Category: Nursing

  • Existential-humanistic therapy – Assignment 1: Practicum – Week 8 Journal Entry

    Existential-humanistic therapy – Assignment 1: Practicum – Week 8 Journal Entry

    Assignment 1: Practicum – Week 8 Journal Entry

    For 
    Part 1
    , select a client whom you observed or counseled this week (other than the client used for this week’s Discussion). Then, address the following in your Practicum Journal:

    Explain whether existential-humanistic therapy would be beneficial with this client. Include expected outcomes based on this therapeutic approach.

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    Explain any legal and/or ethical implications related to counseling this client. Support your approach with evidence-based literature.

    References

    Michael Price, M. (2011). 
    Searching for meaning
    . American Psychological Association. Vol. 42, No.10. P. 58

    Wheeler, K. (Ed.). (2014). 
    Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
     (2nd ed.). New York, NY: Springer Publishing Company.

    · Chapter 10, “Humanistic-Existential and Solution-Focused Approaches to Psychotherapy” (Review pp. 369–406)

    American Psychiatric Association. (2013). 
    Diagnostic and statistical manual of mental disorders
    (5th ed.). Washington, DC: Author. Existential-humanistic therapy – Assignment 1: Practicum – Week 8 Journal Entry

     

    Note:
     You will access this text from the Walden Library databases.

    Nagy, T. F. (2011). 
    Ethics in psychotherapy
    . In Essential ethics for psychologists: A primer for understanding and mastering core issues (pp. 185–198). Washington, DC: American Psychological Association. doi:10.1037/12345-010

     

    Note:
     You will access this text from the Walden Library databases.

    Required Media

    Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). 
    Counseling and psychotherapy theories in context and practice
     [Video file]. Mill Valley, CA: Psychotherapy.net.

     

    Note:
     For this week, view Existential Therapy, Person-Centered Therapy, and Gestalt Therapy only. You will access this media from the Walden Library databases

    Laureate Education (Producer). (2012b). 
    Clinical supervision follow-up
     [Video file]. Baltimore, MD: Author.

     

    Note:
     This is a follow-up to the Thompson family media piece in Week 5. The approximate length of this media piece is 9 minutes.

     

    Accessible player

    Laureate Education (Producer). (2015d). 
    On a hamster wheel
     [Video file]. Baltimore, MD: Author.

     

    Note:
     The approximate length of this media piece is 2 minutes.

     

    Accessible player

    Bugental, J. (n.d.). 
    Existential-humanistic psychotherapy
     [Video file]. Mill Valley, CA: Psychotherapy.net.

     

    Note:
     You will access this media from the Walden Library databases. The approximate length of this media piece is 108 minutes.

    Optional Resources

    May, R. (n.d.). 
    Rollo May on existential psychotherapy
     [Video file]. Mill Valley, CA: Psychotherapy.net.

     

    Note:
    You will access this media from the Walden Library databases. The approximate length of this media piece is 61 minutes. Existential-humanistic therapy – Assignment 1: Practicum – Week 8 Journal Entry

    Steinert , T. (2016). 
    Ethics of coercive treatment and misuse of psychiatry
    . Psychiatric Services. doi:10.1176/appi.ps.201600066. Retrieved from http://ps.psychiatryonline.org/doi/10.1176/appi.ps.201600066

  • The case of  “I can’t catch my breath” Essay

    This week’s topic  is :  The case of  “I can’t catch my breath”

    John, a healthy twenty-eight year old electrical engineer, was driving home from work one evening when he experienced sudden stabbing pain in his right pectoral and right lateral axillary regions. He began to feel out of breath and both his respiratory rate and heart rate increased dramatically. As luck would have it, John passed a hospital each day on his way home and was able to get himself to the hospital’s emergency room. The emergency room physician listened to John’s breathing with a stethoscope and requested blood gas analysis and a chest x-ray. John answered a few of the doctor’s questions. The doctor noted that John had no history of respiratory problems but was a heavy smoker. The case of  “I can’t catch my breath” Essay

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    After viewing the chest radiograph, the doctor informed John that he had experienced a spontaneous pneumothorax, or what is commonly called a collapsed lung. The doctor explained that a hole had opened in John’s right lung and that this hole had allowed air to leak into the cavity surrounding the lung. Then, as a result of the lung’s own elastic nature, the lung had collapsed. The doctor said he could not be certain of the cause of thepneumothorax, but smoking cigarettes had certainly increased the likelihood of it happening. He told John he was fortunate the pneumothorax was small, which meant that relatively little air had escaped from the lung into the surrounding cavity, and it should heal on its own. He instructed John to quit smoking, avoid high altitudes, flying innon pressurized aircraft, and scuba diving. He also had John make an appointment for a re-check and another chest x-ray.

    Case Background

    Spontaneous pneumothorax occurs when a blister on the surface of the lung opens, allowing air from the lung to move into the pleural cavity. This occurs because alveolar pressure is normally greater than the pressure in the pleural cavity. As air escapes from the lung, the lung tissues will recoil, and the lung will begin to collapse. The lung will continue to collapse until the difference between the alveolar pressure and pleural pressure disappears or until the collapsing of the lung causes the opening to seal. The case of  “I can’t catch my breath” Essay

    The pneumothorax decreases the efficiency of the respiratory system, which in turn results in decreased blood oxygen concentration, increased respiratory rate, and increased heart rate. If the pneumothorax is small, the air that escapes into the pleural cavity can be reabsorbed into the lung once the opening has sealed shut. If thepneumothorax is large, a needle or chest tube may have to be inserted into the pleural cavity to draw the air out and allow for the re expansion of the lung.

    Utilizing the med terms you learned this week answer the following questions

    Why was John instructed to avoid high altitudes and flying in non pressurized aircrafts?

    That is, what are the effects of high altitudes and or decreased air pressures on the respiratory system. The case of  “I can’t catch my breath” Essay

  • Tina Jones shadow health

    Tina Jones shadow health

    Please use the patient information provided below for this paper.

    This assignment assesses intended course outcome(s)

    #4 Use information found in patients’ health histories, genograms, and assessments to formulate an individualized plan of nursing care that focuses on the patient’s individual health promotion and disease prevention needs

    Students will use the information found in Tina’s history, physical exam, and problem list to formulate an individualized health promotion and disease prevention plan of care. Recommendations should be evidence-based and from credible sources. The readings in module eight contains some suggested sources for obtaining health and screening recommendations for your patient. Tina Jones shadow health.

    The plan for addressing the health promotion and disease prevention needs for your patient should include:

    Demographics:

    –          Age, gender and race of patient

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    –          Education level (health literacy)

     

    –           Access to health care

     

    Insurance/Financial status

     

    –          Is the patient able to afford medications and health diet, and other out-of-pocket expenses?

     

    Screening/Risk Assessment

     

    –          Identified health concerns based on screening assessments and demographic information

     

    Nutrition/Activity

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    –          What is the patients activity level, is the environment where the patient lives safe for activity

     

    –          Nutrition recommendations based on age, race gender and pre-existing medical conditions

     

    –          Activity recommendations

     

    Social Support

     

    –          Support systems, family members, community resources

     

    Health Maintenance

     

    –          Recommended health screening based on age, race, gender and pre-existing medical conditions

     

    Patient Education:

     

    –          Identified knowledge deficit areas/patient education needs (medication teaching etc).

     

    –          Self-care needs/ Activities of daily living

     

    * The paper should be written and referenced in APA format and be no longer than 4 pages (excluding cover page and references).

     

    Your paper will be evaluated based on the following criteria:

     

    Criteria

    Level 3

    Level 2

    Level 1

    Demographics

    (5%)

    Includes age, race and gender of patient

    Missing one data item

    Missing 2 or more data items

    Insurance/Financial status

    (10%)

    Includes information regarding patient’s insurance status and ability to afford medications and other  out-of-pocket expenses

    Missing some information regarding insurance status and ability to pay for medications and other out-of-pocket expenses.

    Missing information regarding the patients insurance status, ability to pay of medications and other out-of-pocket expenses

    Screening /risk assessment

    (10%)

    Identifies health concerns based on screening assessments and demographic information.

    Missing some information regarding health concerns, by excluding information from screening assessments and demographics

    Health concerns are not identified due to information missing from screening assessments and demographics

    Nutrition/activity

    (20%)

    Completely asses patient’s nutrition and activity levels and makes recommendations based on age, race, gender and pre-existing medical conditions

    Missing some information regarding the patients nutrition and activity levels, make recommendations based on age, race, gender and pre-existing medical conditions

    Most of the information regarding the patient’s nutrition and activity levels are missing, recommendations are missing or not based on the patient’s age, race, gender and pre-existing medical conditions

    Social support

    (10%)

    Identifies support systems such as family members and community resources

    Missing some information regarding support systems such as family members and/or community resources

    Little to no information regarding social support Tina Jones shadow health

    Health Maintenance

    (20%)

    Overall health maintenance recommendations made based on age, race, gender and pre-existing medical conditions

    Missing some recommendations, mostly based on age, race, gender and pre-existing medical conditions

    Missing many recommendations, loosely related to age, race, gender and pre-existing medical conditions

    Patient Education

    (20%)

    Identified knowledge deficit areas/patient education needs including self-care needs and activities of daily living

    Missing one or more areas of knowledge deficit/patient education needs including self-care and activities of daily living

    Lacks identification of knowledge deficit areas/patient education needs. Does not consider self-care needs or activities of daily living.

    Organization, spelling and grammar, APA

    (5%)

    Organized, easy to read, no spelling or grammar mistakes, appropriate use of APA

    Organized and easy to read, few spelling or grammar mistakes, few errors in APA

    Tina Jones shadow health

    Disorganized, difficult to read, many spelling and grammar errors mistakes. Does not use APA

    Overall score

    Points

    (60-100)

    Points

    (24-59)

    Points

    ( 0-23)

     

     

     

     

     

     

     

    Health History

     

    Student Documentation

    Model Documentation

    Identifying Data & Reliability

    Ms Jones is xxxx

    Ms. Jones is a pleasant, 28-year-old African American single woman who presents for a pre-employment physical. She is the primary source of the history. Ms. Jones offers information freely and without contradiction. Speech is clear and coherent. She maintains eye contact throughout the interview.

    General Survey

    Tina Jones is Alert and xxxx

    Ms. Jones is alert and oriented, seated upright on the examination table, and is in no apparent distress. She is well-nourished, well-developed, and dressed appropriately with good hygiene.

    Reason for Visit

    Presents to xxx

    “I came in because I’m required to have a recent physical exam for the health insurance at my new job.”

    History of Present Illness

    The patient is a xxx

    Ms. Jones reports that she recently obtained employment at Smith, Stevens, Stewart, Silver & Company. She needs to obtain a pre-employment physical prior to initiating employment. Today she denies any acute concerns. Her last healthcare visit was 4 months ago, when she received her annual gynecological exam at Shadow Health General Clinic. Ms. Jones states that the gynecologist diagnosed her with polycystic ovarian syndrome and prescribed oral contraceptives at that visit, which she is tolerating well. She has type 2 diabetes, which she is controlling with diet, exercise, and metformin, which she just started 5 months ago. She has no medication side effects at this time. She states that she feels healthy, is taking better care of herself than in the past, and is looking forward to beginning the new job.

    Medications

    XXX twice daily XXXX

    • Fluticasone propionate, XXX(last use: this morning) • Drospirenone and XXXX (last use: this morning) • XXXX (last use: three months ago) • XXX) • IXXXX (menstrual cramps: last taken 6 weeks ago)

    Allergies

    XXXX No Known XXX

    • XXXX • Denies food and latex allergies • XXXXX. When she is exposed to allergens she states that she has XXXXX, and increased asthma symptoms.

    Medical History

    Diabetes Type 2 – diagnosed xxx

    XXXdiagnosed at age 2 1/2. She uses her XXXwhen she is around cats. Her last aXXXXX in high school. Never intubated. XXXX. She began XXX months ago and initially had some gastrointestinal side effects which have since dissipated. XXXXXXXX. No surgeries. OB/GYN: Menarche, age 11. First sexual encounter at age 18, sex with men, identifies as heterosexual. Never pregnant. Last menstrual period 2 weeks ago. Diagnosed with XXX. For the past four months (after initiatingXXXX) cycles regular (every 4 weeks) with moderate bleeding lasting 5 days. Has new male relationship, sexual contact not initiated. She plans to use condoms with sexual activity. Tested XXX four months ago.

    Health Maintenance

    Ms Jones has xxx

    Last xxx 4 months ago. Last xxx three months ago. Last xxx months ago. xxx2 years ago. xxx: xxx was received within the past year, xxx is not current, and xxx has not been received. She reports that she believes she is up to date on xxx and received the xxxx for xxx. Safety: Has smoke detectors in the home, wears seatbelt in car, and does not ride a bike. Uses sx. xx, having belonged to her dad, are in the home, locked in parent’s room.

    Family History

    -Her Mother is still alive. She has xxx

    • Mother: age xxxx• Father: deceased in car accident one year ago at age 58, xxx, and xxx • Brother (Michael, 25): overweight • Sister (Britney, 14): asthma • Maternal grandmother: died at age 73 of a xx, history of xxx, xxx • Maternal grandfather: died at age 78 of a stroke, history of hypertension, high cholesterol • Paternal grandmother: still living, age 82, hypertension • Paternal grandfather: died at age 65 of xxxx • Paternal uncle: alcoholism • Negative for mental illness, other cancers, sudden death, kidney disease, sickle cell anemia, thyroid problems

    Social History

    Has never been pregnant xxx.

    Never married, no children. Lived independently since age 19, currently lives with mother and sister in a single family home, but will move into own apartment in one month. Will begin her new position in two weeks at Smith, Stevens, Stewart, Silver, & Company. She enjoys spending time with friends, reading, attending Bible study, volunteering in her church, and dancing. Tina is active in her church and describes a strong family and social support system. She states that family and church help her cope with stress. No tobacco. Cannabis use from age 15 to age 21. Reports no use of cocaine, methamphetamines, and heroin. Uses alcohol when “out with friends, 2-3 times per month,” reports drinking no more than 3 drinks per episode. Typical breakfast is frozen fruit smoothie with unsweetened yogurt, lunch is vegetables with brown rice or sandwich on wheat bread or low-fat pita, dinner is roasted vegetables and a protein, snack is carrot sticks or an apple. Denies coffee intake, but does consume 1-2 diet sodas per day. No recent foreign travel. No pets. Participates in mild to moderate exercise four to five times per week consisting of walking, yoga, or swimming.

    Mental Health History

    Denies any  problems with xxxx

    Reports decreased stress and improved coping abilities have improved previous sleep difficulties. Denies current feelings of depression, anxiety, or thoughts of suicide. Alert and oriented to person, place, and time. Well-groomed, easily engages in conversation and is cooperative. Mood is pleasant. No tics or facial fasciculation. Speech is fluent, words are clear

     

     

     

     

     

     

    Chief Complaint

    Finding:

    Established chief complaint

    Finding:

    Reports sore throat

    (Found)

    Pro Tip: Initially establishing a chief complaint allows the patient to express their reason for seeking care, primary concerns, or condition they are presenting with.

    Example Question:

    Is your throat sore?

    Finding:

    Reports itchy throat

    (Found)

    Pro Tip: Initially establishing a chief complaint allows the patient to express their reason for seeking care, primary concerns, or condition they are presenting with.

    Example Question:

    Is your throat itchy?

    Finding:

    Reports itchy eyes

    (Found)

    Pro Tip: Initially establishing a chief complaint allows the patient to express their reason for seeking care, primary concerns, or condition they are presenting with.

    Example Question:

    Are your eyes itchy?

    Finding:

    Reports runny nose

    (Found)

    Pro Tip: Initially establishing a chief complaint allows the patient to express their reason for seeking care, primary concerns, or condition they are presenting with.

    Example Question:

    Do you have a runny nose?

    History of Present Illness

    Finding:

    Asked about onset of symptoms

    Finding:

    Reports sore throat began “about a week ago”

    (Found)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms. Establishing a timeline for how long Tina’s throat has been sore will also aid in treating her sore throat.

    Example Question:

    How long has your throat been sore?

    Finding:

    Reports runny nose began “about a week ago”

    (Available)

    Pro Tip: Establishing a timeline for how long Tina’s nose has been running will illustrate how long she has been suffering these particular symptoms and might indicate possible triggers.

    Example Question:

    When did your nose start running?

    Finding:

    Reports itchy eyes began “about a week ago”

    (Available)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms. Establishing a timeline for how long Tina’s eyes have been itching will also aid in treating her itchy eyes.

    Example Question:

    When did your eyes start itching?

    Finding:

    Asked about aggravating factors for throat symptoms

    Finding:

    Reports throat pain is constant

    (Available)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms. Establishing a timeline for how long Tina’s throat has been sore will also aid in treating her sore throat.

    Example Question:

    Is the throat pain constant?

    Finding:

    Reports throat pain is worse in the morning

    (Available)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms. Establishing a timeline for how long Tina’s throat has been sore will also aid in treating her sore throat.

    Example Question:

    When does your sore throat feel the worst?

    Finding:

    Reports some soreness with swallowing

    (Available)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms.

    Example Question:

    Does it hurt when you swallow?

    Finding:

    Asked severity of throat discomfort

    Finding:

    Describes sore throat as mild to moderate

    (Found)

    Pro Tip: Pain severity might change for a variety of reasons. Asking Tina to rate the severity of her pain on a scale of 1-10 will provide a quantified and relative measurement of her condition.

    Example Question:

    Can you rate your sore throat on a scale of 0 to 10?

    Finding:

    Asked about frequency and duration of runny nose

    Finding:

    Reports nose is runny “pretty much all day”

    (Available)

    Pro Tip: Establishing a timeline for how long Tina’s nose has been running will illustrate how long she has been suffering these particular symptoms, when the symptoms are worst, and possible triggers.

    Example Question:

    How often does your nose run?

    Finding:

    Asked about character of nasal symptoms

    Finding:

    Denies itchy nose

    (Available)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms.

    Example Question:

    Does your nose itch?

    Finding:

    Denies sinus pain

    (Available)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms.

    Example Question:

    Do you feel any sinus pain?

    Finding:

    Denies sinus pressure

    (Available)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms.

    Example Question:

    Do you feel any sinus pressure?

    Finding:

    Denies sneezing

    (Available)

    Pro Tip: Infected sinuses can manifest as nose problems. Asking Tina about her nasal symptoms solicits information about her sinuses and possible sinus problems.

    Example Question:

    Have you been sneezing?

    Finding:

    Followed up about character of nasal discharge

    Finding:

    Reports clear discharge

    (Found)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms.

    Example Question:

    What color is your mucus?

    Finding:

    Reports thin discharge

    (Available)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms.

    Example Question:

    Is the mucus thick?

    Finding:

    Denies purulent discharge

    (Found)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms.

    Example Question:

    Does your mucus have pus in it?

    Finding:

    Asked about eye symptoms

    Finding:

    Reports eye itching is constant

    (Found)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms. Determining when Tina’s eyes most itch will also aid in treating her itchy eyes.

    Example Question:

    Do your eyes constantly itch?

    Finding:

    Reports eye redness

    (Available)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms.

    Example Question:

    Are your eyes red?

    Finding:

    Asked related respiratory symptoms

    Finding:

    Reports breathing isn’t affected

    (Found)

    Pro Tip: Asking about how Tina is recently breathing can provide a comparative baseline for assessing Tina’s current condition and previous breathing concerns or conditions.

    Example Question:

    Have you had any changes in your breathing?

    Finding:

    Denies cough

    (Available)

    Pro Tip: A shallow history of a patient’s condition can provide a comparative baseline for juxtaposing an attack, exacerbation, and more regular breathing. Soliciting this information from Tina allows her to explain any recent developments with her asthma.

    Example Question:

    Do you have a cough?

    Finding:

    Denies chest tightness

    (Available)

    Pro Tip: For many patients with asthma, exacerbation often results in chest tightness. Asking Tina if her chest feels tight might point to possible asthma symptoms.

    Example Question:

    Does your chest feel tight?

    Finding:

    Asked about related asthma symptoms

    Finding:

    Denies recent wheezing

    (Available)

    Pro Tip: Some people who experience chronic asthma may be accustomed to wheezing and thus might not volunteer this information. Asking Tina whether she has been wheezing illustrates how her asthma is presenting.

    Example Question:

    Have you been wheezing?

    Finding:

    Denies increase in recent asthma symptoms

    (Available)

    Pro Tip: Discerning what’s making Tina’s asthma worse can point to possible triggers like environmental factors, bodily positions, or movements that may have a bearing on Tina’s breathing.

    Example Question:

    Has your asthma been worse lately?

    Finding:

    Asked about exposure to allergens

    Finding:

    Reports no exposure to cats

    (Found)

    Pro Tip: Tina’s symptoms are consistent with being exposed to allergens. Asking Tina if she’s recently been exposed to allergens could explain what’s triggering her symptoms.

    Example Question:

    Have you been recently exposed to any allergens?

    Finding:

    Reports no exposure to mold or mildew

    (Available)

    Pro Tip: Exposure to mold can result in painful ear, nose, or throat symptoms. Asking Tina if she has mold in her house might indicate a possible trigger that she has been exposed to.

    Example Question:

    Do you have mold in your house?

    Finding:

    Reports no exposure to dust

    (Available)

    Pro Tip: Exposure to dust can result in painful ear, nose, or throat symptoms. Asking Tina if she has dust in her house might indicate a possible trigger that she has been exposed to.

    Example Question:

    Do you have dust in your house?

    Finding:

    Reports no known exposure to irritants in work environment

    (Available)

    Pro Tip: Environmental factors at home or work can often be primary allergy triggers. Asking Tina about possible allergens at work might indicate a relevant factor in her recent exacerbation.

    Example Question:

    Are you allergic to anything at work?

    Finding:

    Reports changing bedding “once a week”

    (Available)

    Pro Tip: Bedding provides the perfect environment for dust mites and other allergens. By asking Tina if she regularly changes her bedding, you’re soliciting information about environmental factors that might exacerbate her condition.

    Example Question:

    How often do you change your bedding?

    Finding:

    Asked about perceived cause of symptoms

    Finding:

    Describes symptoms as similar to allergies

    (Found)

    Pro Tip: Questions about what factors might have caused certain symptoms can point to a patient’s environmental stressors, habits, and general wellbeing. Asking Tina what caused her asthma might indicate her health literacy and understanding of what factors impact her breathing.

    Example Question:

    Do you know what’s causing your symptoms?

    Finding:

    Reports that the symptoms don’t seem like a common cold

    (Found)

    Pro Tip: A patient is an expert on her body. Asking Tina if she thinks she has a cold will give Tina the opportunity to compare her current symptoms with cold symptoms she’s historically had and describe if her current symptoms differ from those she experiences when she has a cold.

    Example Question:

    Do you think you have a cold?

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    Finding:

    Describes similarity to her sister’s hay fever symptoms

    (Available)

    Pro Tip: A patient is an expert on her body. Asking Tina if she thinks she is having an allergic reaction will give Tina the opportunity to compare her current symptoms with symptoms she’s historically had during an allergic reaction.

    Example Question:

    Do you think you are having an allergic reaction?

    Finding:

    Reports no history of cigarette smoking

    (Available)

    Pro Tip: Smoking or inhaling substances can have adverse respiratory effects. Asking Tina if she has recently smoked can help you to discern whether smoking was a factor in Tina’s recent asthma exacerbation.

    Example Question:

    Have you smoked cigarettes recently?

    Finding:

    Reports no recent exposure to secondhand smoke

    (Available)

    Pro Tip: Secondhand smoke can be particularly triggering for asthmatics. Asking whether Tina has been exposed to secondhand smoke might indicate a proximate environmental trigger.

    Example Question:

    Have you been exposed to secondhand smoke recently?

    Medical History

    Finding:

    Confirmed use of medications

    Finding:

    Confirmed medications from previous visit (no new medications)

    (Found)

    Pro Tip: Determining what, if any, medications a patient is taking is a crucial element of a thorough health history and will help you avoid unwanted drug interactions.

    Example Question:

    Have you started taking any new medications?

    Finding:

    Followed up about inhaler use

    Finding:

    Uses an inhaler to treat asthma symptoms

    (Available)

    Pro Tip: It’s essential to ask specifically what medications a patient is using to treat her current complaint or any ongoing medical conditions.

    Example Question:

    Do you use an inhaler for your asthma?

    Finding:

    Inhaler is Proventil

    (Available)

    Pro Tip: The medication that a patient takes reveals a current treatment plan and healthcare access. Asking Tina what medication she takes for her asthma will indicate her treatment plan and the degree to which she complies with it.

    Example Question:

    What is the name of the inhaler you are currently using?

    Finding:

    Last use of inhaler was last week

    (Available)

    Pro Tip: Soliciting a shallow history of a patient’s medication history can reveal recent exacerbation. Asking Tina when she last used her inhaler will indicate when her symptoms most recently required medical treatment.

    Example Question:

    When did you last use your inhaler?

    Finding:

    Reports typical inhaler use is 2 – 3 times a week

    (Available)

    Pro Tip: Asthma exacerbation can result in increased wheezing, shortness of breath, and chest tightness. Asking if Tina’s been using her inhaler more frequently since exacerbation can indicate how she’s been treating her symptoms since exacerbation.

    Example Question:

    How often do you use your inhaler?

    Finding:

    Reports using 2 – 3 puffs of inhaler when used

    (Available)

    Pro Tip: Inhaler effectiveness can vary over time for a variety of reasons. Asking Tina about the number on inhaler puffs she needs to resolve symptoms can indicate whether her asthma has worsened or point to potential problems like poor inhaler technique.

    Example Question:

    How many puffs of your inhaler do you use?

    Finding:

    Prescribed dosage is 2 puffs

    (Available)

    Pro Tip: The medication that a patient takes reveals a current treatment plan and healthcare access. Asking Tina how many puffs of her inhaler she’s prescribed will indicate her treatment plan and the degree to which she complies with it.

    Example Question:

    How many puffs of your inhaler are you supposed to do?

    Finding:

    Followed up about medications and relieving factors for nose and eye symptoms

    Finding:

    Reports no treatment for itchy eyes

    (Available)

    Pro Tip: Tina’s response to a question about managing her itchy eyes will reveal the severity of her symptoms, her health literacy, and the way she’s complied with previous treatment plans.

    Example Question:

    Have you treated your eyes with anything?

    Finding:

    Reports no treatment for nasal symptoms

    (Available)

    Pro Tip: Tina’s response to a question about managing her runny nose will reveal the severity of her symptoms, her health literacy, and the way she’s complied with previous treatment plans.

    Example Question:

    Have you done anything for your runny nose?

    Finding:

    Reports no antihistamine

    (Available)

    Pro Tip: Tina’s response to a question about taking any antihistamines will reveal the severity of her symptoms, her health literacy, and the way she’s complied with previous treatment plans.

    Example Question:

    Have you taken any antihistamines?

    Finding:

    Reports no decongestant

    (Available)

    Pro Tip: Tina’s response to a question about taking any decongestants will reveal the severity of her symptoms, her health literacy, and the way she’s complied with previous treatment plans.

    Example Question:

    Have you taken any decongestants?

    Finding:

    Followed up about medications and relieving factors for throat symptoms

    Finding:

    Reports lozenges as treatment

    (Available)

    Pro Tip: Tina’s response to a question about managing her sore throat will reveal the severity of her symptoms, her health literacy, and the way she’s complied with previous treatment plans.

    Example Question:

    Have you taken anything for your sore throat?

    Finding:

    Reports lozenges reduce symptoms

    (Available)

    Pro Tip: The medication that a patient takes reveals a current treatment plan and healthcare access. Asking Tina if the lozenges help will illustrate the extent of her pain and how effectively OTC treatments works for her throat.

    Example Question:

    Do the lozenges help?

    Finding:

    Reports ingesting lozenges every few hours

    (Available)

    Pro Tip: The medication that a patient takes reveals a current treatment plan and healthcare access. Asking Tina how frequently she has a lozenge will illustrate the extent of her pain and how effectively OTC treatment works for her throat.

    Example Question:

    How often do you have a lozenge? Tina Jones shadow health

    Finding:

    Reports drinking water reduces symptoms

    (Available)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms.

    Example Question:

    Does drinking water help?

    Finding:

    Confirmed allergies

    Finding:

    Reports known allergy to cats

    (Available)

    Pro Tip: Environmental factors can often be primary allergy triggers. Asking whether Tina has a cat allergy can reveal one such trigger.

    Example Question:

    Can you confirm that you’re allergic to cats?

    Finding:

    Reports known allergy to dust

    (Available)

    Pro Tip: Environmental factors can often be primary allergy triggers. Asking whether Tina has a dust allergy can reveal one such trigger.

    Example Question:

    Are you allergic to dust?

    Finding:

    Reports no previous problems with seasonal allergies

    (Available)

    Pro Tip: Discerning what’s making Tina’s asthma worse can point to possible triggers like environmental factors, bodily positions, or movement that may have a bearing on Tina’s breathing. Asking Tina whether she has seasonal triggers will indicate, in part, Tina’s health literacy. Tina Jones shadow health

    Example Question:

    Do you have seasonal allergies?

    Review of Systems

    Finding:

    Asked about general symptoms

    Finding:

    Denies recent or frequent illnesses

    (Available)

    Pro Tip: Asking about recent illnesses can give help you determine the cause of a patient’s symptoms.

    Example Question:

    Have you been sick recently?

    Finding:

    Denies chills

    (Available)

    Pro Tip: Chills could be an indication of fever, which could be an indication of infection.

    Example Question:

    Have you had any chills?

    Finding:

    Denies fever

    (Found)

    Pro Tip: Fever could signal that the patient’s symptoms are caused by an infection.

    Example Question:

    Have you had a fever?

    Finding:

    Reports low energy level

    (Available)

    Pro Tip: Low energy or fatigue can be an important symptoms or contributing factor to discover, and can help you rule out certain conditions.

    Example Question:

    Have you felt fatigued?

    Finding:

    Denies nausea or vomiting

    (Available)

    Pro Tip: Nausea or vomiting can indicate an infection.

    Example Question:

    Have you felt nauseous?

    Finding:

    Asked about review of systems for head

    Finding:

    Reports occasional headaches

    (Found)

    Pro Tip: Sinus problems can result in increased pressure buildup and headaches. Asking Tina if she gets headaches is soliciting information about possible symptoms that she experiences. Tina Jones shadow health

    Example Question:

    Do you ever get headaches?

    Finding:

    Denies current headache

    (Available)

    Pro Tip: Assessing how a patient feels in the current moment can allow you to juxtapose their chief complaint alongside symptoms they experience. Asking Tina if she currently has a headache solicits information about how she is feeling now.

    Example Question:

    Do you have a headache currently?

    Finding:

    Denies history of head injury

    (Available)

    Pro Tip: People who’ve experienced head injuries are at increased risk for sinusitis. Asking Tina whether she’s ever had a head injury solicits health history information that might explain the cause of her symptoms.

    Example Question:

    Have you ever had a head injury?

    Finding:

    Denies lightheadedness

    (Found)

    Pro Tip: Sinus infections can result in inner ear disturbances and thus lightheadedness. Asking Tina if she is lightheaded could point to inner ear disturbances.

    Example Question:

    Do you ever get lightheaded?

    Finding:

    Followed up on headaches

    Finding:

    Headaches occur once a week

    (Found)

    Pro Tip: Establishing a timeline for how often Tina gets headaches will illustrate how long she has been suffering these particular symptoms and might indicate possible triggers.

    Example Question:

    How often do you get headaches?

    Finding:

    Headaches last “a few hours”

    (Found)

    Pro Tip: Establishing a timeline for how long Tina’s headaches last will illustrate how long she has been suffering these particular symptoms and might indicate possible triggers.

    Example Question:

    How long do your headaches last?

    Finding:

    Describes headaches as tight and throbbing

    (Available)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms.

    Example Question:

    How would you describe your headaches?

    Finding:

    Describes headache location as behind her forehead

    (Found)

    Pro Tip: Specifying the location of pain can narrow and define where Tina’s pain is occurring. Soliciting this information allows you to more accurately treat her symptoms. Tina Jones shadow health

    Example Question:

    Where do you feel your headaches?

    Finding:

    Rates headache pain as a 3 or 4

    (Available)

    Pro Tip: Pain severity might change for a variety of reasons. Asking Tina to rate the severity of her pain on a scale of 1-10 will provide a quantified and relative measurement of her condition.

    Example Question:

    How would you rate your headache pain on a scale of 0 to 10?

    Finding:

    Reports treating headaches with Tylenol

    (Found)

    Pro Tip: Tina’s response to a question about managing her headaches will reveal the severity of her symptoms, her health literacy, and the way she’s complied with previous treatment plans.

    Example Question:

    How do you treat your headaches?

    Finding:

    Reading and studying seem to cause headaches

    (Found)

    Pro Tip: Soliciting information about possible headache triggers will allow Tina to consider what, if any, activities, weather patterns, movements, or sensory input is correlated with her headaches.

    Example Question:

    What seems to cause your headaches?

    Finding:

    Asked about review of systems for eyes

    Finding:

    Reports occasional blurry vision

    (Found)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms.

    Example Question:

    Do you have blurry vision?

    Finding:

    Reports worsening vision

    (Found)

    Pro Tip: Establishing a timeline for whether Tina’s vision has gotten worse will illustrate how long she has been suffering these particular symptoms and might indicate possible triggers.

    Example Question:

    Has your vision gotten worse? Tina Jones shadow health

    Finding:

    Denies eye pain

    (Found)

    Pro Tip: Sinusitis can create pressure behind the eyes, causing eye pain. Asking Tina whether she is experiencing eye pain solicits information about possible symptoms.

    Example Question:

    Have you had eye pain?

    Finding:

    Denies dry eyes

    (Available)

    Pro Tip: Dry eyes occur when the eyes do not produce enough tears to lubricate them. Asking Tina if she has dry eyes solicits information about one particular symptom.

    Example Question:

    Have you had dry eyes?

    Finding:

    Reports last vision exam was in childhood

    (Found)

    Pro Tip: Asking Tina when her last vision test was will indicate the degree to which she’s seen her vision as something that has needed medical attention.

    Example Question:

    When was your last vision test?

    Finding:

    Does not use corrective lenses

    (Found)

    Pro Tip: Corrective lenses might indicate a recent change in vision. Asking Tina whether she has glasses or contacts solicits information about her vision history.

    Example Question:

    Do you have glasses or contacts?

    Finding:

    Followed up on vision problems

    Finding:

    Describes blurry vision as “fuzzy letters”

    (Available)

    Pro Tip: Broad, open questions will allow Tina to describe, in her own words, the specific pain and discomfort that she is experiencing.

    Example Question:

    Can you describe your blurry vision?

    Finding:

    Blurry vision occurs when reading for long periods

    (Found)

    Pro Tip: Establishing a timeline for how frequently Tina gets blurry vision will illustrate how long she has been suffering these particular symptoms and might indicate possible triggers.

    Example Question:

    When do you get blurry vision?

    Finding:

    Blurry vision occurs after 2+ hours of reading

    (Available)

    Pro Tip: Establishing a timeline for how long Tina’s vision stays blurry will illustrate how long she has been suffering these particular symptoms and might indicate possible triggers.

    Example Question:

    How long have you been reading when your vision gets blurry?

    Finding:

    Reports that blurry vision and headaches often coincide

    (Available)

    Pro Tip: Follow-up questions will enable Tina to more fully and specifically describe her condition, experience, or symptoms. Tina Jones shadow health

    Example Question:

    Do you get headaches when you have blurry vision?

    Finding:

    Asked about review of systems for ears

    Finding:

    Denies general ear problems

    (Found)

    Pro Tip: Soliciting a shallow medical history relevant to Tina’s chief complaint will allow you to assess her condition relative to past concerns.

    Example Question:

    Have you had ear problems?

    Finding:

    Denies change in hearing

    (Found)

    Pro Tip: Ear pain can suggest an ear infection, during which the middle of the ear becomes clogged with fluid and mucous, which can affect hearing. Asking Tina if she has ear pain might indicate a possible ear infection and a reason for changes in her hearing.

    Example Question:

    Have you had any changes in your hearing?

    Finding:

    Denies ear pain

    (Found)

    Pro Tip: Ear pain can suggest an ear infection, during which the middle of the ear becomes clogged with fluid and mucous. Asking Tina if she has ear pain might indicate a possible ear infection.

    Example Question:

    Have you had ear pain?

    Finding:

    Denies ear discharge

    (Available)

    Pro Tip: Ear discharge is the leakage of blood, pus, or wax from the ear and can be the result of a ruptured eardrum, eczema, or swimmer’s ear. Asking whether she’s noticed ear discharge could indicate whether she has a ruptured eardrum.

    Example Question:

    Have you noticed ear discharge?

    Finding:

    Reports last hearing test was in childhood

    (Available)

    Pro Tip: Asking Tina when her last hearing test was will indicate the degree to which she’s seen her hearing as something that has needed medical attention.

    Example Question:

    When was your last hearing test?

    Finding:

    Asked about review of systems for nose

    Finding:

    Denies change in sense of smell

    (Available)

    Pro Tip: Changes in sense of smell could be a symptom of acute sinusitis. Asking Tina if she’s had any changes in her sense of smell indicates whether she might be suffering from acute sinusitis.

    Example Question:

    Have you had any changes in your sense of smell?

    Finding:

    Reports no nasal or sinus surgeries

    (Available)

    Pro Tip: A history of nasal surgery might indicate that Tina had chronic nasal problems. Asking Tina if she’s ever had nasal surgery solicits information about her medical history. Tina Jones shadow health

    Example Question:

    Have you ever had a nasal surgery?

    Finding:

    Denies nosebleeds

    (Available)

    Pro Tip: Nosebleeds are often caused by sinusitis. Asking Tina if she ever gets nosebleeds solicits information about her medical history.

    Example Question:

    Do you ever get nosebleeds?

    Finding:

    Asked about review of systems for mouth and jaw

    Finding:

    Denies general mouth problems

    (Found)

    Pro Tip: Broad, open questions will allow Tina to describe, in her own words, the specific pain and discomfort that she is experiencing.

    Example Question:

    Have you ever had problems with your mouth?

    Finding:

    Denies change in sense of taste

    (Available)

    Pro Tip: Sinusitis can result in decreased smell or taste. Asking if Tina’s sense of taste has changed lately might indicate a sign of sinusitis.

    Example Question:

    Has your sense of taste changed?

    Finding:

    Denies dry mouth

    (Found)

    Pro Tip: Sinusitis can result in dry mouth. Asking if Tina’s recently had dry mouth might indicate a sign of sinusitis.

    Example Question:

    Have you had dry mouth recently?

    Finding:

    Denies history of oral surgery

    (Available)

    Pro Tip: A history of oral surgery might indicate that Tina had former oral problems. Asking Tina if she’s ever had oral surgery solicits information about her medical history.

    Example Question:

    Have you ever had oral surgery?

    Finding:

    Denies mouth pain

    (Available)

    Pro Tip: In some cases, infection can spread to a cheekbone through an infected tooth. Asking Tina if she’s had mouth pain might indicate a problem area that has caused infection.

    Example Question:

    Do you have mouth pain?

    Finding:

    Denies mouth sores

    (Available)

    Pro Tip: In some cases, infection can spread to a cheekbone through an infection in the mouth. Asking Tina if she has any mouth sores might indicate a problem area that has caused infection.

    Example Question:

    Do you have any mouth sores?

    Finding:

    Denies gum problems

    (Found)

    Pro Tip: If left untreated, gum problems, like abscesses, can result in sinusitis. Asking Tina if she has problems with her gums solicits information about possible causes of her symptoms.

    Example Question:

    Do you have any problems with your gums?

    Finding:

    Denies tongue problems

    (Available)

    Pro Tip: If left untreated, tongue problems, like abscesses, can result in sinusitis. Asking Tina if she has problems with her tongue solicits information about possible causes of her symptoms.

    Example Question:

    Do you have any problems with your tongue?

    Finding:

    Denies jaw problems

    (Available)

    Pro Tip: If left untreated, jaw problems, like abscesses, can result in sinusitis. Asking Tina if she has problems with her jaw solicits information about possible causes of her symptoms. Tina Jones shadow health

    Example Question:

    Do you have any problems with your jaw?

    Finding:

    Asked about review of systems for dentation

    Finding:

    Denies current dental problems

    (Available)

    Pro Tip: In some cases, infection can spread to a cheekbone through an infected tooth. Asking Tina if she has any dental problems might indicate a problem area that has caused infection.

    Example Question:

    Do you have any current dental problems?

    Finding:

    Reports visit within the last 2 years

    (Available)

    Pro Tip: Seeing a dentist regularly can assure that among other things, tooth infections, which can cause sinusitis, do not go untreated. Asking Tina when she last saw a dentist will reveal her health literacy and indicate whether or not her mouth is a problem area.

    Example Question:

    When did you last see the dentist?

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    Finding:

    Reports regular visits in childhood

    (Available)

    Pro Tip: Seeing a dentist regularly as a child can lay the foundation for good dental hygiene and prevent infection. Asking Tina how often she saw the dentist as a child will suggest her health and dental history.

    Example Question:

    How often did you see the dentist when you were a child?

    Finding:

    Reports a few cavities in childhood

    (Available)

    Pro Tip: In some cases, infection can spread to a cheekbone through an infected tooth. Asking Tina what dental problems she’s had might indicate a problem area that has caused infection.

    Example Question:

    What dental problems have you had?

    Finding:

    Asked about review of systems for neck, throat and glands

    Finding:

    Denies history of recurrent strep throat

    (Available)

    Pro Tip: Soliciting a shallow medical history relevant to Tina’s chief complaint will allow you to assess her condition relative to past concerns.

    Example Question:

    Do you get strep throat often?

    Finding:

    Denies lymph node problems

    (Available)

    Pro Tip: Swollen lymph nodes may appear in the neck when an infection is present. Asking Tina whether she has had any problems with her lymph nodes will solicit a history of her condition.

    Example Question:

    Do you have any problems with your lymph nodes?

    Finding:

    Denies history of general throat problems

    (Available)

    Pro Tip: Throat problems are often linked to sinusitis. Asking Tina if she has a history of throat problems will illustrate her medical history in relation to similar concerns.

    Example Question:

    Do you have a history of throat problems?

    Finding:

    Denies voice changes

    (Found)

    Pro Tip: Sinusitis can often lead to tonsil problems and voice changes. Asking Tina if she has noticed any changes to her voice would indicate whether her symptoms might be caused by sinus problems.

    Example Question:

    Have you noticed any changes to your voice?

    Finding:

    Denies history of tonsil problems

    (Available)

    Pro Tip: Sinusitis can often lead to tonsil problems. Asking Tina if she has a history of tonsil problems would reveal whether problems with her sinuses have led to tonsil problems. Tina Jones shadow health

    Example Question:

    Do you have any history of tonsil problems?

    Finding:

    Denies general neck pain

    (Available)

    Pro Tip: Neck pain, soreness, or soft tissue damage might result in sinus pain. Asking Tina if she has neck pain is soliciting information about a possible cause of her symptoms.

    Example Question:

    Do you have neck pain?

    Family History

    Finding:

    Asked about relevant family history

    Finding:

    Reports sister with hay fever

    (Available)

    Pro Tip: A family history of allergies is an important factor to determine whether a patient is at risk for developing allergies.

    Example Question:

    Do you have any family members with allergies?

    Finding:

    Denies family history of vision problems

    (Found)

    Pro Tip: Vision problems are often genetic. Learning about a patient’s family history around vision can help you predict risk.

    Example Question:

    Do vision problems run in your family?

    Finding:

    Denies family history of sinus problems

    (Available)

    Pro Tip: Sinus problems are often genetic. Learning about a patient’s family history around sinus problems can help you predict risk.

    Example Question:

    Do sinus problems run in your family?

    Finding:

    Denies family history of ear or hearing problems

    (Available)

    Pro Tip: Ear problems are often genetic. Learning about a patient’s family history around ear problems can help you predict risk.

    Example Question:

    Do hearing problems run in your family?

    Finding:

    Denies family history of mouth, throat, or gland problems

    (Available)

    Pro Tip: Because problems like mouth or throat cancer can be genetic, it’s important to understand family history to determine risk factors.

    Example Question:

    Do you have any family history of throat problems?

    Finding:

    Denies family history of headache or migraine

    Sclera 

     Injection

    Color nasal

     Pale

     Bluish

    Discharge (no point)

    No discharge

    Clear discharge

    Bloody discharge

    Purulent discharge

    Turbinate Patency 

     Patent

    Right: Tympanic Membrane Color right and left ear

     Pearly gray

     

    Oral Mucosa (No point)

     Moist and pink

     
    Tonsils 

     Edema

    Tonsil Grade 

     1+: Tonsils <25% of space between pillars Posterior Oropharynx Color (1/6 point) Pink Erythemic Posterior Oropharynx Texture   Cobblestoning Post Nasal Drip (no point) Clear discharge   Appearance neck  Discoloration   Right: Retina  Cotton wool bodies   Right  20/xx     “It is possible to develop new allergies as an adult, and so I will take that into consideration as I try to determine the cause of your symptoms.”   “I’m sorry to hear you don’t feel well. I’ll ask you some questions to learn more about your symptoms, and we will make a plan to help you feel better.”   :  “Thank you for letting me know that you’re using throat drops in addition to the medications you usually take. I will ask you a few questions about how you’re using each medication.”   Student Response: After verifying vaccination history you should be able to cross out certain disease such as diphtheria and move on to assess for other relevant causes of the sore throat. For his age I would consider hand-foot-mouth disease, and bacterial or viral pharyngitis. I would need to assess vital signs, including temperature as well as obtain a rapid strep swab and a throat culture swab to asses for bacterial or viral properties and verify if an antibiotic would be needed. He would need an assessment completed involving his eyes, ear, head, neck and throat. Looking for palpable nodes, redness, swelling, tenderness, drainage, loss of hearing, and pain. Model Note: Differential diagnosis includes viral pharyngitis, strep throat, influenza, cold, and sinusitis. To rule out strep, a rapid strep is indicated. Palpation of the cervical lymph nodes may demonstrate enlarged, tender, cervical lymph nodes. Visualization of the throat also gives clues to the diagnosis. White pus pockets and petechiae on the palate are classic signs of strep throat. Erythema alone may indicate viral infection or postnasal drip. If purulent discharge is noted in the posterior pharynx assess for nasal discharge and palpate the appropriate sinuses for the patient’s age. If palpation elicits pain and purulent nasal discharge is reported over the last 7-10 days, consider sinusitis. A negative rapid flu test would rule out influenza. Tina Jones shadow health Tina’s 76-year-old great aunt comes into the clinic for a visit and you find that she frequently asks you to repeat what you say. During the Rinne test, you find that air conduction is greater than bone conduction in her left ear. What is your differential diagnosis? What additional assessments would you perform? Model Note:  Differential diagnosis includes sensorineural hearing loss and anatomical defects. Sensorineural hearing loss is common in old age and can be caused by heredity, diabetes, cerebrovascular disease, excessive noise, ototoxic medications, hyperlipidemia, hypothyroidism, and renal failure. Assessments should include a history of hearing impairment and ear injuries. It is important to inquire about chronic ear infection or other trauma that leads to anatomical abnormalities. An analysis of Tina’s great aunt’s medications and past medications can be used to rule out ototoxicity. Fasting glucose levels and Hgb A1C can be tested to rule out diabetes. TSH and T4 levels can rule out hypothyroidism. GFR or creatinine levels can rule out renal failure. Triglycerides, cholesterol, HDL, and LDL levels can be used to rule out hyperlipidemia. A neurological assessment should be completed to rule out cerebral ischemia. If no concrete diagnosis is made, the hearing loss should be attributed to old age.   Suppose you had found that Tina’s pupils were reactive to both direct and consensual light, yet unequal in size. Which condition would you suspect? Correct: Anisocoria is condition in which the pupils are unequal in size. Anisocoria can be found in about 20% of normal individuals. Unequal visual acuity Optic neuritis Glaucoma Anisocoria (Correct Response) Imagine that, during your physical exam with Tina, you had palpated an enlarged left supraclavicular lymph node. What would this finding have indicated? Correct: Malignancies originating in the pelvis or abdomen are likely to metastasize to the left supraclavicular lymph node, also known as Virchow’s node. Nothing, because this is a normal variant A serious pathology (Correct Response) A previous infection of the throat An active infection of the throat If you had observed Arteriovenous (AV) nicking during the retinal exam on Tina, what would you have seen? Correct: AV nicking is the compression of the vein at arteriovenous crossings due to arterial stiffening. This results in bulging of the vein on either side of the artery making the vein appear to stop on either side of the artery. AV nicking is usually a result of chronic hypertension. Transparent arterial walls Opaque arterial walls Tortuous arteries and veins Vein stops on either side of the artery (Correct Response) Suppose that you had detected a click while palpating Tina’s temporomandibular joint (TMJ). What could have been the cause? Model Note:  Crepitus, limited mobility, and pain in the jaw are probable indicators of temporomandibular joint dysfunction (TMJ syndrome). The clicking noises are most likely caused by displacement of the disc between the condyle and fossa (ball and socket) at the temporomandibular joint. If Tina had reported new onset ear pain, what would have been the most useful finding to determine otitis media? Model Note: A useful diagnostic finding that suggests otitis media is the lack of mobility of the tympanic membrane during insufflation. This immobility is caused by increased pressure of the middle ear when air or fluid is trapped due to infection and impairment of the Eustachian tube. Tina Jones shadow health Imagine that you inspected Tina’s throat and noted that her tonsils touched each other. How would you grade her tonsils on the tonsillar hypertrophy grading scale? Model Note: Using the standardized tonsillar hypertrophy grading scale, the tonsils are graded 4+ because they touch one another and, therefore, occupy more than 75% of the space between the posterior pillars of the throat. Tina Jones shadow health

  • NURS 6501: Advanced Pathophysiology Week 1 Discussion: Factors That Influence Disease Sample Essay

    NURS 6501: Advanced Pathophysiology Week 1 Discussion: Factors That Influence Disease Sample Essay

    NURS 6501:
    Advanced Pathophysiology

    Week 1 Discussion

    Factors That Influence Disease

    Patient Scenario

    I work in an emergency department in a rural hospital in West Virginia. It is common to treat numerous patients with complaints of chest pain. Most of the patients that I have encountered tend to be male, overweight, have a medical history that includes hypertension, and have obvious poor diet choices. Per the American Heart Association, heart disease is the number one killer in West Virginia in 2010.

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    Behavior and Atherosclerosis

    There are multiple lifestyle choices that can affect the health of an individual. Choices such as smoking, poor diet choices, and a sedentary lifestyle can all have detrimental effects on a person’s health. These choices place individuals at higher risk for diabetes, hypertension, hypercholesterolemia, and obesity; all of which contribute to atherosclerosis (WebMD, 2017). Males lack LDL-lowering effect of estrogens, smoking leads to injury of endothelial cells, hypertension increases shear stress resulting in damage to the endothelium, and obesity releases factors that can alter the endothelial function and increase the inflammatory state of an individual (Hammer & McPhee, 2014, p. 309). Although genetics can play a major role, prevention remains key and healthy lifestyles remain priority. NURS 6501: Advanced Pathophysiology Week 1 Discussion: Factors That Influence Disease Sample Essay.

     

    Pathophysiology

    It is vital to have a clear understanding of the disease process and pathophysiology to diagnose and treat different medical conditions successfully, as many conditions have multiple similarities in their presentation or disease processes can have various presentations (Laureate Education, 2012). Atherosclerosis is a chronic inflammatory disease triggered by lipid retention in the arterial wall causing an inflammatory response in the endothelium (Hammer & McPhee, 2014, p. 306). Macrophages are then stimulated that accumulate with lipids causing a fatty streak causing more inflammation and damage; this leads to plaque formation that eventually obstructs blood flow to distal tissues, especially during exercise or stress (Huether & McCance, 2017). However, many plaques are clinically silent until they rupture initiating the clotting cascade leading to rapid thrombus formation that can occlude the affected vessel causing ischemia and infarction (Huether & McCance, 2017). NURS 6501: Advanced Pathophysiology Week 1 Discussion: Factors That Influence Disease Sample Essay

    Atherosclerosis is often silent, as symptoms do not typically occur until there is inadequate perfusion of tissue because of obstruction. It also depends on where the vessel obstruction is located. For example, if the vessel involved is one of the coronary arteries, then chest pain and shortness of breath can be the symptomology. If the vessel involved is the carotid artery, then the patient may present with stroke-like symptoms that may resolve, a transient ischemic event. As previously mentioned, although genetics plays an important role in the development of atherosclerosis, lifestyle changes remain as the primary intervention for prevention of this silent killer.

    References

    American Heart Association. (2010). West Virginia State Fact Sheet. Retrieved from http://www.heart.org/idc/groups/heart-public/@wcm/@adv/documents/downloadable/ucm_307219.pdf

    Hammer, G. D., & McPhee, S. J. (2014).
    Pathophysiology of disease: An introduction to clinical medicine
    (7th ed.). New York, NY: McGraw-Hill Medical.

    Huether, S. E., & McCance, K. L. (2017).
    Understanding pathophysiology
    (6th ed.). St. Louis, MO: Mosby.

    Laureate Education (Producer). (2012).
    Introduction of advanced pathophysiology.
    Baltimore, MD: Author

    WebMD. (2017). What is atherosclerosis? Retrieved from http://www.webmd.com/heart-disease/what-is-atherosclerosis#1 NURS 6501: Advanced Pathophysiology Week 1 Discussion: Factors That Influence Disease Sample Essay

  • NURS 6501 Adaptive Response and tonsillitis mind map

    NURS 6501: Advanced Pathophysiology Week 1 Discussion: Factors That Influence Disease Sample Essay

    Adaptive Response

    This paper will be discussing the adaptive responses that lead to diagnoses in three patient scenarios. The first scenario will be discussing Jennifer’s tonsillitis. The second scenario will be on Jack’s allergic contact dermatitis. Finally, the third will be based on Martha’s clinical depression.

    Scenario One

    Jennifer is a 2-year-old toddler with no significant previous history. The child has a temperature of 102.8F on admit, and her mother states it has been between 101-103.2F for the last three days. Physical examination reveals a visibly ill patient, warm and dry to the touch, slightly reddened tympanic membranes, and healthy BMI. The patient states her throat hurts when she swallows. She also has tender lymph nodes, and 4+ swollen tonsils with diffuse exudates visible on inspection. The patient does not display the signature barking for croup, and physical examination does not show edema of the epiglottis. Tonsillitis is the final diagnosis based on presentations and differential diagnosis.

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    Huether and McCance state that tonsillitis is an infection and inflammation of the tonsils. The authors also report that it is usually caused by beta-hemolytic Streptococcus (GABHS) or methicillin-resistant Staphylococcus (MRSA) (2017, p. 717). Adaptive responses to tonsillitis include a painful throat secondary to swollen tonsils, tender lymph nodes in the vicinity of infection, high temperatures, halitosis, and possible stiff neck. It generally affects children who are 2-15 years of age (Mayo Clinic, 2015). NURS 6501: Advanced Pathophysiology Week 1 Discussion: Factors That Influence Disease Sample Essay

    Scenario Two

    Jack is an adult male in his mid-20s with clinical symptoms of red and irritated hands. The patient reports his hands feeling hot, but not painful. He admits to not wearing protective gloves at his job as a maintenance engineer while using cleaning chemicals. The patient reports no known allergies and no other significant history besides recurrent ear infections when he was much younger. A diagnosis if allergic contact dermatitis is reached due to clinical presentation.

    Huether and McCance state that allergic contact dermatitis is a T-cell mediated allergic response in reaction to irritants on the skin. The authors report that the irritant is bound to a carrier protein, leading to the formation of a sensitizing agent, which is then presented to T-cells by the Langerhans cells. Adaptive responses to this condition include erythema, edema, itching, and lesions concentrated in the area of exposure. Risk factors include a genetic susceptibility of several genes that code for filaggrin (an epidermal protein) (2017, p. 1060).

    Scenario Three

    Martha’s clinical information is very limited. Her only medical history is stated as controlled hypertension. Her main symptoms reported are her “racing heartbeat,” loss of appetite, and trouble sleeping (mentioned twice). The limited information as well as the psychosocial situation of becoming her mother’s caretaker lead to the diagnosis of depression. Adaptive responses to depression include those experienced by Martha (loss of appetite and sleep) as well as feelings of sadness, anger, anxiety, and emptiness. According to the Center for Disease Control and Prevention, patients may also experience back pain, headaches, or decreased acuity in thoughts. Depression can affect anyone of any age (2016). NURS 6501: Advanced Pathophysiology Week 1 Discussion: Factors That Influence Disease Sample Essay

    In summary, the adaptive mechanisms were discussed concerning the three clinical scenarios. This included information on tonsillitis, allergic contact dermatitis, and depression.

     

    References

    Huether, S. E., & McCance, K. L. (2017). 
    Understanding pathophysiology 
    (6th ed.). St. Louis,

    MO: Mosby.

    Mayo Clinic. (2015). Tonsillitis. Retrieved from

    http://www.mayoclinic.org/diseases-conditions/tonsillitis/basics/symptoms/con-20023538

    Center for Disease Control and Prevention. (2016). Depression. Retrieved from

    https://www.cdc.gov/mentalhealth/basics/mental-illness/depression.htm NURS 6501: Advanced Pathophysiology Week 1 Discussion: Factors That Influence Disease Sample Essay

  • Hispanic Male With MDD Decision Tree case study – Adult/Geriatric Depression

    Hispanic Male With MDD Decision Tree case study – Adult/Geriatric Depression

    Adult/Geriatric Depression

    Hispanic Male With MDD

    BACKGROUND INFORMATION

    The client is a 70 year-old Hispanic American male who came to the United States when he was in high school with his father. His mother died back in Mexico when he was in school. He presents today to your office for an initial appointment for complaints of depression. Hispanic Male With MDD Decision Tree case study – Adult/Geriatric Depression. The client was referred by his PCP after “routine” medical work-up to rule out an organic basis for his depression. He has no other health issues with the exception of some occasional back pain and “stiff” shoulders which he attributes to his current work as a laborer in a warehouse.

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    SUBJECTIVE

    During today’s clinical interview, client reports that he always felt like an outsider as he was “teased” a lot for being “black” in high school. States that he had few friends, and basically kept to himself. He describes his home life as “good.” Stating “Dad did what he could for us, there were 8 of us.” He also reports a remarkably diminished interest in engaging in usual activities, states that he has gained 15 pounds in the last 2 months Hispanic Male With MDD Decision Tree case study – Adult/Geriatric Depression. He is also troubled with insomnia which began about 6 months ago, but have been progressively getting worse. He does report poor concentration which he reports is getting in “trouble” at work.

    MENTAL STATUS EXAM

    The client is alert, oriented to person, place, time, and event. He is casually dressed. Speech is clear, but soft. He does not readily make eye contact, but when he does, it is only for a few moments. He is endorsing feelings of depression. Affect is somewhat constricted, but improves as the clinical interview progresses. He denies visual or auditory hallucinations, no overt delusional or paranoid thought processes readily apparent. Judgment and insight appear grossly intact. Hispanic Male With MDD Decision Tree case study – Adult/Geriatric Depression. He is currently denying suicidal or homicidal ideation. You administer the
    “Montgomery- Asberg Depression Rating Scale (MADRS)”
     and obtained a score of 51 
    (indicating severe depression)
    .

    RESOURCES

    § Montgomery, S. A., & Asberg, M. (1979). A new depression scale designed to be sensitive to change. British Journal of Psychiatry, 134, 382-389.

    http://cdnfiles.laureate.net/2dett4d/Walden/NURS/6521/05/mm/decision_trees/week_03/index.html

    Decision Point One

    Select what you should do:

    Begin zoloft 25 mg orally daily

    Begin Effexor XR 37.5 mg orally daily

    Begin Phenelzine 15 mg orally TID

    Hispanic Male With MDD Decision Tree case study – Adult/Geriatric Depression

  • Pharmacotherapy for Cardiovascular Disorders Essay Assignment

    Week 2: Cardiovascular System  Pharmacotherapy for Cardiovascular Disorders Essay Assignment

    Alterations of the cardiovascular system can cause serious adverse events and may lead to death when not treated in a timely and safe manner. Unfortunately, many patients with cardiovascular disorders are unaware until complications appear. In clinical settings, patients often present with symptoms of several cardiovascular disorders, making it essential for you, as the advanced practice nurse, to be able to recognize these symptoms and recommend appropriate drug treatment options.

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    This week, you examine the impact of patient factors that may lead to changes in pharmacokinetic and pharmacodynamic processes on patient drug therapy for cardiovascular disorders. You also explore ways to improve drug therapy plans for cardiovascular disorders based on patient factors and overall health needs.

    Learning Objectives

    Students will:

    Analyze the influence of patient factors on pharmacokinetic and pharmacodynamic processes

    Analyze the impact of changes in pharmacokinetic and pharmacodynamic processes on patient drug therapies

    Evaluate drug therapy plans for cardiovascular disorders Pharmacotherapy for Cardiovascular Disorders Essay Assignment

    Learning Resources

    Required Readings
     (click to expand/reduce)

    Required Media
     (click to expand/reduce)

    Assignment: Pharmacotherapy for Cardiovascular Disorders

    …heart disease remains the No. 1 killer in America; nearly half of all Americans have high blood pressure, high cholesterol, or smoke—some of the leading risk factors for heart disease… Pharmacotherapy for Cardiovascular Disorders Essay Assignment

    —Murphy et al., 2018

    Despite the high mortality rates associated with cardiovascular disorders, improved treatment options do exist that can help address those risk factors that afflict the majority of the population today.

    Photo Credit: Getty Images/Science Photo Library RF

    As an advanced practice nurse, it is your responsibility to recommend appropriate treatment options for patients with cardiovascular disorders. To ensure the safety and effectiveness of drug therapy, advanced practice nurses must consider aspects that might influence pharmacokinetic and pharmacodynamic processes such as medical history, other drugs currently prescribed, and individual patient factors.

    Reference: Murphy, S. L., Xu, J., Kochanek, K. D., & Arias, E. (2018). Mortality in the United States, 2017. Retrieved from https://www.cdc.gov/nchs/products/databriefs/db328.htm

    To Prepare

    Review the Resources for this module and consider the impact of potential pharmacotherapeutics for cardiovascular disorders introduced in the media piece.

    Review the case study assigned by your Instructor for this Assignment. Pharmacotherapy for Cardiovascular Disorders Essay Assignment

    Select one the following factors: genetics, gender, ethnicity, age, or behavior factors.

    Reflect on how the factor you selected might influence the patient’s pharmacokinetic and pharmacodynamic processes.

    Consider how changes in the pharmacokinetic and pharmacodynamic processes might impact the patient’s recommended drug therapy.

    Think about how you might improve the patient’s drug therapy plan based on the pharmacokinetic and pharmacodynamic changes. Reflect on whether you would modify the current drug treatment or provide an alternative treatment option for the patient.

    By Day 7 of Week 2

    Write
     a 2- to 3-page paper that addresses the following:

    Explain how the factor you selected might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case study you were assigned.

    Describe how changes in the processes might impact the patient’s recommended drug therapy. Be specific and provide examples.

    Explain how you might improve the patient’s drug therapy plan and explain why you would make these recommended improvements.

    Reminder:
    The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Writing Template with Instructions provided at the Walden Writing Center offers an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting. Pharmacotherapy for Cardiovascular Disorders Essay Assignment

    Submission and Grading Information

    To submit your completed Assignment for review and grading, do the following:

    Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.

    Click the 
    Week 2 Assignment Rubric 
    to review the Grading Criteria for the Assignment.

    Click the 
    Week 2 Assignment 
    link. You will also be able to “View Rubric” for grading criteria from this area.

    Next, from the Attach File area, click on the 
    Browse My Computer
     button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click 
    Open
    .

    If applicable: From the Plagiarism Tools area, click the checkbox for 
    I agree to submit my paper(s) to the Global Reference Database
    .

    Click on the 
    Submit
     button to complete your submission.

    Grading Criteria

    To access your rubric:

    Week 2 Assignment Rubric

    Check Your Assignment Draft for Authenticity

    To check your Assignment draft for authenticity:

    Submit your Week 2 Assignment draft and review the originality report. Pharmacotherapy for Cardiovascular Disorders Essay Assignment

    Submit Your Assignment by Day 7 of Week 2

    To participate in this Assignment:

    Week 2 Assignment

    What’s Coming Up in Week 3?

    Photo Credit: Getty Images/iStockphoto

    Next week,
     you will examine strategies for the treatment and management of respiratory disorders, including asthma. You will analyze asthma and stepwise management and consider the impact of this approach for patient health.

    Next Week

    To go to the next week:

    Pharmacotherapy for Cardiovascular Disorders Essay Assignment

  • NURS 6521: Advanced Pharmacology Syllabus

    NURS 6521: Advanced Pharmacology Syllabus

    Syllabus

    Student Support and Calendar Information

    So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

    This Syllabus, including the Course Schedule that is linked on this page as a PDF

    Course Calendar

    Support, Guidelines, and Policies

    Credit Hours

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    5 credits in 11 weeks

    Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content. NURS 6521: Advanced Pharmacology Syllabus

    Course Description

    A solid foundation in the concepts and principles of drug therapy across the lifespan is essential to the work of advanced practice nurses. This course applies the advanced principles of pharmacology, including pharmacogenomics, pharmacokinetics, and pharmacodynamics, by analysis of common drug classes prescribed by advanced practice nurses across the life span. Factors influencing successful therapy, such as effectiveness, safety, acceptability, cost, genetic/environmental influences, complementary regimens, and patient behaviors are considered. Through this course, students prepare to examine complex decisions in the management and treatment of selected acute and chronic diseases across the life span through pharmacologic and non-pharmacologic agents NURS 6521: Advanced Pharmacology Syllabus. Advanced practice nursing students will have a more in-depth understanding of drug legislation and regulation for prescribing drugs.

    Course Prerequisites

    There are no prerequisites for this course.

    Course Learning Outcomes

    By the conclusion of this course, you should be able to:

    Evaluate the impact of patient factors on pharmacokinetic and pharmacodynamic processes

    Analyze pharmacotherapeutic treatments for body system disorders and the effects they have on patient outcomes

    Analyze factors that impact patient drug therapy plans

    Evaluate the impact of drug therapy on patient health outcomes

    Apply decision-making strategies for the appropriate use of drugs based on classifications, indications, patient factors, and pathophysiology NURS 6521: Advanced Pharmacology Syllabus

    Evaluate ethical and legal implications of prescribing drugs

    SON Alignment of Learner Outcomes

    Click on the following link to access the SON Alignment of Learner Outcomes:

    Document:
    NURS 6521 SON Alignment of Learning Outcomes (PDF)

    Course Materials

    Please visit the University bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included.

    Course Text

    Rosenthal, L. D., & Burchum, J. R. (2018).
    Lehne’s pharmacotherapeutics for advanced practice providers
    . St. Louis, MO: Elsevier.

    Note:
    If the print edition of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If an electronic version is listed, no print version is available. NURS 6521: Advanced Pharmacology Syllabus.

    Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each Module.

    Course Readings List

    The Course Readings List contains all of the required Walden Library resources for this course. Please click on the following link to access the list:

    Course Readings List

    Media

    Assigned course media elements may be found in one or more modules of the course and are available via a streaming media player or a hyperlink to the individual item.

    Dedicated Support for Course Media

    You may use the following e-mail address and toll-free number for any questions or concerns you have about media in the course.

    E-mail:
     mediasupport@waldenu.edu

    Phone:
     1-877-238-2963

    Primary and Secondary Sources

    Review the following information prior to selecting resources for assignments.

    Primary:
    A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something firsthand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly, peer-reviewed journals. NURS 6521: Advanced Pharmacology Syllabus

    Scholarly, peer-reviewed journal:
     Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces.

    Note:
     When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years.

    Secondary:
     A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information.

    Course Assignments

    Participation in weekly Discussions:
     The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of learning and is a requisite activity in this course. You are expected to participate each week by posting a response to a prompt or question in the weekly Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in the postings of other class members. You may ask questions or offer further information or links about the subject. Please pay attention to grammar and spelling, as consistently poorly written posts will receive grade penalties. In grading the required Discussion postings, your Instructor will be using the Discussion Posting and Response Rubric, located in the 
    Course Information
    area. NURS 6521: Advanced Pharmacology Syllabus
    Note:
     Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.

    Assignments:
     The Assignments provide you with the opportunity to apply the skills and knowledge gained through the Learning Resources and the practicum experience. See the Assignment area of specific weeks for detailed descriptions of the assignments. In grading the required Assignments, your Instructor will be using rubrics located in the Course Information area.
    Note:
     The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e. video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses.

    Portfolio Assignment:
     Each course in the Master of Science in Nursing (MSN) program for the following specializations includes a Portfolio Assignment: Nursing Education, Nurse Executive, Nursing Informatics, and Public Health Nursing. The Portfolio Assignment is designed to measure specific professional knowledge and skills as outlined in the American Association of Colleges of Nursing (AACN) Master’s Essentials. Students submit the Portfolio Assignment in the online classroom and a criterion-based scoring rubric is used to grade the assignment. The rubric is aligned with American Association of Colleges of Nursing (AACN) Master’s Essentials and provides specific and informative feedback on your performance. The Portfolio Assignment is evaluated by the course Instructor.

    Grading Criteria and Total Components of a Grade

    Course grades will be based on participation (postings) and completion of assignments listed below.

    Note:
     All assignments must be completed to pass the course.

    Letter grades will be assigned as follows:

    90%–100% = A

    80%–89% = B

    70%–79% = C

    < 70% = F Please see below for the policy on Incomplete (I) grades. Assignment Total Points Percentage (Weighted) Discussions Participation in Discussions* (4 @ 100 pts. each) 400 25% Assignments Week 1 Assignment (100 pts.) Week 2 Assignment (100 pts.) Week 3 Assignment (100 pts.) Week 5 Assignment (100 pts.) Week 8 Assignment (100 pts.) Week 9 Assignment (100 pts.) NURS 6521: Advanced Pharmacology Syllabus 600 25% Exams Midterm Exam (100 pts.) Final Exam (100 pts.) 200 50% Total 1,200 100% * Each Discussion requires that you make one initial posting and at least two response postings to colleagues. See the Discussion Posting and Response Rubric for posting details. Incomplete Grade Policy Per University policy, Incomplete grades can be granted only to students who have already met the minimum criteria for active weekly participation in a course (including weekly postings in online courses) and have completed at least 80% of other coursework. Incompletes can be awarded when, because of extenuating circumstances, a student has not met additional course requirements, including but not limited to written assignments, group projects, and research papers, as applicable. All Incomplete grades are awarded at the discretion of the course faculty. (Reproduced from Student Catalog) Students who are eligible for an Incomplete must contact the Course Faculty to request the grade as soon as possible. Students who do not meet the criteria listed above will not be allowed to earn an Incomplete. If the Incomplete is approved, the Faculty Member will work with the student to outline the due date(s) for remaining work. Under no circumstances will the new due dates extend beyond 50 days from the last day of the term. Faculty will then have 10 days to assess the work and post the permanent grade before the University-allotted Incomplete time limit of 60 days expires. All Incomplete grades not resolved within the time allotted will convert to permanent grades of F. Instructor Feedback Schedule The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the My Grades area, the Discussion area, and/or the Announcements page. You can expect your weekly assignment grades to be posted within 10 calendar days of a due date. Instructor feedback and explanation is provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade. Course Procedures All class Discussions take place in the weekly Discussion areas. You are encouraged to post course-related questions to the Contact the Instructor area as they may be of interest to all; however, if your question is urgent, it is often best to e-mail the Instructor. If your e-mailed question is thought to be of benefit to all, it may be responded to by the Instructor via e-mail to all or posted as an announcement. Instructor feedback on content and writing issues that is thought to be of benefit to the entire class may be posted to the Contact the Instructor area; however, most personal critique will be done privately in the Grade Center. Be sure to check the Grade Center for comments every week even if you received full credit. Please feel free to use the Class Café to initiate and participate in conversations not directly related to the course. This is an excellent opportunity to get to know other students better. The Instructor will browse the Class Café occasionally but generally will not respond to conversations posted there unless students have specific questions for him or her. Check the e-mail account you use for official Walden University business on a regular basis. The expectation is that you are checking this e-mail account daily during the week. If you experience difficulty sending or receiving Walden e-mail, please contact the Customer Care Team right away. Contact information for the Customer Care Team is located in the Student Support area. Review all materials in the Course Information area, as well as the materials contained under each of the weekly buttons. Note:  There are Optional Readings located within the Learning Resources section of each week in the course. You are encouraged to explore these readings, as needed, in order to enhance your understanding of the course content. Preferred Methods for Delivering Assignments Be sure that you post to the correct Discussion area each week. Do not e-mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads Main Question Post. For your responses to others’ response postings, make sure that the first sentence of your response reads Response. These actions will ensure easily identifiable subject lines for your postings and responses. Application Assignments are submitted to the SafeAssign link and named according to the week in which the Assignment is submitted. Directions for naming each Application Assignment are included in each week’s Assignment area. Please be sure that all written Application Assignments are saved and submitted as a “.doc” file. All e-mail correspondence must contain in the subject line “ABCD 1234-XX-NAME” (ABCD = course prefix, 1234 = course number, XX = section number) followed by a brief description of the subject. This subject line convention ensures that your e-mail will be easily identified and responded to in a timely manner. It is required that the e-mail contain a signature that matches the official name used in the course. NURS 6521: Advanced Pharmacology Syllabus Late Assignment Policy Students are expected to submit assignments by the due dates noted in the course. In extenuating circumstances, such as illness, the student must contact the Instructor as soon as possible to discuss the situation. In those circumstances, faculty will determine the appropriate course of action for the student. NURS 6521: Advanced Pharmacology Syllabus. Depending on the situation, these actions may include recommendations to drop the course (if within the University drop/withdrawal period), acceptance of some or all of the overdue assignments with or without penalties, or failure to accept assignments. Assignments submitted late without prior agreement of the Instructor, outside of an emergency absence, or in violation of agreements for late submission, will receive a grade reduction for the assignment amounting up to 20%. After 5 days, the assignment will not be graded. Students should be aware that late assignments may not receive the same level of written feedback as do assignments submitted on time. Keeping Your Coursework You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials. For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep. The University is not responsible for lost or missing coursework. Course Evaluation At or near the end of the course, you will receive an e-mail inviting you to submit an online evaluation of the course and instruction. All submitted course evaluations are confidential, and only aggregate data and comments will be shared with the Instructor and Program Director. Your feedback is vitally important to Walden University in its efforts to continuously improve programs. Students With Disabilities Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of  Disability Services  at  disability@mail.waldenu.edu  or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or  https://www.waldenu.edu/contact  for international toll-free numbers as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements. Classroom Participation In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class NURS 6521: Advanced Pharmacology Syllabus. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myWalden academic page. Assignments submitted prior to the official start date  will not  count toward your participation.  Financial Aid cannot be released without class participation as defined above.  Students who  are taking their first class with Walden  and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university. Students who have already taken and successfully completed  at least one  or more class(es) with Walden, and who  do not participate  within the first 7 days, will be dropped from that class. If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member. Checklist The module course checklist below outlines the assignments due for the course. For full assignment details and directions, refer to each module of the course. All assignments are due by  11:59 p.m. Mountain Time (MT)  on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. To View the Calendar To view the Course Calendar: Course Calendar To View a Printable Course Schedule For full assignment details and directions, refer to each Module of the course. Click on the  NURS 6521 Course Schedule (PDF)  link to access the Course Schedule. Document: NURS 6521 Course Schedule (PDF) Checklist Week Assignment Title Module 1 : Foundational Concepts of Advanced Pharmacology Week 1 Basic Pharmacotherapeutic Concepts/Ethical and Legal Aspects of Prescribing Learning Resources Required Readings Required Media Discussion Pharmacokinetics and Pharmacodynamics Assignment Ethical and Legal Implications of Prescribing Drugs Module 2 : Cardiovascular and Respiratory Systems Week 2 Cardiovascular System Learning Resources Required Readings Required Media Assignment Pharmacotherapy for Cardiovascular Disorders Week 3 Respiratory System NURS 6521: Advanced Pharmacology Syllabus Learning Resources Required Readings Required Media Assignment Asthma and Stepwise Management Module 3 : Gastrointestinal and Hepatobiliary Systems Week 4 Gastrointestinal and Hepatobiliary Disorders Learning Resources Required Readings Required Media Assignment Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders Module 4 : Endocrine System Week 5 Endocrine System Disorders and the Treatment of Diabetes Learning Resources Required Readings Required Media Discussion Diabetes and Drug Treatments Module 5 : Neurologic and Musculoskeletal Systems Week 6 Neurologic and Musculoskeletal Disorders Learning Resources Required Readings Required Media Assignment Decision Tree for Neurologic and Musculoskeletal Disorders (start) Week 7 Midterm Exam Midterm Exam Module 6 : Psychological Disorders  Week 8 Pharmacology for Psychological Disorders   Learning Resources Required Readings Required Media   Discussion Decision Making When Treating Psychological Disorders   Assignment Decision Tree for Neurologic and Musculoskeletal Disorders (submit) Module 7 : Women’s and Men’s Health, Infections, and Hematologic Systems Week 9 Women’s and Men’s Health Learning Resources Required Readings Required Media Discussion Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders Week 10 Infections and Hematologic Systems       Learning Resources Required Readings Required Media   Discussion Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders Module 8 : Pediatrics NURS 6521: Advanced Pharmacology Syllabus Week 11 Pediatrics Learning Resources Required Readings Required Media Assignment Off-Label Drug Use in Pediatrics Final Exam Bibliography The bibliography contains the references for all learning materials in the course. For your convenience, a link has been provided to download and save the bibliography. NURS 6521: Advanced Pharmacology Syllabus

  • NURS 6521 week 4 – Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders Essay Assignment

    NURS 6521 week 4 – Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders Essay Assignment

    As an advanced practice nurse, you will likely encounter patients who will present with symptoms affecting the gastrointestinal (GI) tract. Of special note, is the consideration that most symptoms concerning the GI tract are non-specific and therefore, diagnosing diagnoses of the GI tract require thoughtful and careful investigation. Similarly, hepatobiliary disorders may also mirror many of the signs and symptoms that patients present when suffering from GI disorders.

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    How might you tease out the specific signs and symptoms between these potential disorders and body systems? What drug therapy plans will best address these disorders for your patients?

    This week, you examine GI and hepatobiliary disorders. You will review a patient case study and consider those factors in recommending and prescribing a drug therapy plan fo your patient. NURS 6521 week 4 – Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders Essay Assignment.

    Learning Objectives

    Students will:

    Evaluate diagnoses for patients with gastrointestinal and hepatobiliary disorders

    Justify drug therapy plans based on patient history and diagnosis

    Learning Resources

    Required Readings
     (click to expand/reduce)

    Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

    Photo Credit: Getty Images/iStockphoto

    Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract. Many of these disorders often have similar symptoms, such as abdominal pain, cramping, constipation, nausea, bloating, and fatigue. Since multiple disorders can be tied to the same symptoms, it is important for advanced practice nurses to carefully evaluate patients and prescribe a treatment that targets the cause rather than the symptom. NURS 6521 week 4 – Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders Essay Assignment

    Once the underlying cause is identified, an appropriate drug therapy plan can be recommended based on medical history and individual patient factors. In this Assignment, you examine a case study of a patient who presents with symptoms of a possible GI/hepatobiliary disorder, and you design an appropriate drug therapy plan.

    To Prepare

    Review the case study assigned by your Instructor for this Assignment

    Reflect on the patient’s symptoms, medical history, and drugs currently prescribed.

    Think about a possible diagnosis for the patient. Consider whether the patient has a disorder related to the gastrointestinal and hepatobiliary system or whether the symptoms are the result of a disorder from another system or other factors, such as pregnancy, drugs, or a psychological disorder. NURS 6521 week 4 – Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders Essay Assignment

    Consider an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

    By Day 7 of Week 4

    Write
     a 1-page paper that addresses the following:

    Explain your diagnosis for the patient, including your rationale for the diagnosis.

    Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

    Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.

    Reminder:
     The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center offers an example of those required elements (available at 
    http://writingcenter.waldenu.edu/57.htm
    ). All papers submitted must use this formatting. NURS 6521 week 4 – Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders Essay Assignment

    Submission and Grading Information

    To submit your completed Assignment for review and grading, do the following:

    Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.

    Click the 
    Week 4 Assignment Rubric 
    to review the Grading Criteria for the Assignment.

    Click the 
    Week 4 Assignment 
    link. You will also be able to “View Rubric” for grading criteria from this area.

    Next, from the Attach File area, click on the 
    Browse My Computer
     button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click 
    Open
    . NURS 6521 week 4 – Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders Essay Assignment

    If applicable: From the Plagiarism Tools area, click the checkbox for 
    I agree to submit my paper(s) to the Global Reference Database
    .

    Click on the 
    Submit
     button to complete your submission.

    Grading Criteria

    To access your rubric:

    Week 4 Assignment Rubric

    Check Your Assignment Draft for Authenticity

    To check your Assignment draft for authenticity:

    Submit your Week 4 Assignment draft and review the originality report. NURS 6521 week 4 – Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders Essay Assignment

    Submit Your Assignment by Day 7 of Week 4

    To participate in this Assignment:

    Week 4 Assignment

    What’s Coming Up in Module 4?

     

    In the next module, 
    you will examine types of drugs prescribed to patients with endocrine disorders, such as diabetes, and you will consider the impact of patient factors on the effects of these drugs. NURS 6521 week 4 – Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders Essay Assignment

  • NURS 6521 Week 5: Endocrine System Disorders and the Treatment of Diabetes

    NURS 6521 Week 5: Endocrine System Disorders and the Treatment of Diabetes

    The endocrine system includes eight major glands throughout the body which affect such things as growth and development, metabolism, sexual function, and mood (National Institutes of Health). Some of the most commonly diagnosed endocrine disorders include hypothyroidism, diabetes, and Hashimoto’s disease. Not surprisingly, treating any one endocrine disorder may have effects on other body systems or their functions. As an advanced practice nurse, treating patients who may suffer from endocrine disorders requires an acute understanding of the structure and function of the endocrine system. NURS 6521 Week 5: Endocrine System Disorders and the Treatment of Diabetes. Additionally, a solid understanding of patient factors and behaviors will assist in developing the best drug therapy plans possible to treat your patients. Some of most commonly diagnosed endocrine disorders include

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    This week, you differentiate the types of diabetes and examine the impact of diabetes drugs on patients. You also evaluate alternative drug treatments and patient education strategies for diabetes management.

    Reference: National Institutes of Health. (n. d.). National Institute of Diabetes and Digestive and Kidney Disorders. Endocrine diseases. Retrieved July 3, 2019 from 
    https://www.niddk.nih.gov/health-information/endocrine-diseases

    Learning Objectives

    Students will:

    Differentiate types of diabetes

    Evaluate the impact of diabetes drugs on patients. NURS 6521 Week 5: Endocrine System Disorders and the Treatment of Diabetes.

    Evaluate alternative drug treatments and patient education strategies for diabetes management

    Learning Resources

    Required Readings
     (click to expand/reduce)

    Discussion: Diabetes and Drug Treatments

    Photo Credit: [Mark Hatfield]/[iStock / Getty Images Plus]/Getty Images

    Each year, 1.5 million Americans are diagnosed with diabetes (American Diabetes Association, 2019). If left untreated, diabetic patients are at risk for several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. There are various methods for treating diabetes, many of which include some form of drug therapy. The type of diabetes as well as the patient’s behavior factors will impact treatment recommendations.

    For this Discussion, you compare types of diabetes, including drug treatments for type 1, type 2, gestational, and juvenile diabetes.

    Reference: American Diabetes Association. (2019). Statistics about diabetes. Retrieved from http://diabetes.org/diabetes-basics/statistics/

    To Prepare

    Review the Resources for this module and reflect on differences between types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.

    Select one type of diabetes to focus on for this Discussion.

    Consider one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Then, reflect on dietary considerations related to treatment.

    Think about the short-term and long-term impact of the diabetes you selected on patients, including effects of drug treatments. NURS 6521 Week 5: Endocrine System Disorders and the Treatment of Diabetes.

    By Day 3 of Week 5

    Post
     a brief explanation of the differences between the types of diabetes, including type 1, type 2, gestational, and juvenile diabetes. Describe one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Be sure to include dietary considerations related to treatment. Then, explain the short-term and long-term impact of this type of diabetes on patients. including effects of drug treatments. Be specific and provide examples.

    By Day 6 of Week 5

    Read
     a selection of your colleagues’ responses and 
    respond 
    to 
    at least two
     of your colleagues on 
    two different days
    who selected a different type of diabetes than you did. Provide recommendations for alternative drug treatments and patient education strategies for treatment and management. NURS 6521 Week 5: Endocrine System Disorders and the Treatment of Diabetes.

    Note:
     For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on 
    Submit!

    Submission and Grading Information

    Grading Criteria

    To access your rubric:

    Week 5 Discussion Rubric

    Post by Day 3 of Week 5 and Respond by Day 6 of Week 5

    To Participate in this Discussion:

    Week 5 Discussion

    What’s Coming Up in Module 5?

    Photo Credit: Getty Images/iStockphoto

    In the next module, 
    you will examine diagnoses for patients with neurologic and musculoskeletal disorders, and you will complete your Midterm Exam.

    Looking Ahead: Midterm Exam

    Please review the Resources and content in the previous modules in preparation for your Midterm Exam in Module 5. NURS 6521 Week 5: Endocrine System Disorders and the Treatment of Diabetes