See example. ((10 points)

    All: (1 point)

    PMH: (1 point)

    FMH: (1 point)

    MEDS: (1 point)

    **OBJECTIVE (15 pts): Only include the pertinent systems. Note that CV/Pulm should always be included in all PE.**

    VS: (1 point)

    PE: (see example if needed) (10 points)

    Diagnostic Test/labs done: (4 points)

    **Assessment (15 pts):**

    Primary Diagnosis & ICD code: (2 points) Rationale (4 points)

    i.
    **_DDX#1 w ICD code and rational_** _(3 points)_

    ii.
    **_DDX#2 w ICD code and rational_** _(3 points)_

    iii.
    **_DDX#3 w ICD code and rational_** _(3 points)_

    **MEDICATION (10 pts) WRITE as a prescription. Review how to write a prescription.**

    MEDICATION NAME: (include proper name and strength)

    SIG: (this is the directions)

    DISP: (this is how many you are giving)

    RF: (any refills)

    **PLAN: 20 points (ALL areas must be included.)**

    **Appropriate Interventions & Referrals: (8 points) ****
    **_See example SOAP note if unclear** This section should discuss what you did for the patient during the visit. Key exams required that you did to arrive at the diagnosis. Referrals needed?_**

    **Tell me what you did w/ this child in the office (breakdown below; all areas must be included)**

    · -What Intervention(s)/ treatment(s) in office: (for example-02, sutures, teach to use crutches, Tylenol, (4 Points)

    · -Screening tool(s) used: (1 Point)

    · -Referral(s) w rational: (1 point) IF NONE, write NONE do not skip

    · -Address modifiable risk factors: eg stop smoking, reduce screen time, etc (2 points)

    **Pt. education (5 points)-** – Educate parent and patient about today’s visit/diagnosis/meds etc. Must list a minimum of 5 patient education regarding today’s visit.

    1. Pt Ed #1

    2. Pt Ed #2

    3. Pt Ed #3

    4. Pt Ed #4

    5. Pt Ed #5

    **SDOH:** **address all 6 areas of social determinants of health (3 points)**

    1) Economic Stability-

    2) Neighborhood-

    3) Education-

    4) Food Access-

    5) Community and Social Context

    6) Healthcare System: .

    **Health Promotion/Anticipatory guidance: (4 points)**

    Must list a minimum of 4 related to child’s age. Do not simply write f/u on vaccinations, be specific. Use your Bright Futures to help you with this area. *
    **This is not pt education* See examples.**

    1) Health Promotion #1

    2) Health Promotion #2

    3) Health Promotion #3

    4) Health Promotion #4

    **Follow-up**: (5 points)

    a.
    **Timing/when: (1 points); Next WCV (1 pt)**

    b.
    **Symptom to watch for that will prompt a return (red flags): (3points)**

    **Office BILLING/VISIT CODE and CPT CODES (5 pts)**

    **Clinical Guidelines: 5 points**

    a. Name of guidelines: (1 points)

    b. What does the guidelines tell you to do, or how to make a diagnosis (4 points)

    REFERENCES (USE APA)

    **REFERENCES: SUBJECTED TO UP TO 5 POINT DEDUCTION IF NOT CITED IN YOUR TEXT**

    **_Must have 3 and must show that it is cited within your text. Please understand that references provide the information necessary for readers to identify and retrieve each work_** [_cited in the text._](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fapastyle.apa.org%2Fstyle-grammar-guidelines%2Fcitations&data=05%7C02%7Cannaliza.villena%40mail.waldenu.edu%7C832a90a179db41139bc308dd60483251%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C638772585398859193%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=UhV7qx7TQZZBb89yZJEmRRFhIFMty9rI1NAurEaSISQ%3D&reserved=0) **_If your references are not cited within your text, then points will be deducted._**

    **NO MAYO CLINIC, no pt. education websites, CDC should only be for stats. REFERENCES must be peer-reviewed literature. Please utilize the Walden Library. Use primary sources.

    **## pedsihumanweek4.docx**

    i-Human Case Study: Evaluation and Management of EENT Conditions or respiratory conditions

    ![A person touching a child's mouth Description automatically generated](https://www.sweetstudy.com/questions/peds-ihuman)

    Welcome to another i-Human Case Study. Take a moment to imagine a child and family you might meet. Based on the Learning Resources for this week, consider eye, ear, nose, and throat (EENT); and respiratory conditions you may identify frequently as a Family Nurse Practitioner and those that may be more unusual. Also consider what aspects of the exam process might be more challenging for you—assessing, evaluating, providing multiple diagnoses, treatments, or offering the patient and family management advice. Work to be mindful of how to take best advantage of the simulated i-Human exam to prepare for pediatric patients with EENT and respiratory conditions.

    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/172027/modules/items/7099054)

    **To prepare:**

    · Review this week’s Learning Resources and consider how to apply knowledge of EENT and respiratory conditions and understanding of socio-cultural family needs in assessing, diagnosing, and treating pediatric patients.

    · Access i-Human Patients from this week’s Learning Resources and review the i-Human Case Study. Based on the provided patient information, think about the health history you would need to collect from the patient.

    · Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. Reflect on how the results would be used to make a diagnosis.

    · Identify 3–5 possible conditions that may be considered in a differential diagnosis for the patient.

    · Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.

    · Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with EENT conditions and their families.

    **Assignment:**

    As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the
    _i-Human Graduate Programs Help_ link within the i-Human platform.

    By Day 7 of Week 4

    Complete your Assignment in i-Human.

    You will access i-Human from the
    **Access i-Human** link located in the
    [Start Here module](https://waldenu.instructure.com/courses/172027/modules/1352528).

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **WK4Assgn+last name+first initial.**

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

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

    Rubric

    **NRNP_6541_Week4_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6541_Week4_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCOMPLETION of the iHuman: Students must complete the required sections: • PE • key findings • differential diagnoses • test summary. | **10 to >6.0 ptsProficient** Student successfully completed all required sections in iHuman.<br> <br>**6 to >2.0 ptsCompetent** Student missed completing 1-2 of the required sections.<br> <br>**2 to >0 ptsNovice** Student does not complete the iHuman required components. | 10 pts |
    | This criterion is linked to a Learning OutcomeSUBJECTIVE: Complete HPI including all 8 aspects and pertinent information related to chief complaint, including the pertinent positives & negatives | **15 to >9.0 ptsProficient**• Clearly written chief complaint • HPI well written including all aspects of OLDCARTS/LOCATES • Includes pertinent positives & negatives<br> <br>**9 to >3.0 ptsCompetent**• Clearly written chief complaint • Misses 1-2 key components from the history • Missing pertinent positives and negatives<br> <br>**3 to >0 ptsNovice**• Poorly written HPI • Student includes PE findings • Lacks basic history taking • Missing pertinent positives and negatives | 15 pts |
    | This criterion is linked to a Learning OutcomeOBJECTIVE: Physical exam includes appropriate areas based on the pertinent history (subjective). | **15 to >9.0 ptsProficient**• Thoroughly documents all pertinent examination components for type of note • Does not include unnecessary systems in the documentation • Utilizes the correct screening tools<br> <br>**9 to >3.0 ptsCompetent**• Documents most pertinent examination components. • Misses 1-3 components • Does not include unnecessary systems in the documentation • Utilizes the correct screening tools<br> <br>**3 to >0 ptsNovice**• Physical examination cursory • misses several pertinent components • Includes unnecessary systems in the documentation • Does not utilize the screening tools | 15 pts |
    | This criterion is linked to a Learning OutcomeASSESSMENT: Primary diagnosis and differential diagnoses are identified and supported by rationales; correct ICD codes provided, and appropriate diagnostic tests are ordered. | **15 to >9.0 ptsProficient**• Identifies the primary diagnosis with rationale and the correct ICD • 3 differential diagnoses with ICD codes are supported by findings and ruled out • Appropriate tests ordered and results documented • Rationale for differential diagnoses provided by scholarly resources<br> <br>**9 to >3.0 ptsCompetent**• Identifies the primary diagnosis with rationale and the correct ICD • 3 differential diagnoses are identified but 1-2 are not supported by findings. ICD codes included • Missing <1-2 appropriate tests ordered, and results documented • Rationale for differential diagnoses provided by scholarly resources<br> <br>**3 to >0 ptsNovice**• Incorrect primary does not provide a rationale and incorrect ICD code • <3 differential diagnoses identified, or differential diagnoses not supported by findings • Inappropriate tests ordered • Scholarly resources not provided or do not support differential diagnoses | 15 pts |
    | This criterion is linked to a Learning OutcomeMEDICATION: Ordered (including over the counter) are appropriate, evidenced based, written as a complete prescription. | **10 to >6.0 ptsProficient**• Student appropriately writes the correct medication as a prescription • Student appropriately calculates the correct doses and route<br> <br>**6 to >2.0 ptsCompetent**• Student misses 1-2 components of medication order • Student appropriately calculates the correct doses and route<br> <br>**2 to >0 ptsNovice**• Student identifies the incorrect medication • Student does not appropriately calculate the correct doses and route | 10 pts |
    | This criterion is linked to a Learning OutcomePLAN: Comprehensive plan to address the diagnosis should include the following: • Appropriate interventions & referrals (if needed) • Pt education • SDOH • Health promotion/anticipatory guidance | **20 to >12.0 ptsProficient**• Clearly written plan covering all critical components proper intervention, including referrals for the patient’s final diagnosis • Student addresses 6 components of SDOH • Student includes 4 health maintenance • Comprehensive patient education is included related to current health visit, must list 5. • Supported 3 by peer-reviewed literature<br> <br>**12 to >8.0 ptsCompetent**• Well written plan but may be missing 1-2 key issues critical to patient’s diagnosis • Some aspects of SDOH are addressed • Some aspects of Health Promotion/anticipatory guidance are addressed. • Patient education is present but missing 1 or 2 key pieces of information • Supported by only 2 peer reviewed literature<br> <br>**8 to >0 ptsNovice**• Poorly written plan. May be missing 3 or more key issues that are critical to patient's diagnosis • There are missing aspects of SDOH • There are missing aspects health promotion anticipatory guidance • Patient education is missing many aspects related to current visit • Supported by less than 2 peer reviewed literature | 20 pts |
    | This criterion is linked to a Learning OutcomeFOLLOW-UP: Instructions | **5 to >3.0 ptsProficient** Follow up instructions are complete and include time to next visit and specific symptoms to prompt a return visit sooner.<br> <br>**3 to >1.0 ptsCompetent**• Follow up instructions are generally complete but missing 1 or 2 aspects • Symptoms that would prompt a return visit sooner are included but some are missing<br> <br>**1 to >0 ptsNovice**• Follow up instructions are missing important timing aspects • Symptoms prompting return visit sooner are incomplete or missing | 5 pts |
    | This criterion is linked to a Learning OutcomeOFFICE BILLING/VISIT CODE: CPT CODES | **5 to >3.0 ptsProficient**• Student identifies the correct office billing code • Student identifies the correct CPT codes<br> <br>**3 to >1.0 ptsCompetent**• Student does not correctly identify the correct office billing code • Student does not correctly identify the correct CPT codes<br> <br>**1 to >0 ptsNovice** Student does not address the billing and CPT codes. | 5 pts |
    | This criterion is linked to a Learning OutcomeClinical Guidelines | **5 to >3.0 ptsProficient** Student identifies the clinical guidelines utilized and rationale.<br> <br>**3 to >1.0 ptsCompetent** Student identifies the clinical guidelines but does not provide a rationale.<br> <br>**1 to >0 ptsNovice** Student does not address the clinical guidelines. | 5 pts |

    ## image1.jpeg

    – 1
    – 2

  • [Solved] Create a Discussion using APA 7 format, and scholarly references no older than 5 years.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Please ensure that the Discussion includes more than 400 words with scholarly articles, and the plagiarism level must remain below 20%.** **For this week's discussion, please discuss how the dissemination of research findings can impact nursing practice, particularly you as a** **professional.**

    Instant Solution Download

    $6.99

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

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    Assignment Prompt & Instructions

    **Please ensure that the Discussion includes more than 400 words with scholarly articles, and the plagiarism level must remain below 20%.**
    **For this week's discussion, please discuss how the dissemination of research findings can impact nursing practice, particularly you as a** **professional.**

  • [Solved] create a clinical log hours for 7300 using the guideliness attached

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **DNP Project Hours Log** **You must submit a minimum of 45 DNP Project Hours that you completed during this course. You can use the weekly activities of this course which are directly related to your DNP Project as hours for towards your 1000 hours total needed to successfully complete this progr**…

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    Assignment Prompt & Instructions

    **DNP Project Hours Log**
    **You must submit a minimum of 45 DNP Project Hours that you completed during this course. You can use the weekly activities of this course which are directly related to your DNP Project as hours for towards your 1000 hours total needed to successfully complete this progr**
    \
    DNPProjectLogSample6.docx](https://www.sweetstudy.com/files/dnpprojectlogsample6-docx "DNPProjectLogSample6.docx")
    \
    DNPProjectHoursLogForm2.docx](https://www.sweetstudy.com/files/dnpprojecthourslogform2-docx "DNPProjectHoursLogForm2.docx")
    \
    AllCoursesDNPProjectHoursTrackingCourseofActionDNPProgram3.docx](https://www.sweetstudy.com/files/allcoursesdnpprojecthourstrackingcourseofactiondnpprogram3-docx "AllCoursesDNPProjectHoursTrackingCourseofActionDNPProgram3.docx")
    \
    DNP7300Fall24TranslationScience.pdf](https://www.sweetstudy.com/files/dnp7300fall24translationscience-pdf "DNP7300Fall24TranslationScience.pdf")
    \
    Clinicalhoursfirstsemester.docx](https://www.sweetstudy.com/files/clinicalhoursfirstsemester-docx-10329313 "Clinicalhoursfirstsemester.docx")

  • [Solved] week 7 response 1

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    Executive Solution Overview

    see attachment – ## Week7response1.pdf **## Week7response1.pdf** Peri men opau se The transitional period before menopause when menstrual cycles become irregular. Gradual decline in ovarian function and fluctuating estrogen/ progesterone levels. Lifestyle modifications, symptom management, consider …

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    see attachment

    – ## Week7response1.pdf

    **## Week7response1.pdf**

    Peri
    men
    opau
    se

    The transitional period
    before menopause
    when menstrual cycles
    become irregular.

    Gradual decline in
    ovarian function and
    fluctuating estrogen/
    progesterone levels.

    Lifestyle modifications,
    symptom management,
    consider hormonal/non-
    hormonal therapies.

    Me
    no
    pau
    se

    The permanent cessation
    of menstruation for 12
    consecutive months.

    Ovarian follicular
    depletion → reduced
    estrogen production.

    Patient education, bone
    health support, symptom
    relief strategies.

    Post
    meno
    paus
    e

    The phase after
    menopause has
    occurred.

    Persistent low estrogen
    levels after final
    menstrual period.

    Focus on long-term health:
    cardiovascular, bone, and vaginal
    health monitoring.

    H
    ot
    fla
    sh
    es

    Sudden feelings of
    heat, flushing,
    sweating, often with
    palpitations.

    Estrogen withdrawal →
    hypothalamic
    thermoregulatory
    dysfunction.

    Cool environment, layered
    clothing, possible HRT, non-
    hormonal meds (SSRIs,
    gabapentin).

    Night
    sweats &
    Sleep
    disturbanc
    e

    Excessive sweating
    during sleep, leading to
    insomnia or poor sleep
    quality.

    Related to hot
    flashes
    disrupting
    sleep cycles.

    Sleep hygiene, cooling
    measures, cognitive
    behavioral therapy, HRT if
    appropriate.

    Irreg
    ular
    men
    ses

    Unpredictable
    menstrual cycles
    (frequency, duration,
    flow).

    Anovulatory cycles due
    to inconsistent ovarian
    hormone production.

    Monitor for abnormal bleeding
    patterns, reassure, discuss
    contraception if needed.

    Mood
    swings
    or
    irritabili
    ty

    Emotional lability,
    increased anxiety, or
    depressive
    symptoms.

    Hormonal fluctuations and
    sleep deprivation
    secondary to vasomotor
    symptoms.

    Stress management,
    counseling, exercise,
    consider SSRIs/SNRIs if
    severe.

    Vagi
    nal

    Dryness,
    itching, Urogenital atrophy from decreased

    estrogen → thinning of vaginal

    Vaginal lubricants/
    moisturizers, vaginal

    SOAP NOTE

    Patient: Barbara
    Age: 48
    Gender: Female

    SUBJECTIVE

    Chief Complaint (CC): "My periods have become irregular, and I'm having hot flashes and
    vaginal dryness."

    History of Present Illness (HPI):
    Barbara is a 48-year-old G2P2 female who presents to the clinic to discuss new symptoms that
    have been developing over the past 6-8 months.

    • Her cycles, previously regular at q28 days, are now unpredictable. Her last menstrual period
    denies any heavy bleeding or intermenstrual spotting. She began experiencing "hot flashes"
    chest, lasting 1-2 minutes, occurring 4-5 times per day. She also experiences night sweats 2-3
    times per week, which occasionally disrupt her sleep. She notes progressive vaginal dryness
    over the past year, which has led to discomfort and pain with intercourse (dyspareunia). This
    has caused her to avoid intimacy at times. She reports a noticeable decrease in her libido over
    the past year, which she finds distressing.

    Gynecologic History:

    • Gravida/Para: G2 P2 (Two full-term spontaneous vaginal deliveries).

    • Menarche: Age 13.

    • Sexual Activity: Sexually active with one male partner (husband of 20 years).

    • Contraception: Reports using condoms for contraception.

    performed at the same time was also negative. Pregnancy test performed in-office today is
    negative.

    Decr
    ease
    libid
    o

    Reduced
    interest in
    sexual
    activity.

    Decline in estrogen and
    testosterone levels →
    changes in sexual response.

    Open communication with partner,
    address physical symptoms,
    consider hormonal options.

    Past Medical History (PMH): Unremarkable. No chronic illnesses.
    Past Surgical History (PSH): None.
    Medications: Multivitamin daily.
    Allergies: No Known Drug Allergies (NKDA).

    Family History: Mother experienced menopause at age 51. No family history of breast, ovarian,
    or uterine cancer. No family history of osteoporosis or premature cardiovascular disease.

    Social History: Works as an office manager. Married, in a stable monogamous relationship. Has
    two daughters, ages 16 and 18. Denies tobacco use. Drinks 2-3 glasses of wine per week. Denies
    illicit drug use. Reports moderate stress related to work and family life. Patient participates in
    yoga classes 2-3x a week.

    Review of Systems (ROS):

    • Constitutional: Positive for hot flashes and night sweats. Denies fever or chills.

    • Psychiatric: Positive for decreased libido. Denies significant anxiety, depression, or
    persistent mood swings.

    • GU/Reproductive: Positive for irregular menses, vaginal dryness, and dyspareunia. Denies
    abnormal vaginal discharge, odor, or itching. Denies dysuria or urinary urgency.

    • Skin: Positive for flushing during hot flashes. Denies other rashes or lesions.

    • All other systems reviewed and are negative.

    OBJECTIVE

    Vitals:

    • BP: 124/78 mmHg

    • HR: 72 bpm

    • RR: 16 rpm

    • Temp: 98.4°F (36.9°C)

    • BMI: 24.5 kg/m ²

    General: Patient is a well-developed, well-nourished female, alert and oriented, in no acute
    distress.

    Physical Exam:

    • Thyroid: Neck is supple. Thyroid gland is non-palpable, without nodules or thyromegaly.

    • Cardiovascular: Regular rate and rhythm. No murmurs, rubs, or gallops.

    • Lungs: Clear to auscultation bilaterally.

    • Abdomen: Soft, non-distended, non-tender. No organomegaly.

    • Pelvic Exam:

    o External Genitalia: Normal external female genitalia. No lesions or erythema.

    o Speculum: Vaginal mucosa appears pale and thin with decreased rugation, consistent with
    atrophy. Cervix is pink, parous, with no lesions. Scant, clear vaginal discharge noted.

    o Bimanual: Uterus is normal size, anteverted, mobile, and non-tender. Adnexa are non-tender
    and without palpable masses.

    In-Office:

    • Urine hCG: Negative.

    ASSESSMENT

    1. Perimenopause (N95.1): This is the primary diagnosis based on the patient's age and
    characteristic symptoms of irregular menses and vasomotor instability.

    2. Genitourinary Syndrome of Menopause (GSM) (N95.21): Diagnosis supported by her
    symptoms of vaginal dryness and dyspareunia, and confirmed by physical exam findings of
    vaginal atrophy.

    3. Female Sexual Interest/Arousal Disorder (F52.21): Secondary to hormonal changes and
    dyspareunia associated with perimenopause.

    4. Encounter for contraceptive management (Z30.09): Patient remains at risk for pregnancy
    due to ongoing, albeit irregular, ovulation and requires discussion of continued
    contraception.

    PLAN

    1. Diagnostics:

    a. Labs: Ordered TSH to rule out thyroid dysfunction as a contributor to menstrual irregularity.
    Ordered lipid panel and HbA1c for baseline cardiovascular and metabolic health screening.

    2. Patient Education & Therapeutics:

    a. General: Reassured the patient that her symptoms are characteristic of the normal
    menopausal transition. Provided educational pamphlets on perimenopause.

    i. Counseled on lifestyle modifications: dressing in layers, avoiding triggers like caffeine and
    alcohol, maintaining a cool sleeping environment, and engaging in regular exercise.

    ii. Discussed the option of Menopausal Hormone Therapy (MHT) as a highly effective
    treatment. Reviewed patient-specific risks and benefits, noting she is a good candidate given
    her age and lack of contraindications. Will defer decision until follow-up.

    b. Genitourinary Syndrome of Menopause (GSM):

    i. Rx: Recommended starting with an over-the-counter vaginal moisturizer (Replens) 2-3 times
    weekly and a water-based lubricant (Astroglide) with intercourse.

    ii. Discussed low-dose vaginal estrogen (cream, tablet, or ring) as a highly effective and safe
    option if moisturizers are insufficient.

    c. Contraception: Emphasized the need for reliable contraception until 12 months of
    amenorrhea have passed. Discussed continuing with condoms or transitioning to a low-dose
    combined OCP or a levonorgestrel IUD, which could also help regulate her cycle and
    manage symptoms.

    3. Health Maintenance:

    a. Counseled on the importance of adequate calcium (1200 mg/day) and Vitamin D (800-1000
    IU/day) intake for bone health.

    b. Encouraged continuation of a healthy diet and regular weight-bearing exercise.

    c. Ensured she is up-to-date with age-appropriate health screenings, including mammogram and
    colonoscopy.

    4. Follow-up:

    a. Schedule a follow-up appointment in 3 months to discuss her response to initial lifestyle and
    non-prescription therapies, review lab results, and make a shared decision regarding the
    potential initiation of hormonal therapy if symptoms persist.

    **## Week7response1.pdf**

    Peri
    men
    opau
    se

    The transitional period
    before menopause
    when menstrual cycles
    become irregular.

    Gradual decline in
    ovarian function and
    fluctuating estrogen/
    progesterone levels.

    Lifestyle modifications,
    symptom management,
    consider hormonal/non-
    hormonal therapies.

    Me
    no
    pau
    se

    The permanent cessation
    of menstruation for 12
    consecutive months.

    Ovarian follicular
    depletion → reduced
    estrogen production.

    Patient education, bone
    health support, symptom
    relief strategies.

    Post
    meno
    paus
    e

    The phase after
    menopause has
    occurred.

    Persistent low estrogen
    levels after final
    menstrual period.

    Focus on long-term health:
    cardiovascular, bone, and vaginal
    health monitoring.

    H
    ot
    fla
    sh
    es

    Sudden feelings of
    heat, flushing,
    sweating, often with
    palpitations.

    Estrogen withdrawal →
    hypothalamic
    thermoregulatory
    dysfunction.

    Cool environment, layered
    clothing, possible HRT, non-
    hormonal meds (SSRIs,
    gabapentin).

    Night
    sweats &
    Sleep
    disturbanc
    e

    Excessive sweating
    during sleep, leading to
    insomnia or poor sleep
    quality.

    Related to hot
    flashes
    disrupting
    sleep cycles.

    Sleep hygiene, cooling
    measures, cognitive
    behavioral therapy, HRT if
    appropriate.

    Irreg
    ular
    men
    ses

    Unpredictable
    menstrual cycles
    (frequency, duration,
    flow).

    Anovulatory cycles due
    to inconsistent ovarian
    hormone production.

    Monitor for abnormal bleeding
    patterns, reassure, discuss
    contraception if needed.

    Mood
    swings
    or
    irritabili
    ty

    Emotional lability,
    increased anxiety, or
    depressive
    symptoms.

    Hormonal fluctuations and
    sleep deprivation
    secondary to vasomotor
    symptoms.

    Stress management,
    counseling, exercise,
    consider SSRIs/SNRIs if
    severe.

    Vagi
    nal

    Dryness,
    itching, Urogenital atrophy from decreased

    estrogen → thinning of vaginal

    Vaginal lubricants/
    moisturizers, vaginal

    SOAP NOTE

    Patient: Barbara
    Age: 48
    Gender: Female

    SUBJECTIVE

    Chief Complaint (CC): "My periods have become irregular, and I'm having hot flashes and
    vaginal dryness."

    History of Present Illness (HPI):
    Barbara is a 48-year-old G2P2 female who presents to the clinic to discuss new symptoms that
    have been developing over the past 6-8 months.

    • Her cycles, previously regular at q28 days, are now unpredictable. Her last menstrual period
    denies any heavy bleeding or intermenstrual spotting. She began experiencing "hot flashes"
    chest, lasting 1-2 minutes, occurring 4-5 times per day. She also experiences night sweats 2-3
    times per week, which occasionally disrupt her sleep. She notes progressive vaginal dryness
    over the past year, which has led to discomfort and pain with intercourse (dyspareunia). This
    has caused her to avoid intimacy at times. She reports a noticeable decrease in her libido over
    the past year, which she finds distressing.

    Gynecologic History:

    • Gravida/Para: G2 P2 (Two full-term spontaneous vaginal deliveries).

    • Menarche: Age 13.

    • Sexual Activity: Sexually active with one male partner (husband of 20 years).

    • Contraception: Reports using condoms for contraception.

    performed at the same time was also negative. Pregnancy test performed in-office today is
    negative.

    Decr
    ease
    libid
    o

    Reduced
    interest in
    sexual
    activity.

    Decline in estrogen and
    testosterone levels →
    changes in sexual response.

    Open communication with partner,
    address physical symptoms,
    consider hormonal options.

    Past Medical History (PMH): Unremarkable. No chronic illnesses.
    Past Surgical History (PSH): None.
    Medications: Multivitamin daily.
    Allergies: No Known Drug Allergies (NKDA).

    Family History: Mother experienced menopause at age 51. No family history of breast, ovarian,
    or uterine cancer. No family history of osteoporosis or premature cardiovascular disease.

    Social History: Works as an office manager. Married, in a stable monogamous relationship. Has
    two daughters, ages 16 and 18. Denies tobacco use. Drinks 2-3 glasses of wine per week. Denies
    illicit drug use. Reports moderate stress related to work and family life. Patient participates in
    yoga classes 2-3x a week.

    Review of Systems (ROS):

    • Constitutional: Positive for hot flashes and night sweats. Denies fever or chills.

    • Psychiatric: Positive for decreased libido. Denies significant anxiety, depression, or
    persistent mood swings.

    • GU/Reproductive: Positive for irregular menses, vaginal dryness, and dyspareunia. Denies
    abnormal vaginal discharge, odor, or itching. Denies dysuria or urinary urgency.

    • Skin: Positive for flushing during hot flashes. Denies other rashes or lesions.

    • All other systems reviewed and are negative.

    OBJECTIVE

    Vitals:

    • BP: 124/78 mmHg

    • HR: 72 bpm

    • RR: 16 rpm

    • Temp: 98.4°F (36.9°C)

    • BMI: 24.5 kg/m ²

    General: Patient is a well-developed, well-nourished female, alert and oriented, in no acute
    distress.

    Physical Exam:

    • Thyroid: Neck is supple. Thyroid gland is non-palpable, without nodules or thyromegaly.

    • Cardiovascular: Regular rate and rhythm. No murmurs, rubs, or gallops.

    • Lungs: Clear to auscultation bilaterally.

    • Abdomen: Soft, non-distended, non-tender. No organomegaly.

    • Pelvic Exam:

    o External Genitalia: Normal external female genitalia. No lesions or erythema.

    o Speculum: Vaginal mucosa appears pale and thin with decreased rugation, consistent with
    atrophy. Cervix is pink, parous, with no lesions. Scant, clear vaginal discharge noted.

    o Bimanual: Uterus is normal size, anteverted, mobile, and non-tender. Adnexa are non-tender
    and without palpable masses.

    In-Office:

    • Urine hCG: Negative.

    ASSESSMENT

    1. Perimenopause (N95.1): This is the primary diagnosis based on the patient's age and
    characteristic symptoms of irregular menses and vasomotor instability.

    2. Genitourinary Syndrome of Menopause (GSM) (N95.21): Diagnosis supported by her
    symptoms of vaginal dryness and dyspareunia, and confirmed by physical exam findings of
    vaginal atrophy.

    3. Female Sexual Interest/Arousal Disorder (F52.21): Secondary to hormonal changes and
    dyspareunia associated with perimenopause.

    4. Encounter for contraceptive management (Z30.09): Patient remains at risk for pregnancy
    due to ongoing, albeit irregular, ovulation and requires discussion of continued
    contraception.

    PLAN

    1. Diagnostics:

    a. Labs: Ordered TSH to rule out thyroid dysfunction as a contributor to menstrual irregularity.
    Ordered lipid panel and HbA1c for baseline cardiovascular and metabolic health screening.

    2. Patient Education & Therapeutics:

    a. General: Reassured the patient that her symptoms are characteristic of the normal
    menopausal transition. Provided educational pamphlets on perimenopause.

    i. Counseled on lifestyle modifications: dressing in layers, avoiding triggers like caffeine and
    alcohol, maintaining a cool sleeping environment, and engaging in regular exercise.

    ii. Discussed the option of Menopausal Hormone Therapy (MHT) as a highly effective
    treatment. Reviewed patient-specific risks and benefits, noting she is a good candidate given
    her age and lack of contraindications. Will defer decision until follow-up.

    b. Genitourinary Syndrome of Menopause (GSM):

    i. Rx: Recommended starting with an over-the-counter vaginal moisturizer (Replens) 2-3 times
    weekly and a water-based lubricant (Astroglide) with intercourse.

    ii. Discussed low-dose vaginal estrogen (cream, tablet, or ring) as a highly effective and safe
    option if moisturizers are insufficient.

    c. Contraception: Emphasized the need for reliable contraception until 12 months of
    amenorrhea have passed. Discussed continuing with condoms or transitioning to a low-dose
    combined OCP or a levonorgestrel IUD, which could also help regulate her cycle and
    manage symptoms.

    3. Health Maintenance:

    a. Counseled on the importance of adequate calcium (1200 mg/day) and Vitamin D (800-1000
    IU/day) intake for bone health.

    b. Encouraged continuation of a healthy diet and regular weight-bearing exercise.

    c. Ensured she is up-to-date with age-appropriate health screenings, including mammogram and
    colonoscopy.

    4. Follow-up:

    a. Schedule a follow-up appointment in 3 months to discuss her response to initial lifestyle and
    non-prescription therapies, review lab results, and make a shared decision regarding the
    potential initiation of hormonal therapy if symptoms persist.

  • [Solved] Discussion

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    Please see attached. – ## Discussion.docx **## Discussion.docx** Week 2 Discussion Post Therapeutic Communication For this week's discussion: Attempt three therapeutic communication techniques with another person. Summarize the three communication techniques you completed. Write about how you think …

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    Week 2 Discussion Post Therapeutic Communication

    For this week's discussion:

    Attempt three therapeutic communication techniques with another person. Summarize the three communication techniques you completed. Write about how you think trying the communication techniques went and what you might do differently next time.

    ![](https://www.sweetstudy.com/questions/discussion-20923599)

    ## image1.png

    **## Discussion.docx**

    Week 2 Discussion Post Therapeutic Communication

    For this week's discussion:

    Attempt three therapeutic communication techniques with another person. Summarize the three communication techniques you completed. Write about how you think trying the communication techniques went and what you might do differently next time.

    ![](https://www.sweetstudy.com/questions/discussion-20923599)

    ## image1.png

  • [Solved] Week 7 response 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attachment – ## Week7response2.pdf **## Week7response2.pdf** Table 1: Testing or Managem ent Define and Describe Candidates Eligible For This Include Special Considerations Urinalysis and Urine Culture Basic diagnostic tests to rule out urinary tract infection (UTI) as a cause of urinary symptom…

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    – ## Week7response2.pdf

    **## Week7response2.pdf**

    Table 1:

    Testing or
    Managem

    ent
    Define and Describe

    Candidates Eligible For
    This Include

    Special
    Considerations

    Urinalysis
    and Urine
    Culture

    Basic diagnostic tests to
    rule out urinary tract
    infection (UTI) as a cause
    of urinary symptoms.

    All patients presenting with
    urinary symptoms (e.g.,
    dysuria, frequency, urgency,
    incontinence).

    Not diagnostic for
    incontinence but helps
    exclude infection.

    Urodynam
    ics

    Series of tests to assess
    bladder function, pressure,
    and flow. Helps identify
    type of incontinence.

    Considered if diagnosis is
    unclear, symptoms are
    severe, or before surgical
    intervention.

    May not be necessary
    in straightforward
    cases of stress
    incontinence. Costly
    and invasive.

    Pelvic
    Floor
    Muscle
    Therapy
    (PFMT)

    Strengthening exercises
    (Kegels) to improve pelvic
    floor muscle tone and
    control. Often includes
    biofeedback.

    First-line for most women
    with stress or mixed
    incontinence, especially in
    mild to moderate cases.

    Requires consistency
    and proper technique.
    Referral to physical
    therapy recommended.

    Percutane
    ous Tibial
    Nerve
    Stimulatio
    n (PTNS)

    Minimally invasive
    neuromodulation technique
    using electrical impulses to
    stimulate bladder control.

    Women with overactive
    bladder (OAB) or urge
    incontinence not responsive
    to behavioral therapy or
    medications.

    Not first-line for stress
    incontinence. Weekly
    sessions for 12 weeks
    are required initially.

    Pessary
    Therapy

    Vaginal device inserted to
    support the bladder and
    pelvic organs, reducing
    stress incontinence and
    prolapse.

    Women with pelvic organ
    prolapse and stress
    incontinence who want to
    avoid or delay surgery.

    Needs regular
    cleaning and
    monitoring. May
    cause vaginal irritation
    or discharge.

    Surgical
    Managem
    ent

    Includes midurethral sling,
    colposuspension, or
    prolapse repair to support
    urethra and bladder.

    Candidates who fail
    conservative therapy and
    have significant impact on
    quality of life.

    Invasive. Requires
    preoperative
    evaluation and carries
    risks such as mesh
    complications.

    Type of
    Incontine Definition and Example How to Assess

    Treatment/

    Soap Note

    Demographic Data:
    Hillary, 63 year old female, G7P7

    Subjective

    Chief Complaint (CC):
    “I leak urine when I laugh, cough, or sneeze. Lately, I also feel something bulging at the opening
    of my vagina.”

    History of Present Illness (HPI):
    Hillary is a 63 year old female, G7P7, presenting with involuntary urine leakage during physical
    activities such as coughing, sneezing, and laughing. Symptoms began intermittently after the
    birth of her last three children but have worsened over time. She currently wears a sanitary pad
    daily due to fear of odor and visible wetness. She also reports a new sensation of "something at
    the entrance" of her vagina, which she began noticing within the past month. Denies dysuria,
    urgency, hematuria, or nocturnal enuresis. Denies constipation or pelvic pain. No prior pelvic
    surgery or history of urinary tract infections.

    Stress
    Incontinen
    ce

    Involuntary urine leakage with
    increased intra-abdominal pressure
    (e.g., coughing, sneezing). Common
    in women with pelvic floor weakness.

    Ask about leakage
    during activity.
    Perform cough test
    and pelvic exam.

    PFMT, pessary,
    weight loss, surgical
    sling.

    Urge
    Incontinen
    ce

    Sudden urge to void followed by
    involuntary leakage. Common in
    overactive bladder.

    Bladder diary,
    assess for urgency,
    frequency, nocturia.
    Rule out UTI.

    Bladder training,
    anticholinergic or
    β3 agonist meds,
    PTNS, Botox
    injections.

    Nocturnal
    Incontinen
    ce
    (Nocturia
    or
    Enuresis)

    Involuntary voiding at night. May be
    due to detrusor overactivity, sleep
    disorders, or high nighttime urine
    production.

    Ask about nighttime
    frequency, volume,
    fluid intake. Check
    for CHF or diabetes.

    Fluid restriction,
    manage
    comorbidities, OAB
    meds, nighttime
    voiding schedule.

    Transient
    Incontinen
    ce

    Temporary incontinence due to
    reversible causes (e.g., UTI,
    medications, mobility).

    Full history,
    medication review,
    physical exam,
    urinalysis.

    Treat underlying
    cause (e.g.,
    discontinue meds,
    treat infection).

    Relevant Questions Asked:

    • Do you feel a strong urge to urinate and then leak before reaching the bathroom? → No.
    • Do you urinate frequently at night (nocturia)? → 1–2 times, but no leakage at night.
    • Any pain or burning during urination? → No.
    • Do you experience constipation or chronic coughing? → Occasional constipation.
    • Impact on quality of life or social activities? → Avoids social events due to fear of leaking or

    odor.

    Past Medical History:

    • Hypertension, well controlled on amlodipine.
    • No prior surgeries or pelvic procedures.
    • Seven spontaneous vaginal deliveries; last childbirth at age 36.
    • No known neurologic conditions.

    Surgical History:

    • None.

    Medications:

    • Amlodipine 5 mg PO daily
    • Occasional calcium carbonate for indigestion

    Allergies:

    • NKDA

    Immunizations:

    • Up to date, including shingles and pneumococcal vaccines.

    Family History:

    • Mother: Hypertension, osteoporosis
    • Father: Type 2 diabetes
    • No family history of pelvic organ prolapse or incontinence

    Social History:

    • Retired schoolteacher.
    • Widowed, lives independently.
    • Sexually inactive for several years.
    • Nonsmoker, no alcohol or drug use.
    • Walks 2-3 times weekly for exercise.

    • Denies occupational exposures.

    Review of Systems (ROS):

    • General: Denies weight loss or fever.
    • HEENT: Denies headaches or visual changes.
    • Respiratory: No chronic cough.
    • Cardiovascular: Denies palpitations.
    • GI: Occasional constipation.
    • GU: Stress-related urinary leakage; no dysuria or hematuria.
    • Neuro: No headaches or dizziness. Alert and oriented.
    • Skin: Intact perineal skin; no rashes.
    • Psych: Denies depression or anxiety.

    Objective

    Vital Signs:

    BP: 122/78 mmHg

    HR: 72 bpm

    RR: 16/min

    Temp: 98.6F

    Height: 5’3”

    Weight: 162 lbs

    BMI: 28.7 (Overweight)

    Physical Examination:

    • General: Alert, oriented, in no acute distress.
    • Abdomen: Soft, non-tender, no masses.
    • Pelvic Exam:
    o External genitalia: Normal
    o At rest: Small bulge at the 12 o’clock position, approx. 1 cm protruding from vaginal

    introitus
    o With Valsalva: Bulge becomes more prominent
    o Bimanual exam: Uterus and adnexa non-tender; normal size
    o No vaginal discharge, lesions, or bleeding
    o No signs of infection or trauma

    • Neurologic: Reflexes intact, no signs of neuropathy

    In Office/POCT Ordered:

    • UA/Urine culture: To rule out UTI – pending
    • Bladder diary initiated: To evaluate voiding patterns
    • PVR (post-void residual) via bladder scan: To rule out incomplete emptying
    • Pelvic floor assessment: Referral to pelvic PT
    • Referral for transperineal or pelvic floor ultrasound (if indicated)

    Assessment

    Primary Diagnosis:

    • Stress Urinary Incontinence (ICD-10: N39.3)
    o Classic presentation with leakage during increased intra-abdominal pressure
    o Common in multiparous women
    o Bulge consistent with mild anterior vaginal wall prolapse (cystocele)

    Differential Diagnoses:

    1. Pelvic Organ Prolapse (ICD-10: N81.10)
    a. Mild prolapse with anterior wall involvement (likely bladder)
    2. Mixed Urinary Incontinence (ICD-10: N39.46) – Unlikely, no urge component
    3. Overactive Bladder (ICD-10: N32.81) – No urgency or frequency

    Incontinence Type:

    • Stress Incontinence

    Plan

    Diagnostics:

    • Urinalysis with culture – Rule out infection
    • Bladder diary – Track symptoms and fluid intake
    • Post-void residual – Assess for urinary retention
    • Pelvic organ prolapse quantification (POP-Q) scoring – If symptoms worsen
    • Consider urodynamic testing if symptoms persist or if surgery is later considered

    Treatment:

    • Pessary Fitting – Non-surgical support for prolapse and incontinence
    o Type: Ring pessary with support
    o Consider for patients with mild anterior prolapse who decline surgery
    • Pelvic Floor Muscle Therapy (PFMT)

    o Referral to pelvic physical therapy
    o Kegel exercises, biofeedback
    • Lifestyle Modifications:
    o Weight loss, reduce caffeine/alcohol, manage constipation
    • Pharmacologic:
    o No medications indicated at this time due to pure stress incontinence
    • Supplements:
    o Calcium and vitamin D if needed based on diet and bone health
    • Patient declined surgery at this time

    Patient Education:

    • Discussed etiology of stress incontinence and pelvic organ prolapse
    • Explained how a pessary works and possible side effects (e.g., vaginal irritation)
    • Educated on proper Kegel technique and importance of consistency
    • Discussed hygiene, signs of infection, and pessary maintenance
    • Provided printed materials and online resources (e.g., ACOG patient guide)

    Follow Up:

    • Reassess in 6 weeks to evaluate response to pessary and PFMT
    • Annual pelvic exam or earlier if symptoms worsen
    • Consider referral to urogynecology if pessary fails or if prolapse worsens

    References

    Abrams, P., et al. (2017). ICS Fact Sheets on Female Urinary Incontinence. International
    Continence Society.

    American College of Obstetricians and Gynecologists (ACOG). (2019). Urinary Incontinence in
    Women: Practice Bulletin No. 155. https://www.acog.org

    Handa, V. L., & Cundiff, G. W. (2020). Pelvic Organ Prolapse. UpToDate.

    Haylen, B. T., et al. (2010). An International Urogynecological Association (IUGA)/International
    Continence Society (ICS) joint report on the terminology for female pelvic floor dysfunction.
    Neurourology and Urodynamics, 29(1), 4–20. https://doi.org/10.1002/nau.20798

    [https://www.acog.org](https://www.acog.org/)

    [https://doi.org/10.1002/nau.20798](https://doi.org/10.1002/nau.20798)

    **## Week7response2.pdf**

    Table 1:

    Testing or
    Managem

    ent
    Define and Describe

    Candidates Eligible For
    This Include

    Special
    Considerations

    Urinalysis
    and Urine
    Culture

    Basic diagnostic tests to
    rule out urinary tract
    infection (UTI) as a cause
    of urinary symptoms.

    All patients presenting with
    urinary symptoms (e.g.,
    dysuria, frequency, urgency,
    incontinence).

    Not diagnostic for
    incontinence but helps
    exclude infection.

    Urodynam
    ics

    Series of tests to assess
    bladder function, pressure,
    and flow. Helps identify
    type of incontinence.

    Considered if diagnosis is
    unclear, symptoms are
    severe, or before surgical
    intervention.

    May not be necessary
    in straightforward
    cases of stress
    incontinence. Costly
    and invasive.

    Pelvic
    Floor
    Muscle
    Therapy
    (PFMT)

    Strengthening exercises
    (Kegels) to improve pelvic
    floor muscle tone and
    control. Often includes
    biofeedback.

    First-line for most women
    with stress or mixed
    incontinence, especially in
    mild to moderate cases.

    Requires consistency
    and proper technique.
    Referral to physical
    therapy recommended.

    Percutane
    ous Tibial
    Nerve
    Stimulatio
    n (PTNS)

    Minimally invasive
    neuromodulation technique
    using electrical impulses to
    stimulate bladder control.

    Women with overactive
    bladder (OAB) or urge
    incontinence not responsive
    to behavioral therapy or
    medications.

    Not first-line for stress
    incontinence. Weekly
    sessions for 12 weeks
    are required initially.

    Pessary
    Therapy

    Vaginal device inserted to
    support the bladder and
    pelvic organs, reducing
    stress incontinence and
    prolapse.

    Women with pelvic organ
    prolapse and stress
    incontinence who want to
    avoid or delay surgery.

    Needs regular
    cleaning and
    monitoring. May
    cause vaginal irritation
    or discharge.

    Surgical
    Managem
    ent

    Includes midurethral sling,
    colposuspension, or
    prolapse repair to support
    urethra and bladder.

    Candidates who fail
    conservative therapy and
    have significant impact on
    quality of life.

    Invasive. Requires
    preoperative
    evaluation and carries
    risks such as mesh
    complications.

    Type of
    Incontine Definition and Example How to Assess

    Treatment/

    Soap Note

    Demographic Data:
    Hillary, 63 year old female, G7P7

    Subjective

    Chief Complaint (CC):
    “I leak urine when I laugh, cough, or sneeze. Lately, I also feel something bulging at the opening
    of my vagina.”

    History of Present Illness (HPI):
    Hillary is a 63 year old female, G7P7, presenting with involuntary urine leakage during physical
    activities such as coughing, sneezing, and laughing. Symptoms began intermittently after the
    birth of her last three children but have worsened over time. She currently wears a sanitary pad
    daily due to fear of odor and visible wetness. She also reports a new sensation of "something at
    the entrance" of her vagina, which she began noticing within the past month. Denies dysuria,
    urgency, hematuria, or nocturnal enuresis. Denies constipation or pelvic pain. No prior pelvic
    surgery or history of urinary tract infections.

    Stress
    Incontinen
    ce

    Involuntary urine leakage with
    increased intra-abdominal pressure
    (e.g., coughing, sneezing). Common
    in women with pelvic floor weakness.

    Ask about leakage
    during activity.
    Perform cough test
    and pelvic exam.

    PFMT, pessary,
    weight loss, surgical
    sling.

    Urge
    Incontinen
    ce

    Sudden urge to void followed by
    involuntary leakage. Common in
    overactive bladder.

    Bladder diary,
    assess for urgency,
    frequency, nocturia.
    Rule out UTI.

    Bladder training,
    anticholinergic or
    β3 agonist meds,
    PTNS, Botox
    injections.

    Nocturnal
    Incontinen
    ce
    (Nocturia
    or
    Enuresis)

    Involuntary voiding at night. May be
    due to detrusor overactivity, sleep
    disorders, or high nighttime urine
    production.

    Ask about nighttime
    frequency, volume,
    fluid intake. Check
    for CHF or diabetes.

    Fluid restriction,
    manage
    comorbidities, OAB
    meds, nighttime
    voiding schedule.

    Transient
    Incontinen
    ce

    Temporary incontinence due to
    reversible causes (e.g., UTI,
    medications, mobility).

    Full history,
    medication review,
    physical exam,
    urinalysis.

    Treat underlying
    cause (e.g.,
    discontinue meds,
    treat infection).

    Relevant Questions Asked:

    • Do you feel a strong urge to urinate and then leak before reaching the bathroom? → No.
    • Do you urinate frequently at night (nocturia)? → 1–2 times, but no leakage at night.
    • Any pain or burning during urination? → No.
    • Do you experience constipation or chronic coughing? → Occasional constipation.
    • Impact on quality of life or social activities? → Avoids social events due to fear of leaking or

    odor.

    Past Medical History:

    • Hypertension, well controlled on amlodipine.
    • No prior surgeries or pelvic procedures.
    • Seven spontaneous vaginal deliveries; last childbirth at age 36.
    • No known neurologic conditions.

    Surgical History:

    • None.

    Medications:

    • Amlodipine 5 mg PO daily
    • Occasional calcium carbonate for indigestion

    Allergies:

    • NKDA

    Immunizations:

    • Up to date, including shingles and pneumococcal vaccines.

    Family History:

    • Mother: Hypertension, osteoporosis
    • Father: Type 2 diabetes
    • No family history of pelvic organ prolapse or incontinence

    Social History:

    • Retired schoolteacher.
    • Widowed, lives independently.
    • Sexually inactive for several years.
    • Nonsmoker, no alcohol or drug use.
    • Walks 2-3 times weekly for exercise.

    • Denies occupational exposures.

    Review of Systems (ROS):

    • General: Denies weight loss or fever.
    • HEENT: Denies headaches or visual changes.
    • Respiratory: No chronic cough.
    • Cardiovascular: Denies palpitations.
    • GI: Occasional constipation.
    • GU: Stress-related urinary leakage; no dysuria or hematuria.
    • Neuro: No headaches or dizziness. Alert and oriented.
    • Skin: Intact perineal skin; no rashes.
    • Psych: Denies depression or anxiety.

    Objective

    Vital Signs:

    BP: 122/78 mmHg

    HR: 72 bpm

    RR: 16/min

    Temp: 98.6F

    Height: 5’3”

    Weight: 162 lbs

    BMI: 28.7 (Overweight)

    Physical Examination:

    • General: Alert, oriented, in no acute distress.
    • Abdomen: Soft, non-tender, no masses.
    • Pelvic Exam:
    o External genitalia: Normal
    o At rest: Small bulge at the 12 o’clock position, approx. 1 cm protruding from vaginal

    introitus
    o With Valsalva: Bulge becomes more prominent
    o Bimanual exam: Uterus and adnexa non-tender; normal size
    o No vaginal discharge, lesions, or bleeding
    o No signs of infection or trauma

    • Neurologic: Reflexes intact, no signs of neuropathy

    In Office/POCT Ordered:

    • UA/Urine culture: To rule out UTI – pending
    • Bladder diary initiated: To evaluate voiding patterns
    • PVR (post-void residual) via bladder scan: To rule out incomplete emptying
    • Pelvic floor assessment: Referral to pelvic PT
    • Referral for transperineal or pelvic floor ultrasound (if indicated)

    Assessment

    Primary Diagnosis:

    • Stress Urinary Incontinence (ICD-10: N39.3)
    o Classic presentation with leakage during increased intra-abdominal pressure
    o Common in multiparous women
    o Bulge consistent with mild anterior vaginal wall prolapse (cystocele)

    Differential Diagnoses:

    1. Pelvic Organ Prolapse (ICD-10: N81.10)
    a. Mild prolapse with anterior wall involvement (likely bladder)
    2. Mixed Urinary Incontinence (ICD-10: N39.46) – Unlikely, no urge component
    3. Overactive Bladder (ICD-10: N32.81) – No urgency or frequency

    Incontinence Type:

    • Stress Incontinence

    Plan

    Diagnostics:

    • Urinalysis with culture – Rule out infection
    • Bladder diary – Track symptoms and fluid intake
    • Post-void residual – Assess for urinary retention
    • Pelvic organ prolapse quantification (POP-Q) scoring – If symptoms worsen
    • Consider urodynamic testing if symptoms persist or if surgery is later considered

    Treatment:

    • Pessary Fitting – Non-surgical support for prolapse and incontinence
    o Type: Ring pessary with support
    o Consider for patients with mild anterior prolapse who decline surgery
    • Pelvic Floor Muscle Therapy (PFMT)

    o Referral to pelvic physical therapy
    o Kegel exercises, biofeedback
    • Lifestyle Modifications:
    o Weight loss, reduce caffeine/alcohol, manage constipation
    • Pharmacologic:
    o No medications indicated at this time due to pure stress incontinence
    • Supplements:
    o Calcium and vitamin D if needed based on diet and bone health
    • Patient declined surgery at this time

    Patient Education:

    • Discussed etiology of stress incontinence and pelvic organ prolapse
    • Explained how a pessary works and possible side effects (e.g., vaginal irritation)
    • Educated on proper Kegel technique and importance of consistency
    • Discussed hygiene, signs of infection, and pessary maintenance
    • Provided printed materials and online resources (e.g., ACOG patient guide)

    Follow Up:

    • Reassess in 6 weeks to evaluate response to pessary and PFMT
    • Annual pelvic exam or earlier if symptoms worsen
    • Consider referral to urogynecology if pessary fails or if prolapse worsens

    References

    Abrams, P., et al. (2017). ICS Fact Sheets on Female Urinary Incontinence. International
    Continence Society.

    American College of Obstetricians and Gynecologists (ACOG). (2019). Urinary Incontinence in
    Women: Practice Bulletin No. 155. https://www.acog.org

    Handa, V. L., & Cundiff, G. W. (2020). Pelvic Organ Prolapse. UpToDate.

    Haylen, B. T., et al. (2010). An International Urogynecological Association (IUGA)/International
    Continence Society (ICS) joint report on the terminology for female pelvic floor dysfunction.
    Neurourology and Urodynamics, 29(1), 4–20. https://doi.org/10.1002/nau.20798

    [https://www.acog.org](https://www.acog.org/)

    [https://doi.org/10.1002/nau.20798](https://doi.org/10.1002/nau.20798)