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– 2 years ago **files (2)** – ## HistoryandPhysicalSOAP.docx – Doc-Feb52025-1-25PM.pdf **## HistoryandPhysicalSOAP.docx** 1 **2** Comprehensive Well-Woman Paper History and Physical Soap Note Student Instructor University affiliation Class Name Date **SUBJECTIVE DATA (S)** **Initials:** J.D. **Age:*…

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– 2 years ago

**files (2)**

– ## HistoryandPhysicalSOAP.docx

– Doc-Feb52025-1-25PM.pdf

**## HistoryandPhysicalSOAP.docx**

1

**2**

Comprehensive Well-Woman Paper History and Physical Soap Note

Student

Instructor

University affiliation

Class Name

Date

**SUBJECTIVE DATA (S)**

**Initials:** J.D.

**Age:** 32

**Race:** Caucasian

**Gender:** Female

**Marital Status:** Married

**Informant:** Patient

**CHIEF COMPLAINT (CC):**

"I have been experiencing persistent lower abdominal pain for the past week."

**HISTORY OF PRESENT ILLNESS (HPI):**

· Location:

Lower abdomen, bilateral

· Quality:

Dull and cramping pain

· Severity:

6/10 on pain scale

· Timing:

Started one week ago, intermittent

· Setting:

Occurs mainly after meals and at night

· Alleviating and aggravating factors:

Worse after eating fatty foods, improved with rest and warm compress

· Associated signs and symptoms:

Occasional nausea, no vomiting, no fever, no change in bowel habits (Fanslow et al., 2019).

**PAST MEDICAL HISTORY (PMH):**

· Allergies:

No known drug allergies

· Current medications:

Ibuprofen PRN for pain, daily multivitamin

· Age/Health Status:

32, generally healthy

· Immunization Status:

Up to date

· Previous screening tests:

Normal Pap smear (2023), normal lipid panel (2022) (Lakhoo et al., 2021)

· Childhood illnesses:

None significant

· Major adult illnesses:

None reported

· Injuries:

None significant

· Hospitalizations:

None

· Surgeries:

Appendectomy (2015)

**FAMILY HISTORY (FH):**

· Mother: Alive, 58, history of hypertension

· Father: Deceased, heart disease at age 60

· Siblings: One brother, healthy

· No known family history of cancer, diabetes, or autoimmune diseases

**SOCIAL HISTORY (SH):**

· Marital Status:

Married, lives with spouse

· Occupation:

Office manager

· Exercise:

Walks 3x per week

· Diet:

Balanced but high in fried foods

· Substance Use:

No smoking, occasional alcohol

· Living Arrangements:

Lives in a suburban home

· Safety:

Uses seatbelt regularly, no firearms at home

· Reproductive History:

LMP 12 days ago, regular cycles, gravida 2 para 1

· Sexual History:

Heterosexual, monogamous, no known STIs

**REVIEW OF SYSTEMS (ROS):**

1. Constitutional:

No fever, no weight changes

2. Eyes:

No vision changes

3. Ears, Nose, Mouth, Throat:

No ear pain, nasal congestion, or sore throat

4. Cardiovascular:

No chest pain, palpitations, or edema

5. Respiratory:

No cough, dyspnea, or wheezing

6. Gastrointestinal:

Lower abdominal pain, occasional nausea, no vomiting or diarrhea

7. Genitourinary:

No dysuria, urgency, or hematuria

8. Musculoskeletal:

No joint pain or swelling

9. Integumentary:

No rashes, lesions, or changes in skin

10. Neurologic:

No headaches, dizziness, or weakness

11. Psychiatric:

No anxiety or depression

12. Endocrine:

No heat/cold intolerance

13. Hematologic/Lymphatic:

No easy bruising or bleeding

14. Allergic/Immunologic:

No known allergies or immune deficiencies

**OBJECTIVE DATA (O):**

1. Constitutional:

VS: Temp 98.6F,

BP 120/76,

HR 78,

RR 16,

Height 5'6",

Weight 150 lbs

Well-appearing, no distress

2. Eyes:

PERRLA, EOMI, no conjunctival injection

3. Ears, Nose, Throat:

Clear tympanic membranes, normal nasal mucosa, no oropharyngeal lesions

4. Cardiovascular:

Regular rate and rhythm, no murmurs or gallops, no peripheral edema

5. Respiratory:

Lungs clear bilaterally, no wheezing, no rales (Sabo et al., 2021)

6. Gastrointestinal:

Soft, mild tenderness in lower abdomen, no rebound or guarding, bowel sounds normal

7. Genitourinary:

No CVA tenderness

8. Musculoskeletal:

No joint swelling or tenderness

9. Integumentary/Lymphatic:

No rashes, normal skin turgor

10. Neurologic:

· CN II-XII intact, normal gait

11. Psychiatric:

· Normal affect, no signs of distress

12. Hematologic/Immunologic:

· No lymphadenopathy or signs of anemia

**ASSESSMENT (A):**

1. Abdominal pain, likely gastrointestinal in origin (possible gastritis or IBS)

2. Rule out gynecological causes (ovarian cyst, endometriosis)

3. No signs of acute infection or obstruction

**PLAN (P):**

1. Labs:

CBC, CMP, UA

H. pylori test

2. Imaging:

Abdominal ultrasound if symptoms persist

3. Medications:

Proton pump inhibitor (omeprazole) for possible gastritis

Antispasmodic (dicyclomine) for abdominal cramps PRN

4. Lifestyle Recommendations:

Avoid fatty, spicy foods

Increase fiber intake

Hydration and regular meals

**Follow-up:**

· Re-evaluate in 2 weeks or sooner if symptoms worsen

· Monitor symptom progression and response to treatment

· Schedule additional follow-ups if necessary to adjust treatment plan (Gluppe et al., 2021)

· Consider dietary consultation if lifestyle changes do not improve symptoms

**Referral:**

· Consider gynecological consultation if no improvement, especially if symptoms suggest endometriosis or ovarian pathology

· Consider gastroenterology referral if symptoms persist despite treatment for possible IBS or gastritis

· Referral to a nutritionist for dietary assessment and improvement

· Psychological evaluation if stress is suspected as a contributing factor

References

Fanslow, J., Wise, M. R., & Marriott, J.(2019). Intimate partner violence and women’s reproductive healthLinks to an external site.. Obstetrics, Gynaecology & Reproductive Medicine, 29(12), 342–350.
[https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1016/j.ogrm.2019.09.003](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1016/j.ogrm.2019.09.003)

Fowler, G. C. (2019). Pfenninger and Fowler’s Procedures for Primary Care (4th ed.). Elsevier. Section 10, “Obstetrics”

Gluppe, S., Engh, M. E., & Kari, B. (2021). Women with diastasis recti abdominis might have weaker abdominal muscles and more abdominal pain, but no higher prevalence of pelvic floor disorders, low back and pelvic girdle pain than women without diastasis recti abdominis.
_Physiotherapy_,
_111_, 57-65.
[https://doi.org/10.1016/j.physio.2021.01.008](https://doi.org/10.1016/j.physio.2021.01.008)

Lakhoo, K., Almario, C. V., Khalil, C., & Spiegel, B. M. (2021). Prevalence and characteristics of abdominal pain in the United States.
_Clinical Gastroenterology and Hepatology_,
_19_(9), 1864-1872.
[https://doi.org/10.1016/j.cgh.2020.06.065](https://doi.org/10.1016/j.cgh.2020.06.065)

Lockwood, C. J. (2019). Key points for today’s ‘well-woman’ exam: A guide for ob/gynsLinks to an external site.. Contemporary OB/GYN, 64(1), 2329.
[https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=134229869&site=ehost-live&scope=site&authtype=shib&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=134229869&site=ehost-live&scope=site&authtype=shib&custid=s6527200)

Sabo, C. M., Grad, S., & Dumitrascu, D. L. (2021). Chronic abdominal pain in general practice.
_Digestive Diseases_,
_39_(6), 606-614.
[https://doi.org/10.1159/000515433](https://doi.org/10.1159/000515433)

**Doc-Feb52025-1-25PM.pdf**

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**Doc-Feb52025-1-25PM.pdf**

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**## HistoryandPhysicalSOAP.docx**

1

**2**

Comprehensive Well-Woman Paper History and Physical Soap Note

Student

Instructor

University affiliation

Class Name

Date

**SUBJECTIVE DATA (S)**

**Initials:** J.D.

**Age:** 32

**Race:** Caucasian

**Gender:** Female

**Marital Status:** Married

**Informant:** Patient

**CHIEF COMPLAINT (CC):**

"I have been experiencing persistent lower abdominal pain for the past week."

**HISTORY OF PRESENT ILLNESS (HPI):**

· Location:

Lower abdomen, bilateral

· Quality:

Dull and cramping pain

· Severity:

6/10 on pain scale

· Timing:

Started one week ago, intermittent

· Setting:

Occurs mainly after meals and at night

· Alleviating and aggravating factors:

Worse after eating fatty foods, improved with rest and warm compress

· Associated signs and symptoms:

Occasional nausea, no vomiting, no fever, no change in bowel habits (Fanslow et al., 2019).

**PAST MEDICAL HISTORY (PMH):**

· Allergies:

No known drug allergies

· Current medications:

Ibuprofen PRN for pain, daily multivitamin

· Age/Health Status:

32, generally healthy

· Immunization Status:

Up to date

· Previous screening tests:

Normal Pap smear (2023), normal lipid panel (2022) (Lakhoo et al., 2021)

· Childhood illnesses:

None significant

· Major adult illnesses:

None reported

· Injuries:

None significant

· Hospitalizations:

None

· Surgeries:

Appendectomy (2015)

**FAMILY HISTORY (FH):**

· Mother: Alive, 58, history of hypertension

· Father: Deceased, heart disease at age 60

· Siblings: One brother, healthy

· No known family history of cancer, diabetes, or autoimmune diseases

**SOCIAL HISTORY (SH):**

· Marital Status:

Married, lives with spouse

· Occupation:

Office manager

· Exercise:

Walks 3x per week

· Diet:

Balanced but high in fried foods

· Substance Use:

No smoking, occasional alcohol

· Living Arrangements:

Lives in a suburban home

· Safety:

Uses seatbelt regularly, no firearms at home

· Reproductive History:

LMP 12 days ago, regular cycles, gravida 2 para 1

· Sexual History:

Heterosexual, monogamous, no known STIs

**REVIEW OF SYSTEMS (ROS):**

1. Constitutional:

No fever, no weight changes

2. Eyes:

No vision changes

3. Ears, Nose, Mouth, Throat:

No ear pain, nasal congestion, or sore throat

4. Cardiovascular:

No chest pain, palpitations, or edema

5. Respiratory:

No cough, dyspnea, or wheezing

6. Gastrointestinal:

Lower abdominal pain, occasional nausea, no vomiting or diarrhea

7. Genitourinary:

No dysuria, urgency, or hematuria

8. Musculoskeletal:

No joint pain or swelling

9. Integumentary:

No rashes, lesions, or changes in skin

10. Neurologic:

No headaches, dizziness, or weakness

11. Psychiatric:

No anxiety or depression

12. Endocrine:

No heat/cold intolerance

13. Hematologic/Lymphatic:

No easy bruising or bleeding

14. Allergic/Immunologic:

No known allergies or immune deficiencies

**OBJECTIVE DATA (O):**

1. Constitutional:

VS: Temp 98.6F,

BP 120/76,

HR 78,

RR 16,

Height 5'6",

Weight 150 lbs

Well-appearing, no distress

2. Eyes:

PERRLA, EOMI, no conjunctival injection

3. Ears, Nose, Throat:

Clear tympanic membranes, normal nasal mucosa, no oropharyngeal lesions

4. Cardiovascular:

Regular rate and rhythm, no murmurs or gallops, no peripheral edema

5. Respiratory:

Lungs clear bilaterally, no wheezing, no rales (Sabo et al., 2021)

6. Gastrointestinal:

Soft, mild tenderness in lower abdomen, no rebound or guarding, bowel sounds normal

7. Genitourinary:

No CVA tenderness

8. Musculoskeletal:

No joint swelling or tenderness

9. Integumentary/Lymphatic:

No rashes, normal skin turgor

10. Neurologic:

· CN II-XII intact, normal gait

11. Psychiatric:

· Normal affect, no signs of distress

12. Hematologic/Immunologic:

· No lymphadenopathy or signs of anemia

**ASSESSMENT (A):**

1. Abdominal pain, likely gastrointestinal in origin (possible gastritis or IBS)

2. Rule out gynecological causes (ovarian cyst, endometriosis)

3. No signs of acute infection or obstruction

**PLAN (P):**

1. Labs:

CBC, CMP, UA

H. pylori test

2. Imaging:

Abdominal ultrasound if symptoms persist

3. Medications:

Proton pump inhibitor (omeprazole) for possible gastritis

Antispasmodic (dicyclomine) for abdominal cramps PRN

4. Lifestyle Recommendations:

Avoid fatty, spicy foods

Increase fiber intake

Hydration and regular meals

**Follow-up:**

· Re-evaluate in 2 weeks or sooner if symptoms worsen

· Monitor symptom progression and response to treatment

· Schedule additional follow-ups if necessary to adjust treatment plan (Gluppe et al., 2021)

· Consider dietary consultation if lifestyle changes do not improve symptoms

**Referral:**

· Consider gynecological consultation if no improvement, especially if symptoms suggest endometriosis or ovarian pathology

· Consider gastroenterology referral if symptoms persist despite treatment for possible IBS or gastritis

· Referral to a nutritionist for dietary assessment and improvement

· Psychological evaluation if stress is suspected as a contributing factor

References

Fanslow, J., Wise, M. R., & Marriott, J.(2019). Intimate partner violence and women’s reproductive healthLinks to an external site.. Obstetrics, Gynaecology & Reproductive Medicine, 29(12), 342–350.
[https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1016/j.ogrm.2019.09.003](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1016/j.ogrm.2019.09.003)

Fowler, G. C. (2019). Pfenninger and Fowler’s Procedures for Primary Care (4th ed.). Elsevier. Section 10, “Obstetrics”

Gluppe, S., Engh, M. E., & Kari, B. (2021). Women with diastasis recti abdominis might have weaker abdominal muscles and more abdominal pain, but no higher prevalence of pelvic floor disorders, low back and pelvic girdle pain than women without diastasis recti abdominis.
_Physiotherapy_,
_111_, 57-65.
[https://doi.org/10.1016/j.physio.2021.01.008](https://doi.org/10.1016/j.physio.2021.01.008)

Lakhoo, K., Almario, C. V., Khalil, C., & Spiegel, B. M. (2021). Prevalence and characteristics of abdominal pain in the United States.
_Clinical Gastroenterology and Hepatology_,
_19_(9), 1864-1872.
[https://doi.org/10.1016/j.cgh.2020.06.065](https://doi.org/10.1016/j.cgh.2020.06.065)

Lockwood, C. J. (2019). Key points for today’s ‘well-woman’ exam: A guide for ob/gynsLinks to an external site.. Contemporary OB/GYN, 64(1), 2329.
[https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=134229869&site=ehost-live&scope=site&authtype=shib&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=134229869&site=ehost-live&scope=site&authtype=shib&custid=s6527200)

Sabo, C. M., Grad, S., & Dumitrascu, D. L. (2021). Chronic abdominal pain in general practice.
_Digestive Diseases_,
_39_(6), 606-614.
[https://doi.org/10.1159/000515433](https://doi.org/10.1159/000515433)

**Doc-Feb52025-1-25PM.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/doc-feb52025-1-25pm-pdf)

**## HistoryandPhysicalSOAP.docx**

1

**2**

Comprehensive Well-Woman Paper History and Physical Soap Note

Student

Instructor

University affiliation

Class Name

Date

**SUBJECTIVE DATA (S)**

**Initials:** J.D.

**Age:** 32

**Race:** Caucasian

**Gender:** Female

**Marital Status:** Married

**Informant:** Patient

**CHIEF COMPLAINT (CC):**

"I have been experiencing persistent lower abdominal pain for the past week."

**HISTORY OF PRESENT ILLNESS (HPI):**

· Location:

Lower abdomen, bilateral

· Quality:

Dull and cramping pain

· Severity:

6/10 on pain scale

· Timing:

Started one week ago, intermittent

· Setting:

Occurs mainly after meals and at night

· Alleviating and aggravating factors:

Worse after eating fatty foods, improved with rest and warm compress

· Associated signs and symptoms:

Occasional nausea, no vomiting, no fever, no change in bowel habits (Fanslow et al., 2019).

**PAST MEDICAL HISTORY (PMH):**

· Allergies:

No known drug allergies

· Current medications:

Ibuprofen PRN for pain, daily multivitamin

· Age/Health Status:

32, generally healthy

· Immunization Status:

Up to date

· Previous screening tests:

Normal Pap smear (2023), normal lipid panel (2022) (Lakhoo et al., 2021)

· Childhood illnesses:

None significant

· Major adult illnesses:

None reported

· Injuries:

None significant

· Hospitalizations:

None

· Surgeries:

Appendectomy (2015)

**FAMILY HISTORY (FH):**

· Mother: Alive, 58, history of hypertension

· Father: Deceased, heart disease at age 60

· Siblings: One brother, healthy

· No known family history of cancer, diabetes, or autoimmune diseases

**SOCIAL HISTORY (SH):**

· Marital Status:

Married, lives with spouse

· Occupation:

Office manager

· Exercise:

Walks 3x per week

· Diet:

Balanced but high in fried foods

· Substance Use:

No smoking, occasional alcohol

· Living Arrangements:

Lives in a suburban home

· Safety:

Uses seatbelt regularly, no firearms at home

· Reproductive History:

LMP 12 days ago, regular cycles, gravida 2 para 1

· Sexual History:

Heterosexual, monogamous, no known STIs

**REVIEW OF SYSTEMS (ROS):**

1. Constitutional:

No fever, no weight changes

2. Eyes:

No vision changes

3. Ears, Nose, Mouth, Throat:

No ear pain, nasal congestion, or sore throat

4. Cardiovascular:

No chest pain, palpitations, or edema

5. Respiratory:

No cough, dyspnea, or wheezing

6. Gastrointestinal:

Lower abdominal pain, occasional nausea, no vomiting or diarrhea

7. Genitourinary:

No dysuria, urgency, or hematuria

8. Musculoskeletal:

No joint pain or swelling

9. Integumentary:

No rashes, lesions, or changes in skin

10. Neurologic:

No headaches, dizziness, or weakness

11. Psychiatric:

No anxiety or depression

12. Endocrine:

No heat/cold intolerance

13. Hematologic/Lymphatic:

No easy bruising or bleeding

14. Allergic/Immunologic:

No known allergies or immune deficiencies

**OBJECTIVE DATA (O):**

1. Constitutional:

VS: Temp 98.6F,

BP 120/76,

HR 78,

RR 16,

Height 5'6",

Weight 150 lbs

Well-appearing, no distress

2. Eyes:

PERRLA, EOMI, no conjunctival injection

3. Ears, Nose, Throat:

Clear tympanic membranes, normal nasal mucosa, no oropharyngeal lesions

4. Cardiovascular:

Regular rate and rhythm, no murmurs or gallops, no peripheral edema

5. Respiratory:

Lungs clear bilaterally, no wheezing, no rales (Sabo et al., 2021)

6. Gastrointestinal:

Soft, mild tenderness in lower abdomen, no rebound or guarding, bowel sounds normal

7. Genitourinary:

No CVA tenderness

8. Musculoskeletal:

No joint swelling or tenderness

9. Integumentary/Lymphatic:

No rashes, normal skin turgor

10. Neurologic:

· CN II-XII intact, normal gait

11. Psychiatric:

· Normal affect, no signs of distress

12. Hematologic/Immunologic:

· No lymphadenopathy or signs of anemia

**ASSESSMENT (A):**

1. Abdominal pain, likely gastrointestinal in origin (possible gastritis or IBS)

2. Rule out gynecological causes (ovarian cyst, endometriosis)

3. No signs of acute infection or obstruction

**PLAN (P):**

1. Labs:

CBC, CMP, UA

H. pylori test

2. Imaging:

Abdominal ultrasound if symptoms persist

3. Medications:

Proton pump inhibitor (omeprazole) for possible gastritis

Antispasmodic (dicyclomine) for abdominal cramps PRN

4. Lifestyle Recommendations:

Avoid fatty, spicy foods

Increase fiber intake

Hydration and regular meals

**Follow-up:**

· Re-evaluate in 2 weeks or sooner if symptoms worsen

· Monitor symptom progression and response to treatment

· Schedule additional follow-ups if necessary to adjust treatment plan (Gluppe et al., 2021)

· Consider dietary consultation if lifestyle changes do not improve symptoms

**Referral:**

· Consider gynecological consultation if no improvement, especially if symptoms suggest endometriosis or ovarian pathology

· Consider gastroenterology referral if symptoms persist despite treatment for possible IBS or gastritis

· Referral to a nutritionist for dietary assessment and improvement

· Psychological evaluation if stress is suspected as a contributing factor

References

Fanslow, J., Wise, M. R., & Marriott, J.(2019). Intimate partner violence and women’s reproductive healthLinks to an external site.. Obstetrics, Gynaecology & Reproductive Medicine, 29(12), 342–350.
[https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1016/j.ogrm.2019.09.003](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1016/j.ogrm.2019.09.003)

Fowler, G. C. (2019). Pfenninger and Fowler’s Procedures for Primary Care (4th ed.). Elsevier. Section 10, “Obstetrics”

Gluppe, S., Engh, M. E., & Kari, B. (2021). Women with diastasis recti abdominis might have weaker abdominal muscles and more abdominal pain, but no higher prevalence of pelvic floor disorders, low back and pelvic girdle pain than women without diastasis recti abdominis.
_Physiotherapy_,
_111_, 57-65.
[https://doi.org/10.1016/j.physio.2021.01.008](https://doi.org/10.1016/j.physio.2021.01.008)

Lakhoo, K., Almario, C. V., Khalil, C., & Spiegel, B. M. (2021). Prevalence and characteristics of abdominal pain in the United States.
_Clinical Gastroenterology and Hepatology_,
_19_(9), 1864-1872.
[https://doi.org/10.1016/j.cgh.2020.06.065](https://doi.org/10.1016/j.cgh.2020.06.065)

Lockwood, C. J. (2019). Key points for today’s ‘well-woman’ exam: A guide for ob/gynsLinks to an external site.. Contemporary OB/GYN, 64(1), 2329.
[https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=134229869&site=ehost-live&scope=site&authtype=shib&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=134229869&site=ehost-live&scope=site&authtype=shib&custid=s6527200)

Sabo, C. M., Grad, S., & Dumitrascu, D. L. (2021). Chronic abdominal pain in general practice.
_Digestive Diseases_,
_39_(6), 606-614.
[https://doi.org/10.1159/000515433](https://doi.org/10.1159/000515433)

**Doc-Feb52025-1-25PM.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/doc-feb52025-1-25pm-pdf)

November 5, 2026
[Solved] writing

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## PPTWeek4WebsiteEvaluation11.pptx **## PPTWeek4WebsiteEvaluation11.pptx** Website Evaluation Using Your Population Health Topic (By: Your Name) Government or Organizational Name Authority Accuracy Bias/Objectivity Currency/Timeliness Coverage Usefulness Popular Websit…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## PPTWeek4WebsiteEvaluation11.pptx

**## PPTWeek4WebsiteEvaluation11.pptx**

Website Evaluation Using Your Population Health Topic (By: Your Name)

Government or Organizational Name

Authority

Accuracy

Bias/Objectivity

Currency/Timeliness

Coverage

Usefulness

Popular Website Name

Authority

Accuracy

Bias/Objectivity

Currency/Timeliness

Coverage

Usefulness

Review your two chosen websites on your population health topic using criteria and resources in Week 4. Based on the criteria will you recommend to Trust it or Trash it.

**## PPTWeek4WebsiteEvaluation11.pptx**

Website Evaluation Using Your Population Health Topic (By: Your Name)

Government or Organizational Name

Authority

Accuracy

Bias/Objectivity

Currency/Timeliness

Coverage

Usefulness

Popular Website Name

Authority

Accuracy

Bias/Objectivity

Currency/Timeliness

Coverage

Usefulness

Review your two chosen websites on your population health topic using criteria and resources in Week 4. Based on the criteria will you recommend to Trust it or Trash it.

November 5, 2026
[Solved] see attached

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## Respondtothetwopostingbelow.docx **## Respondtothetwopostingbelow.docx** Respond to the two posting below. In 200 words each and 4 references. Due 2/7/25 #### Peer Response Instructions: Please read and respond to at least two of your peers' initial postings. You may…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## Respondtothetwopostingbelow.docx

**## Respondtothetwopostingbelow.docx**

Respond to the two posting below. In 200 words each and 4 references. Due 2/7/25

#### Peer Response

Instructions:

Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers:

· Compare and contrast your initial posting with those of your peers.

· How are they similar or how are they different?

· What information can you add that would help support the responses of your peers?

· Ask your peers a question for clarification about their post.

· What most interests you about their responses?

Please be sure to validate your opinions and ideas with citations and references in APA format.

SR,

Depression is a common and significant concern among LGBTQI adults, but particularly among LGBTQI youth. Depressive episodes can stem from discrimination, stigma, and lack of support related to their gender identity.

Individuals that have experienced abuse, trauma, or other stressful events are at risk of developing depression (National Institute of Mental Health, 2024). Depression is linked to increased health care costs and other health conditions like heart disease and diabetes; it is also a risk factor for suicidal thoughts and behaviors (National Institute of Mental Health, 2024).

Economic costs related to depression are high. The total economic burden of adults with Major Depressive Disorder in 2019 was estimated at $333.7 billion (Greenberg et al., 2023).

Assessment tools include Patient Health Questionnaire (PHQ-9), Beck Depression Inventory (BDI) Scale-The BDI can be used for ages 13 to 80. The inventory contains 21 self-report items which individuals complete using multiple choice response formats, and the Hamilton Depression Rating Scale.

Treatment for depression includes both pharmacologic and non-pharmacologic treatments. SSRI’s are common first line pharmacologic treatments for their efficacy and low side effect profile.

SSRI mechanism of action selectively inhibits serotonin reuptake at the presynaptic neuron, increasing synaptic serotonin levels (Edinoff et al., 2021). Common side effects for SSRI’s include nausea, sexual dysfunction, insomnia, headache, gastrointestinal upset, anxiety, and restlessness. Contraindications for use are known hypersensitivity to SSRIs, recent MAOI use (due to risk of serotonin syndrome), and untreated hyponatremia (Edinoff et al., 2021). Important kinetic considerations, variable absorption rates between different SSRIs, long half-lives leading to potential for withdrawal symptoms upon abrupt discontinuation (Edinoff et al., 2021).

The plan of care for a patient presenting with depression includes an SSRI in conjunction with psychotherapy such as Dialectical Behavior Therapy (DBT). Dialectical Behavior Therapy (DBT) is a structured therapy that focuses on teaching four core skills (mindfulness, acceptance & distress tolerance, emotional regulation, and interpersonal effectiveness (Dialectical Behavior Therapy, 2022).

References

Dialectical Behavior Therapy. (2022). DBT : Dialectical Behavior Therapy – Skills, Worksheets, & Videos. DBT. https://dialecticalbehaviortherapy.com/

Edinoff, A. N., Akuly, H. A., Hanna, T. A., Ochoa, C. O., Patti, S. J., Ghaffar, Y. A., Kaye, A. D., Viswanath, O., Urits, I., Boyer, A. G., Cornett, E. M., & Kaye, A. M. (2021). Selective Serotonin Reuptake Inhibitors and Adverse Effects: A Narrative Review. Neurology International, 13(3), 387–401. https://doi.org/10.3390/neurolint13030038

Greenberg, P. E., Chitnis, A. S., Louie, D., Suthoff, E., Chen, S. Y., Maitland, J., Gagnon-Sanschagrin, P., Fournier, A.-A., & Kessler, R. C. (2023). The Economic Burden of Adults with Major Depressive Disorder in the United States (2019). Advances in Therapy, 40(10), 4460–4479. https://doi.org/10.1007/s12325-023-02622-x

National Institute Of Mental Health. (2024, March). Depression. National Institute of Mental Health. https://www.nimh.nih.gov/health/topics/depression

ZW,

The National Child Traumatic Stress Network has released a two-part resource that urges all care providers and organizations to utilize a screener to evaluate for post-traumatic stress symptoms and trauma exposure when working with LGBTQ+ youth (Menhinick & Sanders, 2023). The justification for this is that LGBTQ+ youth are disproportionately exposed to a variety of potentially traumatic events (PTEs) and adverse childhood experiences (ACEs) in comparison to their cisgender, heterosexual peers (Menhinick & Sanders, 2023). As a result, these adverse and potentially traumatic experiences are associated with an elevated risk of a variety of mental and physical health issues, including depression, addiction, homelessness, and suicidality, as well as an elevated risk of utilizing desperate coping mechanisms, such as substance abuse and risky sexual behavior (Menhinick & Sanders, 2023).

Compared to individuals with a heterosexual identity, lesbian, homosexual, and bisexual identities have been linked to increased victimization throughout their lives, including incidents of sexual and physical assault and child abuse (U.S. Department of. Veterans Affair, 2022). In reality, LGBTQ+ individuals are nearly four times more likely to be subjected to violent assault (including larceny, sexual assault, and aggravated or fundamental assault) than their heterosexual, cisgender counterparts (U.S. Department of. Veterans Affair, 2022).

The Trauma Symptom Checklist-40 (TSC-40) and the PTSD Checklist for DSM-5 (PCL-5) are self-report scales that are employed in the screening process for PTSD (Kaur Mann et al., 2024). Additionally, the Clinician-Administers PTSD scale is accessible as a structured interview consisting of thirty items (Kaur Mann et al., 2024). The treatment of choice for post-traumatic stress disorder (PTSD) is trauma-focused psychotherapy (Kaur Mann et al., 2024). It encompasses cognitive behavioral therapy, exposure-based therapy, and eye movement desensitization and reprocessing therapy (EMDR). FDA-approved treatments for post-traumatic stress disorder (PTSD) include selective serotonin reuptake inhibitors (SSRIs) like paroxetine and sertraline (Kaur Mann et al., 2024). Other selective serotonin and norepinephrine reuptake inhibitors (SNRIs) and SSRIs are viable off-label alternatives (Kaur Mann et al., 2024). Collaborative interventions, including trauma-focused cognitive-behavioral therapy (TF-CBT) and eye movement desensitization and reprocessing (EMDR), should be incorporated into a comprehensive care plan.

References

Kaur Mann, S., Marwaha, R., & Torrico, T. J. (2024). Posttraumatic stress disorder. StatPearls.

Menhinick, K. A., & Sanders, C. J. (2023). Lgbtq+ stress, trauma, time, and care. Pastoral Psychology, 72(3), 367–384.
[https://doi.org/10.1007/s11089-023-01073-z\
Links to an external site.](https://doi.org/10.1007/s11089-023-01073-z)

U.S. Department of. Veterans Affair. (2022, April 24). PTSD: national center for ptsd. https://www.ptsd.va.gov/professional/treat/specific/trauma_discrimination_lgbtq.asp.

**## Respondtothetwopostingbelow.docx**

Respond to the two posting below. In 200 words each and 4 references. Due 2/7/25

#### Peer Response

Instructions:

Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers:

· Compare and contrast your initial posting with those of your peers.

· How are they similar or how are they different?

· What information can you add that would help support the responses of your peers?

· Ask your peers a question for clarification about their post.

· What most interests you about their responses?

Please be sure to validate your opinions and ideas with citations and references in APA format.

SR,

Depression is a common and significant concern among LGBTQI adults, but particularly among LGBTQI youth. Depressive episodes can stem from discrimination, stigma, and lack of support related to their gender identity.

Individuals that have experienced abuse, trauma, or other stressful events are at risk of developing depression (National Institute of Mental Health, 2024). Depression is linked to increased health care costs and other health conditions like heart disease and diabetes; it is also a risk factor for suicidal thoughts and behaviors (National Institute of Mental Health, 2024).

Economic costs related to depression are high. The total economic burden of adults with Major Depressive Disorder in 2019 was estimated at $333.7 billion (Greenberg et al., 2023).

Assessment tools include Patient Health Questionnaire (PHQ-9), Beck Depression Inventory (BDI) Scale-The BDI can be used for ages 13 to 80. The inventory contains 21 self-report items which individuals complete using multiple choice response formats, and the Hamilton Depression Rating Scale.

Treatment for depression includes both pharmacologic and non-pharmacologic treatments. SSRI’s are common first line pharmacologic treatments for their efficacy and low side effect profile.

SSRI mechanism of action selectively inhibits serotonin reuptake at the presynaptic neuron, increasing synaptic serotonin levels (Edinoff et al., 2021). Common side effects for SSRI’s include nausea, sexual dysfunction, insomnia, headache, gastrointestinal upset, anxiety, and restlessness. Contraindications for use are known hypersensitivity to SSRIs, recent MAOI use (due to risk of serotonin syndrome), and untreated hyponatremia (Edinoff et al., 2021). Important kinetic considerations, variable absorption rates between different SSRIs, long half-lives leading to potential for withdrawal symptoms upon abrupt discontinuation (Edinoff et al., 2021).

The plan of care for a patient presenting with depression includes an SSRI in conjunction with psychotherapy such as Dialectical Behavior Therapy (DBT). Dialectical Behavior Therapy (DBT) is a structured therapy that focuses on teaching four core skills (mindfulness, acceptance & distress tolerance, emotional regulation, and interpersonal effectiveness (Dialectical Behavior Therapy, 2022).

References

Dialectical Behavior Therapy. (2022). DBT : Dialectical Behavior Therapy – Skills, Worksheets, & Videos. DBT. https://dialecticalbehaviortherapy.com/

Edinoff, A. N., Akuly, H. A., Hanna, T. A., Ochoa, C. O., Patti, S. J., Ghaffar, Y. A., Kaye, A. D., Viswanath, O., Urits, I., Boyer, A. G., Cornett, E. M., & Kaye, A. M. (2021). Selective Serotonin Reuptake Inhibitors and Adverse Effects: A Narrative Review. Neurology International, 13(3), 387–401. https://doi.org/10.3390/neurolint13030038

Greenberg, P. E., Chitnis, A. S., Louie, D., Suthoff, E., Chen, S. Y., Maitland, J., Gagnon-Sanschagrin, P., Fournier, A.-A., & Kessler, R. C. (2023). The Economic Burden of Adults with Major Depressive Disorder in the United States (2019). Advances in Therapy, 40(10), 4460–4479. https://doi.org/10.1007/s12325-023-02622-x

National Institute Of Mental Health. (2024, March). Depression. National Institute of Mental Health. https://www.nimh.nih.gov/health/topics/depression

ZW,

The National Child Traumatic Stress Network has released a two-part resource that urges all care providers and organizations to utilize a screener to evaluate for post-traumatic stress symptoms and trauma exposure when working with LGBTQ+ youth (Menhinick & Sanders, 2023). The justification for this is that LGBTQ+ youth are disproportionately exposed to a variety of potentially traumatic events (PTEs) and adverse childhood experiences (ACEs) in comparison to their cisgender, heterosexual peers (Menhinick & Sanders, 2023). As a result, these adverse and potentially traumatic experiences are associated with an elevated risk of a variety of mental and physical health issues, including depression, addiction, homelessness, and suicidality, as well as an elevated risk of utilizing desperate coping mechanisms, such as substance abuse and risky sexual behavior (Menhinick & Sanders, 2023).

Compared to individuals with a heterosexual identity, lesbian, homosexual, and bisexual identities have been linked to increased victimization throughout their lives, including incidents of sexual and physical assault and child abuse (U.S. Department of. Veterans Affair, 2022). In reality, LGBTQ+ individuals are nearly four times more likely to be subjected to violent assault (including larceny, sexual assault, and aggravated or fundamental assault) than their heterosexual, cisgender counterparts (U.S. Department of. Veterans Affair, 2022).

The Trauma Symptom Checklist-40 (TSC-40) and the PTSD Checklist for DSM-5 (PCL-5) are self-report scales that are employed in the screening process for PTSD (Kaur Mann et al., 2024). Additionally, the Clinician-Administers PTSD scale is accessible as a structured interview consisting of thirty items (Kaur Mann et al., 2024). The treatment of choice for post-traumatic stress disorder (PTSD) is trauma-focused psychotherapy (Kaur Mann et al., 2024). It encompasses cognitive behavioral therapy, exposure-based therapy, and eye movement desensitization and reprocessing therapy (EMDR). FDA-approved treatments for post-traumatic stress disorder (PTSD) include selective serotonin reuptake inhibitors (SSRIs) like paroxetine and sertraline (Kaur Mann et al., 2024). Other selective serotonin and norepinephrine reuptake inhibitors (SNRIs) and SSRIs are viable off-label alternatives (Kaur Mann et al., 2024). Collaborative interventions, including trauma-focused cognitive-behavioral therapy (TF-CBT) and eye movement desensitization and reprocessing (EMDR), should be incorporated into a comprehensive care plan.

References

Kaur Mann, S., Marwaha, R., & Torrico, T. J. (2024). Posttraumatic stress disorder. StatPearls.

Menhinick, K. A., & Sanders, C. J. (2023). Lgbtq+ stress, trauma, time, and care. Pastoral Psychology, 72(3), 367–384.
[https://doi.org/10.1007/s11089-023-01073-z\
Links to an external site.](https://doi.org/10.1007/s11089-023-01073-z)

U.S. Department of. Veterans Affair. (2022, April 24). PTSD: national center for ptsd. https://www.ptsd.va.gov/professional/treat/specific/trauma_discrimination_lgbtq.asp.

November 5, 2026
[Solved] Asssigment

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (4)** – ## Week11APPENDIXAPETPROCESSGUIDE.docx – ## w1Assgn1_Garcia_M.docx – AppendixAPETProcess2.docx – P1S1S2Assgn3-Marta-Garcia.docx **## Week11APPENDIXAPETPROCESSGUIDE.docx** Week 11 APPENDIX A PET PROCESS GUIDE Resources Be sure to review the Learning Resources before co…

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Assignment Prompt & Instructions

– 2 years ago

**files (4)**

– ## Week11APPENDIXAPETPROCESSGUIDE.docx

– ## w1Assgn1_Garcia_M.docx

– AppendixAPETProcess2.docx
– P1S1S2Assgn3-Marta-Garcia.docx

**## Week11APPENDIXAPETPROCESSGUIDE.docx**

Week 11 APPENDIX A PET PROCESS GUIDE

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/146270/modules/items/5786409)

By Day 7 of Week 11

**Submit** your Week 11
**Appendix A: PET Process Guide** document.

Complete a final Appendix A: PET Process document by addressing all the components on the Term Plan. Be sure to clearly detail your individual plans and goals related to your DNP Project as reflected during the past 11 weeks.

**## w1Assgn1_Garcia_M.docx**

2

**Goals for the Term**

Marta Lilian Garcia

Foun Essen Doctor Nurs Practic, Walden University

DNP Project Mentoring

Dr. Mary Garner

December 2, 2024

**Goals for the Term**

My SMART goal for this term is to complete DNP Project Phases 1 and 2. The project phases entail developing, approving, and refining the project action plan through a formal Action Plan Presentation. This will ensure that I remain on schedule to complete subsequent project implementation and data collection phases in later terms, if necessary. Specific objectives I plan to accomplish during this term include the following:

· Refining the Project Proposal: I will be working very closely with my faculty advisor and project mentor to complete the action plan, assure alignment with the DNP Project Checklist, and make sure all materials meet standards for ethical and scholarly rigor.

· Completion of the Ethics Pledge: After the action plan is approved by the committee, I will promptly complete the online ethics pledge and obtain the confirmation required by the SRA.

· Scheduling and Conducting the Action Plan Presentation: Collaborate with my faculty advisor, mentor, and any stakeholders in coordinating the Microsoft Teams meeting for my Action Plan Presentation; this shall include a comprehensive PowerPoint presentation and supporting documentation for review.

**Timeline for Goal Completion**

To maintain steady progress, I have established the following timeline for achieving my goals:

· Weeks 1-3: Complete the project proposal with the input of my mentor and faculty advisor. Provide draft materials for early feedback.

· Week 4-5: Feedback Integration and Refining of Action Plan. Submission for committee review and approval of the project action plan.

· Week 6: Complete the online ethics pledge when invited to do so by the SRA. Confirm readiness to present the action plan.

· Week 7: The action plan presentation should be made in the meeting via Microsoft Teams and should also be recorded for documentation.

· Week 8: Reflect on the feedback from the committee as a result of the presentation and finalize the action plan for implementation, making revisions as necessary.

**Plans for Continued Progress**

I will communicate problems and questions to my faculty advisor and my project mentor throughout the term on a regular basis. I also plan to provide updates on a regular basis during scheduled meetings, which helps in keeping all stakeholders aware of the progress I make towards my goals. In addition, I will use the DNP Capstone Resources website and templates for guidance of work to ensure that I meet all guidelines and requirements (Turkson‐Ocran et al., 2020).

My SMART goal for this term is to complete all the components of Phases 1 and 2 of the DNP Project by adhering to my timeline, fulfilling the described requirements, and further successfully collaborating with my project team. This will ultimately better prepare me for a successful transition into the implementation phase, if necessary, in the next term.

**References**

Turkson‐Ocran, R. N., Spaulding, E. M., Renda, S., Pandian, V., Rittler, H., Davidson, P. M., Nolan, M. T., & D’Aoust, R. (2020). A 10‐year evaluation of projects in a doctor of nursing practice programme.
_Journal of Clinical Nursing_,
_29_(21-22), 4090–4103. https://doi.org/10.1111/jocn.15435

**AppendixAPETProcess2.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixapetprocess2-docx)

**P1S1S2Assgn3-Marta-Garcia.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/p1s1s2assgn3-marta-garcia-docx)

**P1S1S2Assgn3-Marta-Garcia.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/p1s1s2assgn3-marta-garcia-docx)

**## Week11APPENDIXAPETPROCESSGUIDE.docx**

Week 11 APPENDIX A PET PROCESS GUIDE

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/146270/modules/items/5786409)

By Day 7 of Week 11

**Submit** your Week 11
**Appendix A: PET Process Guide** document.

Complete a final Appendix A: PET Process document by addressing all the components on the Term Plan. Be sure to clearly detail your individual plans and goals related to your DNP Project as reflected during the past 11 weeks.

**## w1Assgn1_Garcia_M.docx**

2

**Goals for the Term**

Marta Lilian Garcia

Foun Essen Doctor Nurs Practic, Walden University

DNP Project Mentoring

Dr. Mary Garner

December 2, 2024

**Goals for the Term**

My SMART goal for this term is to complete DNP Project Phases 1 and 2. The project phases entail developing, approving, and refining the project action plan through a formal Action Plan Presentation. This will ensure that I remain on schedule to complete subsequent project implementation and data collection phases in later terms, if necessary. Specific objectives I plan to accomplish during this term include the following:

· Refining the Project Proposal: I will be working very closely with my faculty advisor and project mentor to complete the action plan, assure alignment with the DNP Project Checklist, and make sure all materials meet standards for ethical and scholarly rigor.

· Completion of the Ethics Pledge: After the action plan is approved by the committee, I will promptly complete the online ethics pledge and obtain the confirmation required by the SRA.

· Scheduling and Conducting the Action Plan Presentation: Collaborate with my faculty advisor, mentor, and any stakeholders in coordinating the Microsoft Teams meeting for my Action Plan Presentation; this shall include a comprehensive PowerPoint presentation and supporting documentation for review.

**Timeline for Goal Completion**

To maintain steady progress, I have established the following timeline for achieving my goals:

· Weeks 1-3: Complete the project proposal with the input of my mentor and faculty advisor. Provide draft materials for early feedback.

· Week 4-5: Feedback Integration and Refining of Action Plan. Submission for committee review and approval of the project action plan.

· Week 6: Complete the online ethics pledge when invited to do so by the SRA. Confirm readiness to present the action plan.

· Week 7: The action plan presentation should be made in the meeting via Microsoft Teams and should also be recorded for documentation.

· Week 8: Reflect on the feedback from the committee as a result of the presentation and finalize the action plan for implementation, making revisions as necessary.

**Plans for Continued Progress**

I will communicate problems and questions to my faculty advisor and my project mentor throughout the term on a regular basis. I also plan to provide updates on a regular basis during scheduled meetings, which helps in keeping all stakeholders aware of the progress I make towards my goals. In addition, I will use the DNP Capstone Resources website and templates for guidance of work to ensure that I meet all guidelines and requirements (Turkson‐Ocran et al., 2020).

My SMART goal for this term is to complete all the components of Phases 1 and 2 of the DNP Project by adhering to my timeline, fulfilling the described requirements, and further successfully collaborating with my project team. This will ultimately better prepare me for a successful transition into the implementation phase, if necessary, in the next term.

**References**

Turkson‐Ocran, R. N., Spaulding, E. M., Renda, S., Pandian, V., Rittler, H., Davidson, P. M., Nolan, M. T., & D’Aoust, R. (2020). A 10‐year evaluation of projects in a doctor of nursing practice programme.
_Journal of Clinical Nursing_,
_29_(21-22), 4090–4103. https://doi.org/10.1111/jocn.15435

**AppendixAPETProcess2.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixapetprocess2-docx)

**P1S1S2Assgn3-Marta-Garcia.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/p1s1s2assgn3-marta-garcia-docx)

**## Week11APPENDIXAPETPROCESSGUIDE.docx**

Week 11 APPENDIX A PET PROCESS GUIDE

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/146270/modules/items/5786409)

By Day 7 of Week 11

**Submit** your Week 11
**Appendix A: PET Process Guide** document.

Complete a final Appendix A: PET Process document by addressing all the components on the Term Plan. Be sure to clearly detail your individual plans and goals related to your DNP Project as reflected during the past 11 weeks.

**## w1Assgn1_Garcia_M.docx**

2

**Goals for the Term**

Marta Lilian Garcia

Foun Essen Doctor Nurs Practic, Walden University

DNP Project Mentoring

Dr. Mary Garner

December 2, 2024

**Goals for the Term**

My SMART goal for this term is to complete DNP Project Phases 1 and 2. The project phases entail developing, approving, and refining the project action plan through a formal Action Plan Presentation. This will ensure that I remain on schedule to complete subsequent project implementation and data collection phases in later terms, if necessary. Specific objectives I plan to accomplish during this term include the following:

· Refining the Project Proposal: I will be working very closely with my faculty advisor and project mentor to complete the action plan, assure alignment with the DNP Project Checklist, and make sure all materials meet standards for ethical and scholarly rigor.

· Completion of the Ethics Pledge: After the action plan is approved by the committee, I will promptly complete the online ethics pledge and obtain the confirmation required by the SRA.

· Scheduling and Conducting the Action Plan Presentation: Collaborate with my faculty advisor, mentor, and any stakeholders in coordinating the Microsoft Teams meeting for my Action Plan Presentation; this shall include a comprehensive PowerPoint presentation and supporting documentation for review.

**Timeline for Goal Completion**

To maintain steady progress, I have established the following timeline for achieving my goals:

· Weeks 1-3: Complete the project proposal with the input of my mentor and faculty advisor. Provide draft materials for early feedback.

· Week 4-5: Feedback Integration and Refining of Action Plan. Submission for committee review and approval of the project action plan.

· Week 6: Complete the online ethics pledge when invited to do so by the SRA. Confirm readiness to present the action plan.

· Week 7: The action plan presentation should be made in the meeting via Microsoft Teams and should also be recorded for documentation.

· Week 8: Reflect on the feedback from the committee as a result of the presentation and finalize the action plan for implementation, making revisions as necessary.

**Plans for Continued Progress**

I will communicate problems and questions to my faculty advisor and my project mentor throughout the term on a regular basis. I also plan to provide updates on a regular basis during scheduled meetings, which helps in keeping all stakeholders aware of the progress I make towards my goals. In addition, I will use the DNP Capstone Resources website and templates for guidance of work to ensure that I meet all guidelines and requirements (Turkson‐Ocran et al., 2020).

My SMART goal for this term is to complete all the components of Phases 1 and 2 of the DNP Project by adhering to my timeline, fulfilling the described requirements, and further successfully collaborating with my project team. This will ultimately better prepare me for a successful transition into the implementation phase, if necessary, in the next term.

**References**

Turkson‐Ocran, R. N., Spaulding, E. M., Renda, S., Pandian, V., Rittler, H., Davidson, P. M., Nolan, M. T., & D’Aoust, R. (2020). A 10‐year evaluation of projects in a doctor of nursing practice programme.
_Journal of Clinical Nursing_,
_29_(21-22), 4090–4103. https://doi.org/10.1111/jocn.15435

**AppendixAPETProcess2.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixapetprocess2-docx)

**P1S1S2Assgn3-Marta-Garcia.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/p1s1s2assgn3-marta-garcia-docx)

November 5, 2026
[Solved] CRITIQUE

✓ Verified Academic Solution Available

Executive Solution Overview

look at the attachment – 2 years ago **files (1)** – ## RANDOMIZEDCONTROLTRIALCRITIQUEANDLITERATUREREVIEWTABLEPURPOSE.pdf **## RANDOMIZEDCONTROLTRIALCRITIQUEANDLITERATUREREVIEWTABLEPURPOSE.pdf** RANDOMIZED CONTROL TRIAL CRITIQUE AND LITERATURE REVIEW TABLE PURPOSE "The impact of Multimodal Analgesia…

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Assignment Prompt & Instructions

look at the attachment

– 2 years ago

**files (1)**

– ## RANDOMIZEDCONTROLTRIALCRITIQUEANDLITERATUREREVIEWTABLEPURPOSE.pdf

**## RANDOMIZEDCONTROLTRIALCRITIQUEANDLITERATUREREVIEWTABLEPURPOSE.pdf**

RANDOMIZED CONTROL TRIAL CRITIQUE AND LITERATURE REVIEW TABLE
PURPOSE

"The impact of Multimodal Analgesia on Postoperative Opioid Consumption and
Pain Control in surgical Patients"

The general purpose of a research critique is to enable the researcher to refine and
improve their research endeavors. It has the function of enhancing the researcher's
knowledge and competencies so that they can discover scientific and humanistic truths.

Using a review matrix enables the researcher to quickly compare and contrast articles in
order to determine the scope of research across time. A review matrix can help the
researcher more easily spot differences and similarities between journal articles about a
research topic.

TASK

Complete a critique of randomized control articles for your quality improvement project.
Find 4 published peer -reviewed articles with within 5 years in a peer-reviewed journal
of your choice. In a 10 – 15 page paper (does NOT include Literature review chart
with 4 randomized control studies, the title page and reference page), use the
following resources for the assignment. Do a boolean search and write a methodology
See instructions Literature searching for Practice Research.pdf . Please follow this
article for the methodology: 12-step-guideline-for-authors (4).pdf

Use the following data toolkits:

• Chapter 4 – Toolkit.docx
• Chapter 5 – Toolkit.docx

To evaluate the evidence by answering the questions on the forms. Answer the
following questions in essay format for each article while completing the critique: Do not
place these questions in the paper: it will increase the Turnitin Score. Simply answer the
question in narrative form.

1. Did the review explicitly address a sensible question? (30 points) The
systematic review should address a specific question that indicates the
patient problem (PICO), the exposure and one or more outcomes. General
reviews, which usually do not address specific questions, may be too broad to
provide an answer to the clinical question for which you are seeking
information.

2. Was the search for relevant studies detailed and exhaustive? (20 points)
Researchers should conduct a thorough search of appropriate bibliographic
databases. The databases and search strategies should be outlined in the
methodology section. Researchers should also show evidence of searching
for non-published evidence by contacting experts in the field. Cited references
at the end of articles should also be checked.

3. Were the primary studies of high methodological quality? (20 points)
Researchers should evaluate the validity of each study included in the
systematic review. The same EBP criteria used to critically appraise studies
should be used to evaluate studies to be included in the systematic review.

[https://fiu.instructure.com/courses/218448/modules/1604157](https://fiu.instructure.com/courses/218448/modules/1604157)

[https://fiu.instructure.com/courses/218448/files/35166418?wrap=1](https://fiu.instructure.com/courses/218448/files/35166418?wrap=1)

[https://fiu.instructure.com/courses/218448/files/35166135?wrap=1](https://fiu.instructure.com/courses/218448/files/35166135?wrap=1)

[https://fiu.instructure.com/courses/218448/files/33899881?wrap=1](https://fiu.instructure.com/courses/218448/files/33899881?wrap=1)

[https://fiu.instructure.com/courses/218448/files/33899869?wrap=1](https://fiu.instructure.com/courses/218448/files/33899869?wrap=1)

Differences in study results may be explained by differences in methodology
and study design. Did they use high-level studies (hierarchy of levels of
evidence)?

4. Complete Literature review chart with 4 randomized control studies less
than 5 years pertaining to your quality improvement project subject matter.
Literature Review Matrix Template.docx. No copy and paste from article,
summarize the information. Chart must be in AMA format. Review Text.

Grammar, Spelling, Sentence Structure, and AMA Format (30 points) The Critique
must be in a narrative format and have a scholarly flow, must follow strict AMA
guidelines, and be submitted through its assigned dropbox which is integrated with
Turnitin. The paper will be graded and your score will be available after the due date.

Late assignments will receive a zero (0)

Guidelines:

10 – 15 page paper (does NOT include the title page and reference page)

• Use AMA Style Format AMA.pdf / EndNote
• Turnitin Similarity score should be 25% or less for Plagiarism and AI. (See

Accessing the Similarity Report.)
• Use Grammarly – submit report with paper
• Refer to the following rubric for the grading criteria.
• No screenshots or jpg, png allowed

[https://fiu.instructure.com/courses/218448/files/33899840?wrap=1](https://fiu.instructure.com/courses/218448/files/33899840?wrap=1)

[https://fiu.instructure.com/courses/218448/files/33899852/download?wrap=1](https://fiu.instructure.com/courses/218448/files/33899852/download?wrap=1)

[https://help.turnitin.com/feedback-studio/canvas/plagiarism-framework/student/the-similarity-report/accessing-the-similarity-report.htm](https://help.turnitin.com/feedback-studio/canvas/plagiarism-framework/student/the-similarity-report/accessing-the-similarity-report.htm)

**## RANDOMIZEDCONTROLTRIALCRITIQUEANDLITERATUREREVIEWTABLEPURPOSE.pdf**

RANDOMIZED CONTROL TRIAL CRITIQUE AND LITERATURE REVIEW TABLE
PURPOSE

"The impact of Multimodal Analgesia on Postoperative Opioid Consumption and
Pain Control in surgical Patients"

The general purpose of a research critique is to enable the researcher to refine and
improve their research endeavors. It has the function of enhancing the researcher's
knowledge and competencies so that they can discover scientific and humanistic truths.

Using a review matrix enables the researcher to quickly compare and contrast articles in
order to determine the scope of research across time. A review matrix can help the
researcher more easily spot differences and similarities between journal articles about a
research topic.

TASK

Complete a critique of randomized control articles for your quality improvement project.
Find 4 published peer -reviewed articles with within 5 years in a peer-reviewed journal
of your choice. In a 10 – 15 page paper (does NOT include Literature review chart
with 4 randomized control studies, the title page and reference page), use the
following resources for the assignment. Do a boolean search and write a methodology
See instructions Literature searching for Practice Research.pdf . Please follow this
article for the methodology: 12-step-guideline-for-authors (4).pdf

Use the following data toolkits:

• Chapter 4 – Toolkit.docx
• Chapter 5 – Toolkit.docx

To evaluate the evidence by answering the questions on the forms. Answer the
following questions in essay format for each article while completing the critique: Do not
place these questions in the paper: it will increase the Turnitin Score. Simply answer the
question in narrative form.

1. Did the review explicitly address a sensible question? (30 points) The
systematic review should address a specific question that indicates the
patient problem (PICO), the exposure and one or more outcomes. General
reviews, which usually do not address specific questions, may be too broad to
provide an answer to the clinical question for which you are seeking
information.

2. Was the search for relevant studies detailed and exhaustive? (20 points)
Researchers should conduct a thorough search of appropriate bibliographic
databases. The databases and search strategies should be outlined in the
methodology section. Researchers should also show evidence of searching
for non-published evidence by contacting experts in the field. Cited references
at the end of articles should also be checked.

3. Were the primary studies of high methodological quality? (20 points)
Researchers should evaluate the validity of each study included in the
systematic review. The same EBP criteria used to critically appraise studies
should be used to evaluate studies to be included in the systematic review.

[https://fiu.instructure.com/courses/218448/modules/1604157](https://fiu.instructure.com/courses/218448/modules/1604157)

[https://fiu.instructure.com/courses/218448/files/35166418?wrap=1](https://fiu.instructure.com/courses/218448/files/35166418?wrap=1)

[https://fiu.instructure.com/courses/218448/files/35166135?wrap=1](https://fiu.instructure.com/courses/218448/files/35166135?wrap=1)

[https://fiu.instructure.com/courses/218448/files/33899881?wrap=1](https://fiu.instructure.com/courses/218448/files/33899881?wrap=1)

[https://fiu.instructure.com/courses/218448/files/33899869?wrap=1](https://fiu.instructure.com/courses/218448/files/33899869?wrap=1)

Differences in study results may be explained by differences in methodology
and study design. Did they use high-level studies (hierarchy of levels of
evidence)?

4. Complete Literature review chart with 4 randomized control studies less
than 5 years pertaining to your quality improvement project subject matter.
Literature Review Matrix Template.docx. No copy and paste from article,
summarize the information. Chart must be in AMA format. Review Text.

Grammar, Spelling, Sentence Structure, and AMA Format (30 points) The Critique
must be in a narrative format and have a scholarly flow, must follow strict AMA
guidelines, and be submitted through its assigned dropbox which is integrated with
Turnitin. The paper will be graded and your score will be available after the due date.

Late assignments will receive a zero (0)

Guidelines:

10 – 15 page paper (does NOT include the title page and reference page)

• Use AMA Style Format AMA.pdf / EndNote
• Turnitin Similarity score should be 25% or less for Plagiarism and AI. (See

Accessing the Similarity Report.)
• Use Grammarly – submit report with paper
• Refer to the following rubric for the grading criteria.
• No screenshots or jpg, png allowed

[https://fiu.instructure.com/courses/218448/files/33899840?wrap=1](https://fiu.instructure.com/courses/218448/files/33899840?wrap=1)

[https://fiu.instructure.com/courses/218448/files/33899852/download?wrap=1](https://fiu.instructure.com/courses/218448/files/33899852/download?wrap=1)

[https://help.turnitin.com/feedback-studio/canvas/plagiarism-framework/student/the-similarity-report/accessing-the-similarity-report.htm](https://help.turnitin.com/feedback-studio/canvas/plagiarism-framework/student/the-similarity-report/accessing-the-similarity-report.htm)

November 5, 2026
[Solved] lorem, ipsum

✓ Verified Academic Solution Available

Executive Solution Overview

nursing – 2 years ago **files (1)** – ## NursingProcessTableTemplate….docx **## NursingProcessTableTemplate….docx** This assignment addresses the following objective: · Evaluate caring, compassionate, culturally competent, and evidence-based practices in the roles of the nurse using the nursing …

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Assignment Prompt & Instructions

nursing

– 2 years ago

**files (1)**

– ## NursingProcessTableTemplate….docx

**## NursingProcessTableTemplate….docx**

This assignment addresses the following objective:

· Evaluate caring, compassionate, culturally competent, and evidence-based practices in the roles of the nurse using the nursing process to provide patient-centered care in a variety of healthcare settings.

The goal of this assignment is to describe one nursing practice issue/problem and how it can be addressed through patient-centered care of the individual, family, and community using evidence-based care that is compassionate and culturally competent.

1. Please download and use the Nursing Process Table template document attached below to complete this assignment. Please type directly into the table and include citations within the table as directed.

2. A minimum of 4 scholarly references within the past 5 years are required (One for the nursing problem (Part 1) and one for each evidence-based intervention (Part 2).

3. This assignment should include a list of references in APA format at the bottom of the template document (Part 3).

Complete this assignment and submit it to this assignment Dropbox by Sunday at 11:59 pm CT.

Estimated time to complete: 3 hours

Nursing Process Table Template Instructions

Part 1- Describe the Nursing Problem/Issue

Using the attached Nursing Process Table template document, describe one current nursing practice issue/problem of choice that can be addressed at the individual, family, and community level. Include definition, prevalence, and one nursing goal of addressing the issue. Provide at least one citation for Part 1. Please type directly into the table.

Part 2: Care Plan Interventions

Using the attached Nursing Process Table template document, describe how your identified nursing care issue/problem can be addressed for an individual, family, and community. Provide a minimum of one citation within the table for each evidence-based intervention in Column 1. Please type directly into the table.

**Column 1:** Describe one evidence-based nursing intervention for care of each group (the individual, family, and community) with citation.

**Column 2:** Describe how the EBP intervention reflects compassionate care for each group (the individual, family, and community) with citations optional.

**Column 3:** Describe how the EBP intervention reflects culturally competent care for each group (the individual, family, and community) with citations optional.

Part 3: APA Reference List

Using the attached Nursing Process Table template document, please provide a minimum of 4 APA references that correspond with citations within the table. Use APA format.

**NU 601 Assignment – Unit 5**

**Nursing Process Table Template**

**Instructions:**

1. Please download and use this Nursing Process Table template document to complete this assignment. Please type directly into the table and include citations within the table as directed.

2. A minimum of 4 scholarly references within the past 5 years are required (One for the nursing problem (Part 1) and one for each evidence-based intervention (Part 2).

3.
**This assignment should include a list of references in APA format at the bottom of the template document (Part 3).**

****NAME OF STUDENT:****

****Nursing Process Table Template Instructions:****

****Part 1- Describe the Nursing Problem/Issue****

**Complete the table below and describe one current nursing practice issue/problem of choice that can be addressed at the individual, family, and community level. Include definition, prevalence, and one nursing goal of addressing the issue. Provide at least one citation for Part 1. Please type directly into the table.**

**| | | |**
**| — | — | — |**
**| **Table**<br>**Part 1** | | **Type Answers in the Spaces below** |**
**| | **Define/describe the nursing Practice issue/problem including prevalence (with citation)** | |**
**| | **Provide one nursing goal of addressing the issue** | |**

****Part 2:** **Care Plan Interventions****

**Complete the table below to describe how your identified nursing care issue/problem can be addressed for an individual, family, and community. Provide a minimum of one citation within the table for each evidence-based intervention in Column 1. Please type directly into the table.**

****Column 1:** Describe one evidence-based nursing intervention for care of each group (the individual, family, and community) with citation.**

****Column 2:** Describe how the EBP intervention reflects compassionate care for each group (the individual, family, and community) with citations optional.**

****Column 3:** Describe how the EBP intervention reflects culturally competent care for each group (the individual, family, and community) with citations optional.**

**| | | | |**
**| — | — | — | — |**
**| **Table**<br>**Part 2** | **Column 1** | **Column 2** | **Column 3** |**
**| | **Describe the Evidence-based Intervention with citation**<br>**(3 separate interventions; 1 for each group)** | **Describe how it reflects Compassionate Care** | **Describe how it reflects Culturally Competent**<br>**Care** |**
**| **Care of an Individual** | | | |**
**| **Care of a Family** | | | |**
**| **Care of a Community** | | | |**

****Part 3: APA Reference List****

**Please provide a minimum of 4 APA references that correspond with citations within the table. Use APA format.**

****References****

**## NursingProcessTableTemplate….docx**

This assignment addresses the following objective:

· Evaluate caring, compassionate, culturally competent, and evidence-based practices in the roles of the nurse using the nursing process to provide patient-centered care in a variety of healthcare settings.

The goal of this assignment is to describe one nursing practice issue/problem and how it can be addressed through patient-centered care of the individual, family, and community using evidence-based care that is compassionate and culturally competent.

1. Please download and use the Nursing Process Table template document attached below to complete this assignment. Please type directly into the table and include citations within the table as directed.

2. A minimum of 4 scholarly references within the past 5 years are required (One for the nursing problem (Part 1) and one for each evidence-based intervention (Part 2).

3. This assignment should include a list of references in APA format at the bottom of the template document (Part 3).

Complete this assignment and submit it to this assignment Dropbox by Sunday at 11:59 pm CT.

Estimated time to complete: 3 hours

Nursing Process Table Template Instructions

Part 1- Describe the Nursing Problem/Issue

Using the attached Nursing Process Table template document, describe one current nursing practice issue/problem of choice that can be addressed at the individual, family, and community level. Include definition, prevalence, and one nursing goal of addressing the issue. Provide at least one citation for Part 1. Please type directly into the table.

Part 2: Care Plan Interventions

Using the attached Nursing Process Table template document, describe how your identified nursing care issue/problem can be addressed for an individual, family, and community. Provide a minimum of one citation within the table for each evidence-based intervention in Column 1. Please type directly into the table.

**Column 1:** Describe one evidence-based nursing intervention for care of each group (the individual, family, and community) with citation.

**Column 2:** Describe how the EBP intervention reflects compassionate care for each group (the individual, family, and community) with citations optional.

**Column 3:** Describe how the EBP intervention reflects culturally competent care for each group (the individual, family, and community) with citations optional.

Part 3: APA Reference List

Using the attached Nursing Process Table template document, please provide a minimum of 4 APA references that correspond with citations within the table. Use APA format.

**NU 601 Assignment – Unit 5**

**Nursing Process Table Template**

**Instructions:**

1. Please download and use this Nursing Process Table template document to complete this assignment. Please type directly into the table and include citations within the table as directed.

2. A minimum of 4 scholarly references within the past 5 years are required (One for the nursing problem (Part 1) and one for each evidence-based intervention (Part 2).

3.
**This assignment should include a list of references in APA format at the bottom of the template document (Part 3).**

****NAME OF STUDENT:****

****Nursing Process Table Template Instructions:****

****Part 1- Describe the Nursing Problem/Issue****

**Complete the table below and describe one current nursing practice issue/problem of choice that can be addressed at the individual, family, and community level. Include definition, prevalence, and one nursing goal of addressing the issue. Provide at least one citation for Part 1. Please type directly into the table.**

**| | | |**
**| — | — | — |**
**| **Table**<br>**Part 1** | | **Type Answers in the Spaces below** |**
**| | **Define/describe the nursing Practice issue/problem including prevalence (with citation)** | |**
**| | **Provide one nursing goal of addressing the issue** | |**

****Part 2:** **Care Plan Interventions****

**Complete the table below to describe how your identified nursing care issue/problem can be addressed for an individual, family, and community. Provide a minimum of one citation within the table for each evidence-based intervention in Column 1. Please type directly into the table.**

****Column 1:** Describe one evidence-based nursing intervention for care of each group (the individual, family, and community) with citation.**

****Column 2:** Describe how the EBP intervention reflects compassionate care for each group (the individual, family, and community) with citations optional.**

****Column 3:** Describe how the EBP intervention reflects culturally competent care for each group (the individual, family, and community) with citations optional.**

**| | | | |**
**| — | — | — | — |**
**| **Table**<br>**Part 2** | **Column 1** | **Column 2** | **Column 3** |**
**| | **Describe the Evidence-based Intervention with citation**<br>**(3 separate interventions; 1 for each group)** | **Describe how it reflects Compassionate Care** | **Describe how it reflects Culturally Competent**<br>**Care** |**
**| **Care of an Individual** | | | |**
**| **Care of a Family** | | | |**
**| **Care of a Community** | | | |**

****Part 3: APA Reference List****

**Please provide a minimum of 4 APA references that correspond with citations within the table. Use APA format.**

****References****

November 5, 2026
[Solved] journal

✓ Verified Academic Solution Available

Executive Solution Overview

## Diversity, Equity, and Inclusion Journal Entry ### **Journal Prompt** Reflect on how your understanding of diversity, equity, and inclusion (DEI) has evolved. Use the prompts below to guide your reflection. **Importance of DEI in a College Setting:** – Explain why diversity, equity, and inclusion…

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Assignment Prompt & Instructions

## Diversity, Equity, and Inclusion Journal Entry

### **Journal Prompt**

Reflect on how your understanding of diversity, equity, and inclusion (DEI) has evolved. Use the prompts below to guide your reflection.

**Importance of DEI in a College Setting:**

– Explain why diversity, equity, and inclusion are crucial concepts, particularly within a college environment.
– Discuss how a commitment to DEI can enhance the educational experience for all students.

**Personal Reflection:**

– Reflect on your own biases, prejudices, assumptions, or stereotypes. How have these influenced your thoughts, attitudes, and behaviors toward others?
– Describe how engaging with DEI topics and reflecting on your personal experiences have shaped your understanding of these concepts.

**Equity vs. Equality:**

– In your own words, explain the difference between equity and equality.
– Discuss why understanding this distinction is important in promoting a fair and inclusive environment.

**Guidelines:**

– Your reflection should be 2-3 paragraphs in length.
– Use specific examples from class discussions, readings, or personal experiences to support your points.
– Be honest and introspective in your responses, as this reflection is an opportunity for personal growth and learning.

![](https://ultra.content.blackboardcdn.com/ultra/static/images/ftue/ftuMMicon_emptyJournal.png)

## **Journals are a personal space for students to communicate privately with you.**

Create a prompt to get students started with their journal entries.

– 2 years ago

November 5, 2026
[Solved] clinical experience

✓ Verified Academic Solution Available

Executive Solution Overview

Describe the Electronical Medical Record system that is used on your clinical practice site. 1. What are the Pros and cons you have found. 2. Is E-prescription incorporated on the EMH? 3. Does it have adaptive learning? 4. Does it have Incorporated patient doorway? 5. Is there Flexibility with the a…

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Assignment Prompt & Instructions

Describe the Electronical Medical Record system that is used on your clinical practice site.

1. What are the Pros and cons you have found.
2. Is E-prescription incorporated on the EMH?
3. Does it have adaptive learning?
4. Does it have Incorporated patient doorway?
5. Is there Flexibility with the absence of internet connectivity?
6. Does it have effective documentation and Image management capability.

Support and share your personal experience so all of us can learn.

– [\
\
ScreenShot2025-02-06at3.01.27AM.png](https://www.sweetstudy.com/files/screenshot2025-02-06at3-01-27am-png "ScreenShot2025-02-06at3.01.27AM.png")
– [\
\
ScreenShot2025-02-06at3.03.54AM.png](https://www.sweetstudy.com/files/screenshot2025-02-06at3-03-54am-png "ScreenShot2025-02-06at3.03.54AM.png")

– 2 years ago

November 5, 2026
[Solved] Weekly Clinical Experience 4

✓ Verified Academic Solution Available

Executive Solution Overview

**Describe your clinical experience for this week.** **must be on pediatric patient** – **Did you face any challenges, any success? If so, what were they?** – **Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differentia…

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Assignment Prompt & Instructions

**Describe your clinical experience for this week.**

**must be on pediatric patient**

– **Did you face any challenges, any success? If so, what were they?**
– **Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.**
– **Mention the health promotion intervention for this patient.**
– **What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?**
– **Support your plan of care with the current peer-reviewed research guideline.**

**Submission Instructions:**

– **Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources**

– 2 years ago

November 5, 2026
[Solved] Nursing homework

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (4)** – ## Instructions.docx – ## PediatricMentalHealthAssessment2.pptx – GraduateComprehensivePsychiatricEvaluationTemplate.docx – PsychiatricSOAPNoteRubric.docx **## Instructions.docx** **Step 1:** You will use the [Graduate Comprehensive Psychiatric Evaluation Template](http…

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Assignment Prompt & Instructions

– 2 years ago

**files (4)**

– ## Instructions.docx

– ## PediatricMentalHealthAssessment2.pptx

– GraduateComprehensivePsychiatricEvaluationTemplate.docx
– PsychiatricSOAPNoteRubric.docx

**## Instructions.docx**

**Step 1:** You will use the
[Graduate Comprehensive Psychiatric Evaluation Template](https://stu.instructure.com/courses/43432/files/3177974?wrap=1) [Download Graduate Comprehensive Psychiatric Evaluation Template](https://stu.instructure.com/courses/43432/files/3177974/download?download_frd=1) to:

1. Compose a written comprehensive psychiatric evaluation of a patient you have seen in the clinic.

2. Upload your completed comprehensive psychiatric evaluation as a Word doc. Scanned PDFs will not be accepted.

·
**For the Comprehensive Psychiatric Evaluation Presentation Assignment:** You will need to get it signed by your preceptor for the presentation (actual signature, not electronically typed).

**Step 2:** Each student will create a focused SOAP note video presentation in the next assignment. See
[Comprehensive Psychiatric Evaluation Presentation 2](https://stu.instructure.com/courses/43432/assignments/553970) for more details.

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan.

| | |
| — | — |
| **S =** | Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS) |
| **O =** | Objective data: Medications; Allergies; Past medical history; Family psychiatric history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; Physical exam, (Focused), and Mental Status Exam |
| **A =** | Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes |
| **P =** | Plan: Pharmacologic and Non-pharmacologic treatment plan; diagnostic testing/screening tools, patient/family teaching, referral, and follow up |

**Other:** Incorporate current clinical guidelines
[NIH Clinical GuidelinesLinks to an external site.](https://www.nccih.nih.gov/health/providers/clinicalpractice) or
[APA Clinical GuidelinesLinks to an external site.](https://www.psychiatry.org/psychiatrists/practice/clinical-practice-guidelines), research articles, and the role of the PMHNP in your evaluation.

·
[Psychiatric Assessment of Infants and ToddlersLinks to an external site.](https://www.jaacap.org/article/S0890-8567(09)62592-2/fulltext)

·
[Psychiatric Assessment of Children and AdolescentsLinks to an external site.](https://www.jaacap.org/article/S0890-8567(09)62591-0/fulltext)

**Reminder:** It is important that you complete this assessment using your critical thinking skills.  You are expected to synthesize your clinical assessment, formulate a psychiatric diagnosis, and develop a treatment plan independently. It is not acceptable to document "my preceptor made this diagnosis." An example of the appropriate descriptors of the clinical evaluation is listed below.  It is not acceptable to document “within normal limits.”

[Graduate Mental Status Exam Guide](https://stu.instructure.com/courses/43432/files/3177975?wrap=1) [Download Graduate Mental Status Exam Guide](https://stu.instructure.com/courses/43432/files/3177975/download?download_frd=1)

[Successfully Capture HPI Elements in Psychiatry E/M NotesLinks to an external site.](https://www.aapc.com/blog/25848-successfully-capture-hpi-elements-in-psychiatry-em-notes/)
AAPC Admin. (2013, August 1).
_Successfully capture HPI elements in psychiatry E/M notes_. Advancing the Business of Healthcare. https://www.aapc.com/blog/25848-successfully-capture-hpi-elements-in-psychiatry-em-notes/

**## PediatricMentalHealthAssessment2.pptx**

Pediatric Mental Health Assessment: Child Development and Behavioral Analysis

Student’s Name

Institution

Course

Instructor

Date

Chief Complaint and History of Present Illness

Chief Complaint: Parent reports excessive crying and difficulty with transitions.

History of Present Illness: Symptoms started six months ago, worsening over time.

OLDCARTS: Symptoms occur daily, worse in unfamiliar environments, no clear relief.

Behavioral observations: Frequent tantrums, difficulty with eye contact, self-soothing.

Developmental concerns: Delayed speech, poor motor coordination, repetitive behaviors.

Social/environmental factors: Parental divorce, recent move, changes in routine.

The parent reports that their child has been experiencing excessive crying and difficulty with transitions. Symptoms started six months ago and have progressively worsened. Using the OLDCARTS method, symptoms occur daily, intensify in unfamiliar environments, and show no clear relief. Observations include frequent tantrums, poor eye contact, and self-soothing behaviors. Developmental concerns involve delayed speech, poor motor coordination, and repetitive behaviors. Social and environmental factors such as parental divorce, a recent move, and routine changes may contribute to the symptoms.

2

Review of Symptoms (ROS)

General: Difficulty sleeping, frequent night awakenings, inconsistent appetite.

Neurological: No history of seizures, occasional staring spells, hypotonia observed.

Respiratory: No recurrent infections, occasional wheezing with exercise.

Gastrointestinal: Frequent constipation, picky eating, possible food sensitivities.

Behavioral: Self-harm (headbanging), difficulty with transitions, frequent meltdowns.

Sensory: Overreacts to loud noises, avoids certain textures, dislikes bright lights.

The child experiences difficulty sleeping, frequent night awakenings, and an inconsistent appetite. Neurologically, there is no seizure history, but occasional staring spells and hypotonia have been observed. Respiratory symptoms include occasional wheezing with exercise but no recurrent infections. Gastrointestinal concerns include frequent constipation and possible food sensitivities. Behaviorally, the child exhibits self-harm behaviors such as headbanging and struggles with transitions. Sensory processing difficulties are evident as the child overreacts to loud noises, avoids certain textures, and dislikes bright lights.

3

Objective Data and Mental Status Exam

Appearance: Clean but prefers wearing the same outfit daily.

Behavior: Avoids direct eye contact, minimal response to name being called.

Speech: Limited vocabulary, echolalia, struggles with verbal expression.

Mood/Affect: Frequently anxious, appears detached, occasional outbursts.

Thought Process: Repetitive thought patterns, difficulty in abstract thinking.

Cognition: Difficulty following multi-step directions, poor attention span.

The child appears clean but insists on wearing the same outfit daily. Behaviorally, they avoid direct eye contact and show minimal response when called by name. Speech is limited, characterized by echolalia and struggles with verbal expression. Mood and affect are frequently anxious, and they appear detached with occasional outbursts. The thought process is repetitive, with difficulty in abstract thinking. Cognition assessments indicate trouble following multi-step directions and a poor attention span, suggesting the need for further evaluation.

4

Developmental and Family History

Prenatal history: No complications, full-term birth, normal APGAR scores.

Perinatal history: No NICU stay, normal newborn screening results.

Developmental milestones: Walked at 18 months, speaks in single words at 3 years.

Psychiatric history: No previous formal diagnosis, concerns raised at age 2.

Family psychiatric history: Parent with anxiety disorder, sibling with ADHD.

Social history: Lives with both parents, attends daycare, limited peer interaction.

The child’s prenatal history is unremarkable, with a full-term birth and normal APGAR scores. No NICU stay or complications were reported perinatally. Developmentally, the child walked at 18 months and spoke single words at three years, indicating delayed milestones. No prior psychiatric diagnosis exists, though concerns were raised at age two. Family history includes a parent with an anxiety disorder and a sibling with ADHD. Socially, the child lives with both parents, attends daycare, and has limited peer interaction, which may influence behavioral challenges.

5

Differential Diagnosis

Autism Spectrum Disorder (ASD): Delayed social communication, repetitive behaviors.

Attention-Deficit/Hyperactivity Disorder (ADHD): Impulsivity, hyperactivity, inattention (Rosello et al., 2022).

Separation Anxiety Disorder: Extreme distress when leaving parents.

Sensory Processing Disorder: Avoidance of textures, sounds, and crowded places.

Oppositional Defiant Disorder (ODD): Frequent defiance, irritability, aggression.

Adjustment Disorder: Emotional distress following recent life changes.

The primary differential diagnoses include Autism Spectrum Disorder (ASD) due to delayed communication and repetitive behaviors. Attention-Deficit/Hyperactivity Disorder (ADHD) is considered due to inattention and impulsivity. Separation Anxiety Disorder is also likely, given extreme distress when apart from caregivers. Sensory Processing Disorder is suggested by avoidance of textures and loud sounds. Oppositional Defiant Disorder (ODD) is included due to frequent defiance and irritability. Lastly, Adjustment Disorder is considered due to the child’s distress following recent life changes (Rosello et al., 2022).

6

Diagnostic Screening Tools

Ages and Stages Questionnaire (ASQ): Assess developmental delays across domains.

Modified Checklist for Autism in Toddlers (M-CHAT): Screens for ASD symptoms.

Pediatric Symptom Checklist (PSC): Identifies emotional/behavioral issues.

Vanderbilt ADHD Rating Scale: Assesses hyperactivity and inattentiveness.

Sensory Profile Questionnaire: Evaluates hypersensitivities and hyposensitivities.

Strengths and Difficulties Questionnaire (SDQ): Assesses emotional well-being.

Diagnostic tools include the Ages and Stages Questionnaire (ASQ) to assess developmental delays and the Modified Checklist for Autism in Toddlers (M-CHAT) to screen for ASD symptoms (Granana, & Otalvaro, 2021). The Pediatric Symptom Checklist (PSC) helps identify emotional and behavioral issues. The Vanderbilt ADHD Rating Scale evaluates hyperactivity and inattentiveness. The Sensory Profile Questionnaire identifies sensory processing challenges, and the Strengths and Difficulties Questionnaire (SDQ) assesses emotional well-being and behavioral concerns.

7

Treatment Plan

Pharmacologic: Consider melatonin for sleep disturbances, no stimulants yet.

Behavioral therapy: ABA therapy for reinforcement of positive behaviors.

Environmental modifications: Noise-canceling headphones, sensory-friendly space.

Educational support: IEP evaluation, speech therapy referral.

Parental training: Teach positive reinforcement and structured daily routines.

Follow-up plan: Monthly therapy check-ins, reevaluation in six months.

Pharmacologic treatment includes considering melatonin for sleep disturbances while avoiding stimulants at this time. Behavioral therapy involves Applied Behavior Analysis (ABA) for positive reinforcement. Environmental modifications include noise-canceling headphones and a sensory-friendly space (Monceaux et al.,2024). Educational support entails Individualized Education Plan (IEP) evaluation and speech therapy referral. Parental training focuses on structured daily routines and positive reinforcement techniques. Monthly therapy check-ins and reassessment in six months will help monitor progress and adjust treatment as needed.

8

Patient and Family Education

Explanation of diagnosis and how symptoms impact daily functioning.

Importance of early intervention services and structured support.

Strategies to manage sensory overload and behavioral outbursts.

Providing tools for improved communication and social engagement.

Encouraging parental self-care and coping strategies for stress.

Local resources: Support groups, occupational therapy centers, advocacy programs.

It is crucial to explain the child’s diagnosis and how symptoms impact daily functioning. Parents should understand the importance of early intervention services and structured support. Strategies for managing sensory overload and behavioral outbursts should be provided. Parents should receive tools for improving communication and social engagement (Garofallou & Silva, 2023). Encouraging self-care and stress management for parents is also essential. Finally, providing information about local resources, including support groups, therapy centers, and advocacy programs, will assist families in navigating the child’s condition.

9

Follow-up and Refferals

Pediatric neurologist referral for further evaluation of cognitive concerns.

Speech and occupational therapy assessments for developmental support.

Educational psychologist evaluation for early intervention recommendations.

Regular psychiatric follow-ups to monitor progress and adjust treatment.

Encouraging play-based therapy to enhance social and emotional development.

Crisis intervention plan: Emergency contacts and local mental health resources.

The child requires a referral to a pediatric neurologist for further evaluation of cognitive concerns. Speech and occupational therapy assessments will support developmental growth. An educational psychologist evaluation will aid in early intervention recommendations. Regular psychiatric follow-ups will monitor progress and adjust treatment strategies. Play-based therapy should be encouraged to enhance social and emotional skills. In case of symptom escalation, a crisis intervention plan will provide emergency contacts and local mental health resources.

10

Conclusion

Summary: Child exhibits behaviors consistent with ASD, sensory issues, and anxiety.

Importance of early, structured interventions for better long-term outcomes.

Emphasizing a family-centered approach to therapy and home modifications.

Role of a multidisciplinary team in holistic treatment planning.

Encouraging ongoing monitoring, adaptive interventions, and community support.

Thank you and contact information for further discussions and inquiries.

The child presents with behaviors indicative of ASD, sensory processing challenges, and anxiety. Early intervention with structured therapies is critical for long-term improvement. A family-centered approach with parental support and education is essential. A multidisciplinary team, including therapists, educators, and medical professionals, will provide comprehensive care. Ongoing monitoring and adaptive interventions will ensure continued progress. Community resources will play a key role in supporting the child’s development. Thank you for your time; please reach out for further discussion or inquiries.

11

References

Garofallou, L., & Silva, L. (2023). An At-Home Guide to Children’s Sensory and Behavioral Problems: Qigong Sensory Treatment for Parents and Clinicians. Taylor & Francis.

Granana, N., & Otalvaro, A. R. (2021). Neurodevelopment and the Ages and Stages Questionnaire, (ASQ-3). In Diagnosis, management and modeling of neurodevelopmental disorders (pp. 319-328). Academic Press.

Monceaux, B., Smith, K., & McPherson, P. (2024). The Treatment of Dually Diagnosed Individuals with Sleep Disturbances and Intellectual Disabilities. Handbook of Psychopathology in Intellectual Disability: Research, Practice, and Policy, 343-379.

Rosello, R., Martinez-Raga, J., Mira, A., Pastor, J. C., Solmi, M., & Cortese, S. (2022). Cognitive, social, and behavioral manifestations of the co-occurrence of autism spectrum disorder and attention-deficit/hyperactivity disorder: A systematic review. Autism, 26(4), 743-760.

**GraduateComprehensivePsychiatricEvaluationTemplate.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/graduatecomprehensivepsychiatricevaluationtemplate-docx-10182689)

**PsychiatricSOAPNoteRubric.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricsoapnoterubric-docx-10182685)

**PsychiatricSOAPNoteRubric.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricsoapnoterubric-docx-10182685)

**## Instructions.docx**

**Step 1:** You will use the
[Graduate Comprehensive Psychiatric Evaluation Template](https://stu.instructure.com/courses/43432/files/3177974?wrap=1) [Download Graduate Comprehensive Psychiatric Evaluation Template](https://stu.instructure.com/courses/43432/files/3177974/download?download_frd=1) to:

1. Compose a written comprehensive psychiatric evaluation of a patient you have seen in the clinic.

2. Upload your completed comprehensive psychiatric evaluation as a Word doc. Scanned PDFs will not be accepted.

·
**For the Comprehensive Psychiatric Evaluation Presentation Assignment:** You will need to get it signed by your preceptor for the presentation (actual signature, not electronically typed).

**Step 2:** Each student will create a focused SOAP note video presentation in the next assignment. See
[Comprehensive Psychiatric Evaluation Presentation 2](https://stu.instructure.com/courses/43432/assignments/553970) for more details.

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan.

| | |
| — | — |
| **S =** | Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS) |
| **O =** | Objective data: Medications; Allergies; Past medical history; Family psychiatric history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; Physical exam, (Focused), and Mental Status Exam |
| **A =** | Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes |
| **P =** | Plan: Pharmacologic and Non-pharmacologic treatment plan; diagnostic testing/screening tools, patient/family teaching, referral, and follow up |

**Other:** Incorporate current clinical guidelines
[NIH Clinical GuidelinesLinks to an external site.](https://www.nccih.nih.gov/health/providers/clinicalpractice) or
[APA Clinical GuidelinesLinks to an external site.](https://www.psychiatry.org/psychiatrists/practice/clinical-practice-guidelines), research articles, and the role of the PMHNP in your evaluation.

·
[Psychiatric Assessment of Infants and ToddlersLinks to an external site.](https://www.jaacap.org/article/S0890-8567(09)62592-2/fulltext)

·
[Psychiatric Assessment of Children and AdolescentsLinks to an external site.](https://www.jaacap.org/article/S0890-8567(09)62591-0/fulltext)

**Reminder:** It is important that you complete this assessment using your critical thinking skills.  You are expected to synthesize your clinical assessment, formulate a psychiatric diagnosis, and develop a treatment plan independently. It is not acceptable to document "my preceptor made this diagnosis." An example of the appropriate descriptors of the clinical evaluation is listed below.  It is not acceptable to document “within normal limits.”

[Graduate Mental Status Exam Guide](https://stu.instructure.com/courses/43432/files/3177975?wrap=1) [Download Graduate Mental Status Exam Guide](https://stu.instructure.com/courses/43432/files/3177975/download?download_frd=1)

[Successfully Capture HPI Elements in Psychiatry E/M NotesLinks to an external site.](https://www.aapc.com/blog/25848-successfully-capture-hpi-elements-in-psychiatry-em-notes/)
AAPC Admin. (2013, August 1).
_Successfully capture HPI elements in psychiatry E/M notes_. Advancing the Business of Healthcare. https://www.aapc.com/blog/25848-successfully-capture-hpi-elements-in-psychiatry-em-notes/

**## PediatricMentalHealthAssessment2.pptx**

Pediatric Mental Health Assessment: Child Development and Behavioral Analysis

Student’s Name

Institution

Course

Instructor

Date

Chief Complaint and History of Present Illness

Chief Complaint: Parent reports excessive crying and difficulty with transitions.

History of Present Illness: Symptoms started six months ago, worsening over time.

OLDCARTS: Symptoms occur daily, worse in unfamiliar environments, no clear relief.

Behavioral observations: Frequent tantrums, difficulty with eye contact, self-soothing.

Developmental concerns: Delayed speech, poor motor coordination, repetitive behaviors.

Social/environmental factors: Parental divorce, recent move, changes in routine.

The parent reports that their child has been experiencing excessive crying and difficulty with transitions. Symptoms started six months ago and have progressively worsened. Using the OLDCARTS method, symptoms occur daily, intensify in unfamiliar environments, and show no clear relief. Observations include frequent tantrums, poor eye contact, and self-soothing behaviors. Developmental concerns involve delayed speech, poor motor coordination, and repetitive behaviors. Social and environmental factors such as parental divorce, a recent move, and routine changes may contribute to the symptoms.

2

Review of Symptoms (ROS)

General: Difficulty sleeping, frequent night awakenings, inconsistent appetite.

Neurological: No history of seizures, occasional staring spells, hypotonia observed.

Respiratory: No recurrent infections, occasional wheezing with exercise.

Gastrointestinal: Frequent constipation, picky eating, possible food sensitivities.

Behavioral: Self-harm (headbanging), difficulty with transitions, frequent meltdowns.

Sensory: Overreacts to loud noises, avoids certain textures, dislikes bright lights.

The child experiences difficulty sleeping, frequent night awakenings, and an inconsistent appetite. Neurologically, there is no seizure history, but occasional staring spells and hypotonia have been observed. Respiratory symptoms include occasional wheezing with exercise but no recurrent infections. Gastrointestinal concerns include frequent constipation and possible food sensitivities. Behaviorally, the child exhibits self-harm behaviors such as headbanging and struggles with transitions. Sensory processing difficulties are evident as the child overreacts to loud noises, avoids certain textures, and dislikes bright lights.

3

Objective Data and Mental Status Exam

Appearance: Clean but prefers wearing the same outfit daily.

Behavior: Avoids direct eye contact, minimal response to name being called.

Speech: Limited vocabulary, echolalia, struggles with verbal expression.

Mood/Affect: Frequently anxious, appears detached, occasional outbursts.

Thought Process: Repetitive thought patterns, difficulty in abstract thinking.

Cognition: Difficulty following multi-step directions, poor attention span.

The child appears clean but insists on wearing the same outfit daily. Behaviorally, they avoid direct eye contact and show minimal response when called by name. Speech is limited, characterized by echolalia and struggles with verbal expression. Mood and affect are frequently anxious, and they appear detached with occasional outbursts. The thought process is repetitive, with difficulty in abstract thinking. Cognition assessments indicate trouble following multi-step directions and a poor attention span, suggesting the need for further evaluation.

4

Developmental and Family History

Prenatal history: No complications, full-term birth, normal APGAR scores.

Perinatal history: No NICU stay, normal newborn screening results.

Developmental milestones: Walked at 18 months, speaks in single words at 3 years.

Psychiatric history: No previous formal diagnosis, concerns raised at age 2.

Family psychiatric history: Parent with anxiety disorder, sibling with ADHD.

Social history: Lives with both parents, attends daycare, limited peer interaction.

The child’s prenatal history is unremarkable, with a full-term birth and normal APGAR scores. No NICU stay or complications were reported perinatally. Developmentally, the child walked at 18 months and spoke single words at three years, indicating delayed milestones. No prior psychiatric diagnosis exists, though concerns were raised at age two. Family history includes a parent with an anxiety disorder and a sibling with ADHD. Socially, the child lives with both parents, attends daycare, and has limited peer interaction, which may influence behavioral challenges.

5

Differential Diagnosis

Autism Spectrum Disorder (ASD): Delayed social communication, repetitive behaviors.

Attention-Deficit/Hyperactivity Disorder (ADHD): Impulsivity, hyperactivity, inattention (Rosello et al., 2022).

Separation Anxiety Disorder: Extreme distress when leaving parents.

Sensory Processing Disorder: Avoidance of textures, sounds, and crowded places.

Oppositional Defiant Disorder (ODD): Frequent defiance, irritability, aggression.

Adjustment Disorder: Emotional distress following recent life changes.

The primary differential diagnoses include Autism Spectrum Disorder (ASD) due to delayed communication and repetitive behaviors. Attention-Deficit/Hyperactivity Disorder (ADHD) is considered due to inattention and impulsivity. Separation Anxiety Disorder is also likely, given extreme distress when apart from caregivers. Sensory Processing Disorder is suggested by avoidance of textures and loud sounds. Oppositional Defiant Disorder (ODD) is included due to frequent defiance and irritability. Lastly, Adjustment Disorder is considered due to the child’s distress following recent life changes (Rosello et al., 2022).

6

Diagnostic Screening Tools

Ages and Stages Questionnaire (ASQ): Assess developmental delays across domains.

Modified Checklist for Autism in Toddlers (M-CHAT): Screens for ASD symptoms.

Pediatric Symptom Checklist (PSC): Identifies emotional/behavioral issues.

Vanderbilt ADHD Rating Scale: Assesses hyperactivity and inattentiveness.

Sensory Profile Questionnaire: Evaluates hypersensitivities and hyposensitivities.

Strengths and Difficulties Questionnaire (SDQ): Assesses emotional well-being.

Diagnostic tools include the Ages and Stages Questionnaire (ASQ) to assess developmental delays and the Modified Checklist for Autism in Toddlers (M-CHAT) to screen for ASD symptoms (Granana, & Otalvaro, 2021). The Pediatric Symptom Checklist (PSC) helps identify emotional and behavioral issues. The Vanderbilt ADHD Rating Scale evaluates hyperactivity and inattentiveness. The Sensory Profile Questionnaire identifies sensory processing challenges, and the Strengths and Difficulties Questionnaire (SDQ) assesses emotional well-being and behavioral concerns.

7

Treatment Plan

Pharmacologic: Consider melatonin for sleep disturbances, no stimulants yet.

Behavioral therapy: ABA therapy for reinforcement of positive behaviors.

Environmental modifications: Noise-canceling headphones, sensory-friendly space.

Educational support: IEP evaluation, speech therapy referral.

Parental training: Teach positive reinforcement and structured daily routines.

Follow-up plan: Monthly therapy check-ins, reevaluation in six months.

Pharmacologic treatment includes considering melatonin for sleep disturbances while avoiding stimulants at this time. Behavioral therapy involves Applied Behavior Analysis (ABA) for positive reinforcement. Environmental modifications include noise-canceling headphones and a sensory-friendly space (Monceaux et al.,2024). Educational support entails Individualized Education Plan (IEP) evaluation and speech therapy referral. Parental training focuses on structured daily routines and positive reinforcement techniques. Monthly therapy check-ins and reassessment in six months will help monitor progress and adjust treatment as needed.

8

Patient and Family Education

Explanation of diagnosis and how symptoms impact daily functioning.

Importance of early intervention services and structured support.

Strategies to manage sensory overload and behavioral outbursts.

Providing tools for improved communication and social engagement.

Encouraging parental self-care and coping strategies for stress.

Local resources: Support groups, occupational therapy centers, advocacy programs.

It is crucial to explain the child’s diagnosis and how symptoms impact daily functioning. Parents should understand the importance of early intervention services and structured support. Strategies for managing sensory overload and behavioral outbursts should be provided. Parents should receive tools for improving communication and social engagement (Garofallou & Silva, 2023). Encouraging self-care and stress management for parents is also essential. Finally, providing information about local resources, including support groups, therapy centers, and advocacy programs, will assist families in navigating the child’s condition.

9

Follow-up and Refferals

Pediatric neurologist referral for further evaluation of cognitive concerns.

Speech and occupational therapy assessments for developmental support.

Educational psychologist evaluation for early intervention recommendations.

Regular psychiatric follow-ups to monitor progress and adjust treatment.

Encouraging play-based therapy to enhance social and emotional development.

Crisis intervention plan: Emergency contacts and local mental health resources.

The child requires a referral to a pediatric neurologist for further evaluation of cognitive concerns. Speech and occupational therapy assessments will support developmental growth. An educational psychologist evaluation will aid in early intervention recommendations. Regular psychiatric follow-ups will monitor progress and adjust treatment strategies. Play-based therapy should be encouraged to enhance social and emotional skills. In case of symptom escalation, a crisis intervention plan will provide emergency contacts and local mental health resources.

10

Conclusion

Summary: Child exhibits behaviors consistent with ASD, sensory issues, and anxiety.

Importance of early, structured interventions for better long-term outcomes.

Emphasizing a family-centered approach to therapy and home modifications.

Role of a multidisciplinary team in holistic treatment planning.

Encouraging ongoing monitoring, adaptive interventions, and community support.

Thank you and contact information for further discussions and inquiries.

The child presents with behaviors indicative of ASD, sensory processing challenges, and anxiety. Early intervention with structured therapies is critical for long-term improvement. A family-centered approach with parental support and education is essential. A multidisciplinary team, including therapists, educators, and medical professionals, will provide comprehensive care. Ongoing monitoring and adaptive interventions will ensure continued progress. Community resources will play a key role in supporting the child’s development. Thank you for your time; please reach out for further discussion or inquiries.

11

References

Garofallou, L., & Silva, L. (2023). An At-Home Guide to Children’s Sensory and Behavioral Problems: Qigong Sensory Treatment for Parents and Clinicians. Taylor & Francis.

Granana, N., & Otalvaro, A. R. (2021). Neurodevelopment and the Ages and Stages Questionnaire, (ASQ-3). In Diagnosis, management and modeling of neurodevelopmental disorders (pp. 319-328). Academic Press.

Monceaux, B., Smith, K., & McPherson, P. (2024). The Treatment of Dually Diagnosed Individuals with Sleep Disturbances and Intellectual Disabilities. Handbook of Psychopathology in Intellectual Disability: Research, Practice, and Policy, 343-379.

Rosello, R., Martinez-Raga, J., Mira, A., Pastor, J. C., Solmi, M., & Cortese, S. (2022). Cognitive, social, and behavioral manifestations of the co-occurrence of autism spectrum disorder and attention-deficit/hyperactivity disorder: A systematic review. Autism, 26(4), 743-760.

**GraduateComprehensivePsychiatricEvaluationTemplate.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/graduatecomprehensivepsychiatricevaluationtemplate-docx-10182689)

**PsychiatricSOAPNoteRubric.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricsoapnoterubric-docx-10182685)

**## Instructions.docx**

**Step 1:** You will use the
[Graduate Comprehensive Psychiatric Evaluation Template](https://stu.instructure.com/courses/43432/files/3177974?wrap=1) [Download Graduate Comprehensive Psychiatric Evaluation Template](https://stu.instructure.com/courses/43432/files/3177974/download?download_frd=1) to:

1. Compose a written comprehensive psychiatric evaluation of a patient you have seen in the clinic.

2. Upload your completed comprehensive psychiatric evaluation as a Word doc. Scanned PDFs will not be accepted.

·
**For the Comprehensive Psychiatric Evaluation Presentation Assignment:** You will need to get it signed by your preceptor for the presentation (actual signature, not electronically typed).

**Step 2:** Each student will create a focused SOAP note video presentation in the next assignment. See
[Comprehensive Psychiatric Evaluation Presentation 2](https://stu.instructure.com/courses/43432/assignments/553970) for more details.

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan.

| | |
| — | — |
| **S =** | Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS) |
| **O =** | Objective data: Medications; Allergies; Past medical history; Family psychiatric history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; Physical exam, (Focused), and Mental Status Exam |
| **A =** | Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes |
| **P =** | Plan: Pharmacologic and Non-pharmacologic treatment plan; diagnostic testing/screening tools, patient/family teaching, referral, and follow up |

**Other:** Incorporate current clinical guidelines
[NIH Clinical GuidelinesLinks to an external site.](https://www.nccih.nih.gov/health/providers/clinicalpractice) or
[APA Clinical GuidelinesLinks to an external site.](https://www.psychiatry.org/psychiatrists/practice/clinical-practice-guidelines), research articles, and the role of the PMHNP in your evaluation.

·
[Psychiatric Assessment of Infants and ToddlersLinks to an external site.](https://www.jaacap.org/article/S0890-8567(09)62592-2/fulltext)

·
[Psychiatric Assessment of Children and AdolescentsLinks to an external site.](https://www.jaacap.org/article/S0890-8567(09)62591-0/fulltext)

**Reminder:** It is important that you complete this assessment using your critical thinking skills.  You are expected to synthesize your clinical assessment, formulate a psychiatric diagnosis, and develop a treatment plan independently. It is not acceptable to document "my preceptor made this diagnosis." An example of the appropriate descriptors of the clinical evaluation is listed below.  It is not acceptable to document “within normal limits.”

[Graduate Mental Status Exam Guide](https://stu.instructure.com/courses/43432/files/3177975?wrap=1) [Download Graduate Mental Status Exam Guide](https://stu.instructure.com/courses/43432/files/3177975/download?download_frd=1)

[Successfully Capture HPI Elements in Psychiatry E/M NotesLinks to an external site.](https://www.aapc.com/blog/25848-successfully-capture-hpi-elements-in-psychiatry-em-notes/)
AAPC Admin. (2013, August 1).
_Successfully capture HPI elements in psychiatry E/M notes_. Advancing the Business of Healthcare. https://www.aapc.com/blog/25848-successfully-capture-hpi-elements-in-psychiatry-em-notes/

**## PediatricMentalHealthAssessment2.pptx**

Pediatric Mental Health Assessment: Child Development and Behavioral Analysis

Student’s Name

Institution

Course

Instructor

Date

Chief Complaint and History of Present Illness

Chief Complaint: Parent reports excessive crying and difficulty with transitions.

History of Present Illness: Symptoms started six months ago, worsening over time.

OLDCARTS: Symptoms occur daily, worse in unfamiliar environments, no clear relief.

Behavioral observations: Frequent tantrums, difficulty with eye contact, self-soothing.

Developmental concerns: Delayed speech, poor motor coordination, repetitive behaviors.

Social/environmental factors: Parental divorce, recent move, changes in routine.

The parent reports that their child has been experiencing excessive crying and difficulty with transitions. Symptoms started six months ago and have progressively worsened. Using the OLDCARTS method, symptoms occur daily, intensify in unfamiliar environments, and show no clear relief. Observations include frequent tantrums, poor eye contact, and self-soothing behaviors. Developmental concerns involve delayed speech, poor motor coordination, and repetitive behaviors. Social and environmental factors such as parental divorce, a recent move, and routine changes may contribute to the symptoms.

2

Review of Symptoms (ROS)

General: Difficulty sleeping, frequent night awakenings, inconsistent appetite.

Neurological: No history of seizures, occasional staring spells, hypotonia observed.

Respiratory: No recurrent infections, occasional wheezing with exercise.

Gastrointestinal: Frequent constipation, picky eating, possible food sensitivities.

Behavioral: Self-harm (headbanging), difficulty with transitions, frequent meltdowns.

Sensory: Overreacts to loud noises, avoids certain textures, dislikes bright lights.

The child experiences difficulty sleeping, frequent night awakenings, and an inconsistent appetite. Neurologically, there is no seizure history, but occasional staring spells and hypotonia have been observed. Respiratory symptoms include occasional wheezing with exercise but no recurrent infections. Gastrointestinal concerns include frequent constipation and possible food sensitivities. Behaviorally, the child exhibits self-harm behaviors such as headbanging and struggles with transitions. Sensory processing difficulties are evident as the child overreacts to loud noises, avoids certain textures, and dislikes bright lights.

3

Objective Data and Mental Status Exam

Appearance: Clean but prefers wearing the same outfit daily.

Behavior: Avoids direct eye contact, minimal response to name being called.

Speech: Limited vocabulary, echolalia, struggles with verbal expression.

Mood/Affect: Frequently anxious, appears detached, occasional outbursts.

Thought Process: Repetitive thought patterns, difficulty in abstract thinking.

Cognition: Difficulty following multi-step directions, poor attention span.

The child appears clean but insists on wearing the same outfit daily. Behaviorally, they avoid direct eye contact and show minimal response when called by name. Speech is limited, characterized by echolalia and struggles with verbal expression. Mood and affect are frequently anxious, and they appear detached with occasional outbursts. The thought process is repetitive, with difficulty in abstract thinking. Cognition assessments indicate trouble following multi-step directions and a poor attention span, suggesting the need for further evaluation.

4

Developmental and Family History

Prenatal history: No complications, full-term birth, normal APGAR scores.

Perinatal history: No NICU stay, normal newborn screening results.

Developmental milestones: Walked at 18 months, speaks in single words at 3 years.

Psychiatric history: No previous formal diagnosis, concerns raised at age 2.

Family psychiatric history: Parent with anxiety disorder, sibling with ADHD.

Social history: Lives with both parents, attends daycare, limited peer interaction.

The child’s prenatal history is unremarkable, with a full-term birth and normal APGAR scores. No NICU stay or complications were reported perinatally. Developmentally, the child walked at 18 months and spoke single words at three years, indicating delayed milestones. No prior psychiatric diagnosis exists, though concerns were raised at age two. Family history includes a parent with an anxiety disorder and a sibling with ADHD. Socially, the child lives with both parents, attends daycare, and has limited peer interaction, which may influence behavioral challenges.

5

Differential Diagnosis

Autism Spectrum Disorder (ASD): Delayed social communication, repetitive behaviors.

Attention-Deficit/Hyperactivity Disorder (ADHD): Impulsivity, hyperactivity, inattention (Rosello et al., 2022).

Separation Anxiety Disorder: Extreme distress when leaving parents.

Sensory Processing Disorder: Avoidance of textures, sounds, and crowded places.

Oppositional Defiant Disorder (ODD): Frequent defiance, irritability, aggression.

Adjustment Disorder: Emotional distress following recent life changes.

The primary differential diagnoses include Autism Spectrum Disorder (ASD) due to delayed communication and repetitive behaviors. Attention-Deficit/Hyperactivity Disorder (ADHD) is considered due to inattention and impulsivity. Separation Anxiety Disorder is also likely, given extreme distress when apart from caregivers. Sensory Processing Disorder is suggested by avoidance of textures and loud sounds. Oppositional Defiant Disorder (ODD) is included due to frequent defiance and irritability. Lastly, Adjustment Disorder is considered due to the child’s distress following recent life changes (Rosello et al., 2022).

6

Diagnostic Screening Tools

Ages and Stages Questionnaire (ASQ): Assess developmental delays across domains.

Modified Checklist for Autism in Toddlers (M-CHAT): Screens for ASD symptoms.

Pediatric Symptom Checklist (PSC): Identifies emotional/behavioral issues.

Vanderbilt ADHD Rating Scale: Assesses hyperactivity and inattentiveness.

Sensory Profile Questionnaire: Evaluates hypersensitivities and hyposensitivities.

Strengths and Difficulties Questionnaire (SDQ): Assesses emotional well-being.

Diagnostic tools include the Ages and Stages Questionnaire (ASQ) to assess developmental delays and the Modified Checklist for Autism in Toddlers (M-CHAT) to screen for ASD symptoms (Granana, & Otalvaro, 2021). The Pediatric Symptom Checklist (PSC) helps identify emotional and behavioral issues. The Vanderbilt ADHD Rating Scale evaluates hyperactivity and inattentiveness. The Sensory Profile Questionnaire identifies sensory processing challenges, and the Strengths and Difficulties Questionnaire (SDQ) assesses emotional well-being and behavioral concerns.

7

Treatment Plan

Pharmacologic: Consider melatonin for sleep disturbances, no stimulants yet.

Behavioral therapy: ABA therapy for reinforcement of positive behaviors.

Environmental modifications: Noise-canceling headphones, sensory-friendly space.

Educational support: IEP evaluation, speech therapy referral.

Parental training: Teach positive reinforcement and structured daily routines.

Follow-up plan: Monthly therapy check-ins, reevaluation in six months.

Pharmacologic treatment includes considering melatonin for sleep disturbances while avoiding stimulants at this time. Behavioral therapy involves Applied Behavior Analysis (ABA) for positive reinforcement. Environmental modifications include noise-canceling headphones and a sensory-friendly space (Monceaux et al.,2024). Educational support entails Individualized Education Plan (IEP) evaluation and speech therapy referral. Parental training focuses on structured daily routines and positive reinforcement techniques. Monthly therapy check-ins and reassessment in six months will help monitor progress and adjust treatment as needed.

8

Patient and Family Education

Explanation of diagnosis and how symptoms impact daily functioning.

Importance of early intervention services and structured support.

Strategies to manage sensory overload and behavioral outbursts.

Providing tools for improved communication and social engagement.

Encouraging parental self-care and coping strategies for stress.

Local resources: Support groups, occupational therapy centers, advocacy programs.

It is crucial to explain the child’s diagnosis and how symptoms impact daily functioning. Parents should understand the importance of early intervention services and structured support. Strategies for managing sensory overload and behavioral outbursts should be provided. Parents should receive tools for improving communication and social engagement (Garofallou & Silva, 2023). Encouraging self-care and stress management for parents is also essential. Finally, providing information about local resources, including support groups, therapy centers, and advocacy programs, will assist families in navigating the child’s condition.

9

Follow-up and Refferals

Pediatric neurologist referral for further evaluation of cognitive concerns.

Speech and occupational therapy assessments for developmental support.

Educational psychologist evaluation for early intervention recommendations.

Regular psychiatric follow-ups to monitor progress and adjust treatment.

Encouraging play-based therapy to enhance social and emotional development.

Crisis intervention plan: Emergency contacts and local mental health resources.

The child requires a referral to a pediatric neurologist for further evaluation of cognitive concerns. Speech and occupational therapy assessments will support developmental growth. An educational psychologist evaluation will aid in early intervention recommendations. Regular psychiatric follow-ups will monitor progress and adjust treatment strategies. Play-based therapy should be encouraged to enhance social and emotional skills. In case of symptom escalation, a crisis intervention plan will provide emergency contacts and local mental health resources.

10

Conclusion

Summary: Child exhibits behaviors consistent with ASD, sensory issues, and anxiety.

Importance of early, structured interventions for better long-term outcomes.

Emphasizing a family-centered approach to therapy and home modifications.

Role of a multidisciplinary team in holistic treatment planning.

Encouraging ongoing monitoring, adaptive interventions, and community support.

Thank you and contact information for further discussions and inquiries.

The child presents with behaviors indicative of ASD, sensory processing challenges, and anxiety. Early intervention with structured therapies is critical for long-term improvement. A family-centered approach with parental support and education is essential. A multidisciplinary team, including therapists, educators, and medical professionals, will provide comprehensive care. Ongoing monitoring and adaptive interventions will ensure continued progress. Community resources will play a key role in supporting the child’s development. Thank you for your time; please reach out for further discussion or inquiries.

11

References

Garofallou, L., & Silva, L. (2023). An At-Home Guide to Children’s Sensory and Behavioral Problems: Qigong Sensory Treatment for Parents and Clinicians. Taylor & Francis.

Granana, N., & Otalvaro, A. R. (2021). Neurodevelopment and the Ages and Stages Questionnaire, (ASQ-3). In Diagnosis, management and modeling of neurodevelopmental disorders (pp. 319-328). Academic Press.

Monceaux, B., Smith, K., & McPherson, P. (2024). The Treatment of Dually Diagnosed Individuals with Sleep Disturbances and Intellectual Disabilities. Handbook of Psychopathology in Intellectual Disability: Research, Practice, and Policy, 343-379.

Rosello, R., Martinez-Raga, J., Mira, A., Pastor, J. C., Solmi, M., & Cortese, S. (2022). Cognitive, social, and behavioral manifestations of the co-occurrence of autism spectrum disorder and attention-deficit/hyperactivity disorder: A systematic review. Autism, 26(4), 743-760.

**GraduateComprehensivePsychiatricEvaluationTemplate.docx**

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**PsychiatricSOAPNoteRubric.docx**

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November 5, 2026