Category: Nursing

  • Comprehensive SOAP Template

    Comprehensive SOAP Template

     

    This
    template
    is for a full history and physical. For this course include only areas that are related to the case.

     

    Patient Initials: _______                 Age: _______                                   Gender: _______

     

    Note: The mnemonic below is included for your reference and should be removed before the submission of your final note.

    L =location

    O= onset

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    C= character

    A= associated signs and symptoms

    T= timing

    E= exacerbating/relieving factors

    S= severity

     

    SUBJECTIVE DATA:
    Include what the patient tells you, but organize the information.

     

    Chief Complaint (CC):
    In just a few words, explain why the patient came to the clinic.

     

    History of Present Illness (HPI):
    This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the
    seven attributes of

    each principal symptom in paragraph form not a list
    . If the CC was “headache”, the LOCATES for the HPI might look like the following example:

    Location: head

    Onset: 3 days ago

    Character: pounding, pressure around the eyes and temples

    Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

    Timing: after being on the computer all day at work

    Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better

    Severity: 7/10 pain scale

     

    Medications:
    Include over-the-counter, vitamin, and herbal supplements. List each one by name with dosage and frequency.

     

    Allergies:
    Include specific reactions to medications, foods, insects, and environmental factors. Identify if it is an allergy or intolerance.

     

    Past Medical History (PMH):
    Include illnesses (also childhood illnesses), hospitalizations.

     

    Past Surgical History (PSH):
    Include dates, indications, and types of operations.

     

    Sexual/Reproductive History: If applicable,
    include obstetric history, menstrual history, methods of contraception, sexual function, and risky sexual behaviors.

     

    Personal/Social History:
    Include tobacco use, alcohol use, drug use, patient’s interests, ADL’s and IADL’s if applicable, and exercise and eating habits.

     

    Immunization History:
    Include last Tdap, Flu, pneumonia, etc.

     

    Significant Family History:
    Include history of parents, grandparents, siblings, and children.

     

    Lifestyle:
    Include cultural factors, economic factors, safety, and support systems and sexual preference.

     

    Review of Systems:
    From head-to-toe, include each system that covers the Chief Complaint, History of Present Illness, and History (this includes the systems that address any previous diagnoses). Remember that the information you include in this section is based on what the patient tells you so ensure that you include all essentials in your case (refer to Chapter 2 of the Sullivan text).

    General:
    Include any recent weight changes, weakness, fatigue, or fever, but
    do not restate HPI data here
    .

                HEENT:

    Neck:

                Breasts:

                Respiratory:

                Cardiovascular/Peripheral Vascular:

                Gastrointestinal:

                Genitourinary:

                Musculoskeletal:

                Psychiatric:

                Neurological:

                Skin: 

    Hematologic:

                Endocrine:

                Allergic/Immunologic:

     

    OBJECTIVE DATA:
    From head-to-toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History unless you are doing a total H&P- only in this course.
    Do not use “WNL” or “normal.” You must describe what you see.

     

    Physical Exam:

    Vital signs:
    Include vital signs, ht, wt, and BMI.

    General:
    Include general state of health, posture, motor activity, and gait. This may also include dress, grooming, hygiene, odors of body or breath, facial expression, manner, level of consciousness, and affect and reactions to people and things.

    HEENT:

    Neck:

    Chest

    Lungs:

    Heart

    Peripheral Vascular: Abdomen:

    Genital/Rectal:

    Musculoskeletal:

    Neurological:

    Skin:

    Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses.

     

    ASSESSMENT:
    List your priority diagnosis (es). For each priority diagnosis, list at least three differential diagnoses, each of which must be supported with evidence and guidelines. For holistic care, you need to include previous diagnoses and indicate whether these are controlled or not controlled. These should also be included in your treatment plan.

     

    PLAN:
    Include additional laboratory and diagnostic tests, consults, therapeutic modalities, health promotion patient education as well as disposition/follow up instructions as they pertain to your patients’ assessment.
     

    Treatment Plan:
    If applicable, include both pharmacological and non-pharmacological strategies, alternative therapies, follow-up recommendations, referrals, consultations, and any additional labs, x-ray, or other diagnostics. Support the treatment plan with evidence and guidelines.

     

    Health Promotion:
    Include exercise, diet, and safety recommendations, as well as any other health promotion strategies for the patient/family. Support the health promotion recommendations and strategies with evidence and guidelines.

     

    Disease Prevention:
    As appropriate for the patient’s age, include disease prevention recommendations and strategies such as fasting lipid profile, mammography, colonoscopy, immunizations, etc. Support the disease prevention recommendations and strategies with evidence and guidelines.

     

    REFLECTION:
    Document what you learned from this experience? Any ah-ha’s?

     

    You are required to include at least three evidence based peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 6th edition formatting.

     

    ________________________

    Preceptor Signature and Date

    Signature is REQUIRED for this Comprehensive SOAP Template assignment.

  • PU680: Practical Skills in Public Health I

    PU680: Practical Skills in Public Health I

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    You will demonstrate public health knowledge and skills by working within a health organization. Through this onsite learning experience, you will engage with other public health professionals and train for the public health workforce. An onsite preceptor and University faculty member will evaluate student performance.

    Quarter Credit Hours: 4 | Prerequisite: 
    PU550
    and permission from the Clinical Placement Team PU680: Practical Skills in Public Health I

  • PU550: Public Health Leadership and Administration

    Leading a health organization requires a diverse skill set. In this course, students will study the delivery, quality, and costs of health services for individuals, organizations, and populations in a variety of global settings. Students will study the structure, process, and outcomes of health services including the costs, financing, structure, outcomes, and accessibility of care. Students will study way to improve health organizations and make ethical and economic decisions for organizational solvency. Each student will form a personalized leadership development plan for future professional growth.

    Quarter Credit Hours: 4 | Prerequisite: Enrollment in the Master of Science in Health Education or Master of Public Health program

    Master of Science in Health Education

    https://catalog.purdueglobal.edu/graduate/health-sciences/health-education-ms/

    …
    may not use transfer credits to replace 
    PU550
     Public Health Leadership and Administration . This course
    …

    Master of Public Health

    https://catalog.purdueglobal.edu/graduate/health-sciences/public-health-masters/

    …
    may not use transfer credits to replace 
    PU550
     Public Health Leadership and Administration . This course
    …

  • DN813: DNP Project Implementation and Evaluation

    The DNP project provides you with the opportunity for in-depth analysis, synthesis, and application of a chosen topic that contributes to an area of scholarship in advanced nursing practice. In this course, the student will implement the DNP project in the practice setting with oversight provided by the DNP Faculty Mentor, faculty second reader, and practice facilitator. This course requires 120 supervised practice hours, which may be applied to the doctoral project.

    Quarter Credit Hours: 6 | Prerequisite: 
    DN803

  • DN803: DNP Project Development – Data-Driven Decision Making

    In this course, you will appraise systematic experiential, contextual, and best evidence-based practice, and the use of information technology and data to design the DNP Project. In-depth work with experts from nursing and other disciplines will be incorporated to offer opportunities for meaningful student engagement and networking in the health care environment. You will acquire the skills and knowledge essential to process and manage information systems/technology resources in a variety of health care settings. Through assignments and discussions, you will retrieve and critically analyze digital data essential to health care quality improvement. Informatics tools for data extraction, organization, and interpretation will be compared. This course requires 120 supervised practice hours which may be applied to the doctoral project.

    Quarter Credit Hours: 6 | Prerequisite: 
    DN753

  • Maintaining Academic Integrity by Avoiding Plagiarism Essay

    Maintaining Academic Integrity by Avoiding Plagiarism Essay assignment

    • Do not use direct quotes.

    • Understand that academic writing is about putting forth scholarly opinions in your own words. Provide proof of those opinions by paraphrasing and synthesizing material from scholarly research and professional experts. Throughout the program, focus on synthesizing more than paraphrasing so by graduation you will be at the point where you can collect all pertinent sources of evidence, read and think about the material, and then synthesize those readings into your own words. This process does not include the use of direct quotes. Maintaining Academic Integrity by Avoiding Plagiarism Essay.

    • Give credit to someone else’s ideas and writings by citing and referencing in APA style.

    • Upload all of your assignments to Safe Assign Drafts prior to submitting them for grading.

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    To Prepare:

    1. Read the Writing Center’s section on Plagiarism found at http://academicguides.waldenu.edu/ASCsuccess/ASCplagiarism

    2. The Writing Center has developed a Plagiarism Checklist to assist students in double-checking their work and scholarship practices to avoid plagiarism. Download the plagiarism checklist below and use it for each assignment to establish good academic integrity practices! Maintaining Academic Integrity by Avoiding Plagiarism Essay.http://academicguides.waldenu.edu/ASCsuccess/ASCplagiarismchecklist

    3. Read the Writing Center’s section on Paraphrasing and watch the video on Paraphrasing found at http://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective

    4. Read the Writing Center’s section on Synthesizing and watch the video on Synthesizing found at http://academicguides.waldenu.edu/writingcenter/evidence/synthesis Maintaining Academic Integrity by Avoiding Plagiarism Essay.

    Assignment:

    In this Assignment, a) describe how you will avoid plagiarism in your submitted assignments; and b) discuss how paraphrasing and synthesizing professional literature strengthens your future nurse scholar-practitioner practice.

    Plagiarism

    Describe how you will avoid plagiarism in your submitted assignments

    Plagiarism refers to a situation in which a writer does not acknowledge source of information. In this case, lack of acknowledgement comes from either failing to cite the source of the information, incorrectly paraphrasing the information, or directly copying the information using the same phrases as the source of information. For that matter, academic writing requires the writer to credit all sources of information, indicate when ideas are supported by sources, and direct readers to the sources of information through an accurate reference list (Walden University, 2018). To avoid plagiarism, there are six strategies that writers can apply. The first strategy involves creating a reference page that includes all the cited sources of information and how they can be accessed. The second strategy involves citing all the sources of information. The third strategy is to cite every paraphrased quotation. The fourth strategy is to quote information as presented in the source. The fifth strategy is to use the correct formatting guidelines, such as MLA and APA. Maintaining Academic Integrity by Avoiding Plagiarism Essay. The final strategy is to paraphrase the information (Wilson & Glazier, 2018). The discussed strategies are expected to help writers in avoiding plagiarism.

    Discuss how paraphrasing and synthesizing professional literature strengthens your future nurse scholar-practitioner practice

    Paraphrasing and synthesizing professional information is an important skill for any future nurse scholar and practitioner. That is because it helps the nurse to understand what the original source of information communication. In addition, it helps the nurse much the source to the purpose for which the information is collected. For instance, information can be presented to criticize or support a point. Besides that, it helps the writer to distinguish between the main and subsidiary information even as extraneous information and details are eliminated (Wilson & Glazier, 2018). As such, paraphrasing and synthesizing information strengths future nursing practice through helping in distinguishing between main and subsidiary information when a lot of information is presented. Maintaining Academic Integrity by Avoiding Plagiarism Essay.

    References

    Walden University (2018).
    ASC success strategies: plagiarism
    . Retrieved from http://academicguides.waldenu.edu/ASCsuccess/ASCplagiarism

    Wilson, P. & Glazier, T. (2018).
    The least you should know about English: writing skills
    (13
    th
    ed.). Boston, MA: Cengage Learning. Maintaining Academic Integrity by Avoiding Plagiarism Essay.

  • Professionalism and social media essay

    Social media plays a significant role in the lives of nurses in both their professional and personal lives. Additionally, social media is now considered a mainstream part of the process for recruiting and hiring candidates. Inappropriate or unethical conduct on social media can create legal problems for nurses as well as the field of nursing.

    Login to all social media sites in which you engage. Review your profile, pictures and posts. Based on the professional standards of nursing, identify items that would be considered unprofessional and potentially detrimental to your career and that negatively impact the reputation of the nursing field.

    In 500-750 words, summarize the findings of your review. Include the following:

    Describe the posts or conversations in which you have engaged that might be considered inappropriate based on the professional standards of nursing.

    Discuss why nurses have a responsibility to uphold a standard of conduct consistent with the standards governing the profession of nursing at work and in their personal lives. Include discussion of how personal conduct can violate HIPAA or be considered unethical or unprofessional. Provide an example of each to support your answer.

    Based on the analysis of your social media, discuss what areas of your social media activity reflect Christian values as they relate to respecting human value and dignity for all individuals. Describe areas of your social media activity that could be improved.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

  • Leading Civility in the Workplace Essay

    Discussion: Leading Civility in the Workplace

    To prepare

    • Review the following from this week’s Learning Resources:

    o Week 5 Discussion Rubric, provided in the Course Information area or accessible through the link below

    o This week’s Writing Resources and Program Success Tools

    o This week’s articles

    • Review the conflict scenarios provided. Select one of the scenarios on which to focus for this Discussion.

    • Consider how civility and collaboration affect your role as both a student and a nurse.

    • Consider the importance of the nurse’s role on the team.

    video link for scenario1 (Case 001. A case for improvement): https://www.youtube.com/watch?v=KShd5XTHEKE Scenarios 2 Campaign for action promotional video

    (: http://campaignforaction.org/resource/campaign-action-promotional-video

    Post a 3-paragraph response (of at least 350 words) to one of the given scenarios. Explain how you would respond to the selected scenario. Before you begin writing, reflect on your reading from this week. Use the writing resources and the Week 5 Discussion Rubric to develop your post. Use evidence, in-text citations, and essay-level writing skills, including the use of transitional material and organizational frames.

    Case 001: A Case for Improvement

     

    The selected case is Case 1 highlighting the improvement in nursing care. The case highlights the predicaments of a nursing student who fails to show interests in gaining nursing experience that is critical for nursing practice. While this is the not the main issue highlighted in the case, it is essential in determining the ability of the nurse student to embraces continuous improvement in future practice.

    Suppose I was in the situation of the nurse student, I would have first of all developed interests in the earning process to gain nursing experience that would have guided me through the process of providing nursing care to patients (Bentley, 2018). A discharge conference is an important session for gaining nursing experience and therefore I would have taken my time to open up and gain all the relevant nursing knowledge from this opportunity. Unlike the nursing student, I would have shown the highest level of interest, focus my mind in the session, and maintain a positive facial expression to help me remain attentive throughout the session. I believe this session would have given me more skills and knowledge on how to

    I would have developed an interest in learning how to optimize patient care by acknowledging the significance of this session. I would have followed the proceedings carefully and show commitment to implement all the lessons learned from the session. I would have paid much attention to the process of learning about the patient’s health history and current diagnosis to understand the right procedure to follow when clearing a patient for discharge (Day, Penney & Hartling, 2018). During discharge, I would have ascertained whether it is safe to discharge the patient or not.

    My main priority would be to ensure that I follow all the intervention before discharging the patient as a way of enhancing patient safety. The welfare of the patient during homecare would also be a major priority for me during the discharge process because it would enable me to reduce chances of readmission by properly managing the patient at home (Stover, 2017). Conversely, I would have shown that have the general knowledge on patient management and care during discharge recess to reduce readmission by advocating for the welfare of the patient and availing all the resources required by the patient to enable the patient to resume normal daily activities.

     

     

    References

    Bentley, A. (2018). Book Review: Leadership CPR: Resuscitating the Workplace Through Civility, Performance, and Respect. 
    The Journal of Values-Based Leadership
    , 
    11
    (2), 16.

    Day, A., Penney, S. A., & Hartling, N. (2018). The psychology, potential perils, and practice of leading healthy workplaces. 
    Organizational Dynamics
    .

    Stover, P. D. (2017). Personal Resilience, Workplace Civility, and Staff Retention in Behavioral/Mental Health Crisis Stabilization Units.

  • Benchmark – Patient’s Spiritual Needs: Case Analysis

    In addition to the topic study materials, use the chart you completed and questions you answered in the Topic 3 about ”
    Case Study: Healing and Autonomy
    ” as the basis for your responses in this assignment.

    Answer the following questions about a patient’s spiritual needs in light of the Christian worldview.

    In 200-250 words, respond to the following: Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient’s autonomy? Explain your rationale.

    In 400-500 words, respond to the following: How ought the Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James’s care?

    In 200-250 words, respond to the following: How would a spiritual needs assessment help the physician assist Mike determine appropriate interventions for James and for his family or others involved in his care?

    Remember to support your responses with the topic study materials.

    While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion

  • Postoperative respiratory failure Essay

    To prepare

    • Review the Week 4 Assignment Rubric, provided in the Course Information area.

    • Review the AWE Checklist and Additional Resources for your Assignment:

    o 2000/3000 AWE Level Assignment Template

    o TOP Ten BSN References and Citations

    • Review this week’s Writing Resources and Program Success Tools. Revisit the Writing Resources and Program Success Tools from Weeks 1 through 3 as needed. Focus on the QIs at http://www.qualityindicators.ahrq.gov/.

    • Choose a QI related to a nursing topic of interest to you. Think about the ways in which following and measuring this crucial health data improve effectiveness and efficiency in your nursing practice. Consider any points that relate your selected topic to the journey ahead in your nursing career.

    • Find two articles in the Walden Library to support your scholarly opinion in your paper.

    Assignment

    Use the Walden Writing Center guidelines titled “Writing a Paper” and “Scholarly Writing: Overview” to do the following:

    • Draft a 2- to 3-page paper describing your selected QI in general, and then describe how this QI has the potential to improve the quality, safety, and outcomes of your patients and their families.

    • Describe the current data available and leadership’s goal for improvement.

    • Draft a solution using 2 sources from professional and scholarly literature to support your proposal.

    • Use the 2000/3000 AWE Level Assignment Template in the resources for this week to complete your Assignment.

    • Use in-text citations to support your paper. Use essay-level writing skills, including the use of transitional material and organizational frames.

    Introduction

    Nursing quality involves the improvement of the effectiveness, efficiency, accessibility, and patient safety to those in need. The most critical of nursing quality is patient safety has increased. However, nurses play a significant role in determining the nursing quality to ensure that their practice yields quality care and guarantee patient safety. The purpose of this paper is to describe the ways in which following and measuring Postoperative Respiratory failure health data will improve effectiveness and efficiency in your nursing practice. It will also explain the potential of this the QI to improve the quality, safety, and outcomes in patients and their families.

    Postoperative Respiratory Failure

    Postoperative Respiratory failure is a critical health data that is used by AHRQ (PSI-11) as an indicator of Patient Safety. It has a higher PSIs rate as compared to other PSIs, making it an effective health data used to measure the patient outcome across a diverse patient population. As a PSIs, Postoperative Respiratory failure determines the level of inpatient safety risks that patients are exposed to during acute care VHA hospitalizations and non-psychiatric (Rajaram, Barnard & Bilimoria, 2015). The PSI is common in veterans with psychotic disorders than those patients who have never had any case of psychotic disorders.

    Some potential causes of respiratory failure among patients who have shown signs of psychosis include restriction to aces ambulatory restrictions services, inability to comply with spirometry incentive and any other toileting involving the pulmonary parts of the body. The condition may also be caused as a result of drug interactions with anesthetics taken in response to the remedy the psychotropic condition (Canet, Sabate, Mazo, et al, 2015). Also, the use of antipsychotics or benzodiazepines on an ‘as-needed’ basis in response to insomnia, agitation, or aggression may also cause Postoperative Respiratory failure. Equally, patients with higher levels of cigarette smoking are also at the risk of experiencing Postoperative Respiratory failure (Smith, Zhao & Rosen, 2012).

    The Current Data Available and Leadership’s Goal for Improvement

    Going by the available literature, Post-operative Respiratory failure is said to be the most common perioperative causes of death especially in adult patients who have undergone thoracic surgery. However, it is important to note that the term respiratory failure brings on board issues such as failures caused by ARDS, pneumonia, and pulmonary emboli (McLean, Diaz-Gil, Farhan, 2015). This broad view has hindered a clear understanding of what postoperative respiratory failure is so as to be well conversant with its causes and then start planning for its prevention.

    Postoperative respiratory failure is attributed to the increased cost of care, longer hospital stays, and a high rate of mortality. Ranging between 30 days and five years. The patient factors that are common in patients with PRF smoking are age, past history of using COPD, as well as functional dependence (Winters, Bharmal, Wilson, et al, 2016). The procedural factors associated with PRF include vascular, prolonged and emergency procedures, thoracic, head/neck procedures, and abdominal. The effectiveness preventive measures that can be used to manage PRFs include subjecting the patients to exercises aimed at expanding the lung and discriminative application of nasogastric tubes for patients with abdominal cases (Canet & Gallart, 2014). The patients may also be subjected to a short-acting neuromuscular blockade and advised to practice preoperative smoking behavior and laparoscopic techniques.

    Conclusion

    In conclusion, patient safety is a key component of nursing quality which can be achieved through the use of PRFs as a PSI. Conversely, nurses must be trained and make their resources available. PRF has become a major patient safety indicators thus increasing the role nurses plays t as they interact with patients, patients’ families and their colleagues in the profession. To facilitate patient safety, nurses monitor patients to ascertain signs of clinical deterioration, near misses, and errors. They also learn the weakness inherent in the care processes to promote high-quality care.

     

     

     

    References

    Rajaram, R., Barnard, C., & Bilimoria, K. Y. (2015). Concerns about using the patient safety indicator-90 composite in pay-for-performance programs. 
    Jama
    , 
    313
    (9), 897-898.

    Canet, J., & Gallart, L. (2014). Postoperative respiratory failure: pathogenesis, prediction, and prevention. 
    Current opinion in critical care
    , 
    20
    (1), 56-62.

    Canet, J., Sabate, S., Mazo, V., Gallart, L., de Abreu, M. G., Belda, J., … & Pelosi, P. (2015). Development and validation of a score to predict postoperative respiratory failure in a multicentre European cohort: a prospective, observational study. 
    European Journal of Anaesthesiology (EJA)
    , 
    32
    (7), 458-470.

    McLean, D. J., Diaz-Gil, D., Farhan, H. N., Ladha, K. S., Kurth, T., & Eikermann, M. (2015). Dose-dependent association between intermediate-acting neuromuscular-blocking agents and postoperative respiratory complications. 
    The Journal of the American Society of Anesthesiologists
    , 
    122
    (6), 1201-1213.

    Winters, B. D., Bharmal, A., Wilson, R. F., Zhang, A., Engineer, L., Defoe, D., … & Pronovost, P. J. (2016). The validity of the Agency for Health Care Research and Quality Patient Safety Indicators and the Centers for Medicare and Medicaid Hospital-acquired Conditions.
    Medical care
    , 
    54
    (12), 1105-1111.