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Tag: Nursing

  • [Solved] 324Through the Eyes of the Patient and the Health Care Professional

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    Allied health professionals are confronted with different death and dying practices. An effective allied health professional recognizes the importance of understanding different cultural practices, and learns how to evaluate the death, dying, and spiritual beliefs and practices across the cultures. …

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    Allied health professionals are confronted with different death and dying practices. An effective allied health professional recognizes the importance of understanding different cultural practices, and learns how to evaluate the death, dying, and spiritual beliefs and practices across the cultures.
    Read the two specified case histories and choose one for this assignment.
    Chapter 4, "Stories of Abby: An Ojibwa Journey" and Chapter 14, "Stories of Shanti: Culture and Karma," by Gelfland, Raspa, and Sherylyn, from End-of-Life Stories: Crossing Disciplinary Boundaries (2005), from the GCU Library.
    Identify your role as a health care professional in supporting Abby's or Shanti's dying rituals, and in creating strategies for displaying respect while still providing quality care. Identify communication strategies necessary in caring for your select person. Integrate your strategies as you develop a care plan describing how you would approach the situation and care for the patient. Review the "Care Plan" template prior to beginning.
    Include the following in your care plan:
    1. Communication: family and patient
    2. Treatment options that align with the specific culture
    3. Education: family and patient
    4. Family roles in the process
    5. Spiritual beliefs
    6. Barriers
    7. Cultural responses
    8. Any additional components that you feel would need to be addressed (from your perspective as a health care professional)

  • [Solved] Weekly Discussion

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    St. Thomas University _**Differentiating Between Qualitative & Quantitative**_ What is the difference between qualitative and quantitative research methods? Give an example of each. **Submission Instructions:** · Your initial post should be at least 500 words, formatted and cited in current APA styl…

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    St. Thomas University
    _**Differentiating Between Qualitative & Quantitative**_
    What is the difference between qualitative and quantitative research methods? Give an example of each.
    **Submission Instructions:**
    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

  • [Solved] Powerpoint

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    In-depth study guidance and analytical solution covering Powerpoint.

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

  • [Solved] HUMANITY

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  • [Solved] Module 4 Power Point

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    The purpose of this assignment is to identify a theory or model which can be used as a framework for a future evidence-based project. -Gray, J., Grove, S. & Sutherland, S. (2018). Burns and Grove's The Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence (8th ed.). St. Loui…

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    The purpose of this assignment is to identify a theory or model which can be used as a framework for a future evidence-based project.
    -Gray, J., Grove, S. & Sutherland, S. (2018). Burns and Grove's The Practice of Nursing
    Research: Appraisal, Synthesis, and Generation of Evidence (8th ed.). St. Louis, Missouri:
    Elsevier. ISBN: 978-0323377584
    -Butts, J. & Rich, K. (2015). Philosophies and Theories for Advanced Nursing Practice (3rd
    edition) Sudbury, MA: Jones and Bartlett Learning ISBN:978-1-284-11224-5
    **Content Requirements:**
    1. Review literature regarding issues or concerns within your selected area of advanced practice nursing. Select a theory or model which is relevant to Emergency Department Nurse Practitioner.  Offer a meaningful context for evidence-based practice surrounding the issue or concern which you identified.
    2. Address Theoretical Framework to Support Evidence-based Practice Assignment
    3. Identify and describe a theory or model, and explain its relevance to the Emergency Department
    4. Describe an issue or concern regarding the Emergency Department of advanced practice and explain its impact on health care outcomes.
    5. Explain how the theory or model can be used as a framework to guide evidence-based practice to address the issue or concern, and discuss the unique insight or perspective offered through the application of this theory or model.
    #### **Submission Instructions:**
    – The PowerPoint presentation is original work and logically organized. It should consist of 10-15 slides excluding the title and reference.
    – The PowerPoint presentation should be clear and easy to read. Speaker notes expanded upon and clarified content on the slides.
    – The PowerPoint presentation should be formatted per APA and references should be current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions).

  • [Solved] Module 4 Discussion

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    Discuss the principles of research and evidence-based practice and how to effectively implement them for advanced practice nurses. 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

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    Discuss the principles of research and evidence-based practice and how to effectively implement them for advanced practice nurses.
    500 words, formatted and cited in current APA style with support from at least 2 academic sources.

  • [Solved] project

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

  • [Solved] assessment 2

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

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    Assignment Prompt & Instructions

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

  • [Solved] Need soap note asap rw

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

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    Assignment Prompt & Instructions

    Need soap note asap

    – ## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx

    – ## SOAPNoteTemplate-Final.docx

    **## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx**

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

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

    Each SOAP note carries a 30-point value.

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

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

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

    **## SOAPNoteTemplate-Final.docx**

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

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

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

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

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

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

    **## SOAPNoteTemplate-Final.docx**

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

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

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

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

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

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

    **## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx**

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

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

    Each SOAP note carries a 30-point value.

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

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

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

    **## SOAPNoteTemplate-Final.docx**

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

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

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

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

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

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

    **## NU611WeeklySOAPnoteinstructionsWeeks234-rev32023.docx**

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

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

    Each SOAP note carries a 30-point value.

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

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

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

    **## SOAPNoteTemplate-Final.docx**

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

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

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

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

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

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

    – 1
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  • [Solved] 324Topic 4 DQ 1

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

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    Assignment Prompt & Instructions

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