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  • [Solved] NUR 691 A week7

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    – 2 years ago **files (1)** – ## NUR691Aweek7.docx **## NUR691Aweek7.docx** You are designing an executable population-based change project addressing identified practice-related problems or questions. This strongly emphasizes collaboration between advanced practice nurses and community agencies and…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## NUR691Aweek7.docx

    **## NUR691Aweek7.docx**

    You are designing an executable population-based change project addressing identified practice-related problems or questions. This strongly emphasizes collaboration between advanced practice nurses and community agencies and includes working with an agency using practice data to provide answers, which are responsive to the needs of clinicians, administrators, and policy makers for improvement of programs or practices.

    This section of the change project should include a discussion of key concepts.

    1. Clarify the issue under study.

    2. Propose solutions or interventions based on the literature review.

    3. Compare other views on the problem and solutions.

    4. Address the APRN role in the intervention and discuss implications for clinical practice.

    5. Discuss the implications of your change project.

    Some important things to consider and address:

    1. Does your intervention have a clear connection to your research problem?

    2. What are the specific methods of data collection you are going to use, such as surveys, interviews, questionnaires, or protocols?

    3. How do you intend to analyze your results?

    4. Provide a justification for subject selection and sampling procedure.

    5. Describe potential limitations. Are there any practical limitations that could affect your data collection? How will you attempt to control the limitations?

    6. How will your change project help fill gaps in understanding the research problem?

    This section should be 6–7 pages in length, not including the cover or reference page. You must reference a minimum of 5 scholarly articles.

    Use current APA format to style your paper and to cite your sources. Review the rubric for more information on how the assignment will be graded.

    **## NUR691Aweek7.docx**

    You are designing an executable population-based change project addressing identified practice-related problems or questions. This strongly emphasizes collaboration between advanced practice nurses and community agencies and includes working with an agency using practice data to provide answers, which are responsive to the needs of clinicians, administrators, and policy makers for improvement of programs or practices.

    This section of the change project should include a discussion of key concepts.

    1. Clarify the issue under study.

    2. Propose solutions or interventions based on the literature review.

    3. Compare other views on the problem and solutions.

    4. Address the APRN role in the intervention and discuss implications for clinical practice.

    5. Discuss the implications of your change project.

    Some important things to consider and address:

    1. Does your intervention have a clear connection to your research problem?

    2. What are the specific methods of data collection you are going to use, such as surveys, interviews, questionnaires, or protocols?

    3. How do you intend to analyze your results?

    4. Provide a justification for subject selection and sampling procedure.

    5. Describe potential limitations. Are there any practical limitations that could affect your data collection? How will you attempt to control the limitations?

    6. How will your change project help fill gaps in understanding the research problem?

    This section should be 6–7 pages in length, not including the cover or reference page. You must reference a minimum of 5 scholarly articles.

    Use current APA format to style your paper and to cite your sources. Review the rubric for more information on how the assignment will be graded.

  • [Solved] Weekly Clinical Experience 6 Womens health

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    _**Weekly Clinical Experience 6**_ Describe your clinical experience for this week in an OBGYN office – 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 d…

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    Assignment Prompt & Instructions

    _**Weekly Clinical Experience 6**_

    Describe your clinical experience for this week in an OBGYN office

    – 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

  • [Solved] WEEK 6 OB

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    O.P. is a 43-year-old female patient who is seeing at the office because she is complaining of vaginal bleeding after sexual intercourse for about two months now. She stated she has been married for 4 years now but has multiple sexual partners in the past. As positive history in her last cervical ca…

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    Assignment Prompt & Instructions

    O.P. is a 43-year-old female patient who is seeing at the office because she is complaining of vaginal bleeding after sexual intercourse for about two months now.

    She stated she has been married for 4 years now but has multiple sexual partners in the past. As positive history in her last cervical cancer screen (two years ago) she was positive for HPV type 16.

    – Discuss the appropriate diagnostic testing for the patient.
    – Develop the management plan (pharmacological and nonpharmacological).
    – Why is HPV the most important of the cervical cancer screening in patients that have tested HPV positive.
    –  According to the United States Preventive Service Taskforce (USPSTF) guidelines, what would be the cervical cancer screening recommendation for average risk women in the age range for O.P. and until what age women should be screened.

    Once you received your case number; answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case:

    1. **An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**
    2. **Name the different family developmental stages and give examples of each one.**
    3. **Describe family structure and function and the relationship with health care.**

    **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 within 5 YEARS

    – 2 years ago

  • [Solved] week 1 assist

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    In-depth study guidance and analytical solution covering week 1 assist.

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    Assignment Prompt & Instructions

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

  • [Solved] SOAP NOTE 3 OBGYN OFFICE

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    A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skil…

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    Assignment Prompt & Instructions

    A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

    #### **Instructions:**

    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

    For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

    **S** =Subjective data: Patient’s Chief Complaint (CC). **O** =Objective data: Including client behavior, physical assessment, vital signs, and meds. **A** =Assessment: Diagnosis of the patient's condition. Include differential diagnosis. **P** =Plan: Treatment, diagnostic testing, and follow up

    #### **Submission Instructions:**

    – Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.
    – You must use the template provided. Turnitin will recognize the template and not score against it.
    – Your submission will be reviewed for plagiarism through Turnitin.

    SOAP Note Rubric **SOAP Note RubricCriteriaRatingsPts**

    Demographics

    **1 to >0.8 pts**

    **Begins with patient initials, age, race, ethnicity and gender (5 demographics)**

    **0.8 to >0.25 pts**

    **Begins with 4 of the 5 patient demographics (patient initials, age, race, ethnicity and gender)**

    **0.25 to >0 pts**

    **Begins with 3 or less patient demographics (patient initials, age, race, ethnicity and gender)**

    **0 pts**

    **Missing criteria and/or submission.**

    / 1 pts

    Chief Complaint (Reason for seeking health care)

    **4 to >3 pts**

    **Includes a direct quote from patient about presenting problem**

    **3 to >2 pts**

    **Includes a direct quote from patient and other unrelated information**

    **2 to >0 pts**

    **Includes information but information is NOT a direct quote**

    **0 pts**

    **Missing criteria and/or submission.**

    / 4 pts

    History of the Present Illness (HPI)

    **5 to >3 pts**

    **Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)**

    **3 to >2 pts**

    **Includes the presenting problem and 7 of the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)**

    **2 to >0 pts**

    **Includes the presenting problem and 6 of the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)**

    **0 pts**

    **Missing criteria and/or submission.**

    / 5 pts

    Allergies

    **2 to >1.5 pts**

    **Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)**

    **1.5 to >1 pts**

    **If allergies are present, students lists type Drug, environmental factor, herbal, food, latex name and includes severity of allergy OR description of allergy**

    **1 to >0 pts**

    **If allergies are present, students lists only the type of allergy name**

    **0 pts**

    **Missing criteria and/or submission.**

    / 2 pts

    Review of Systems (ROS)

    **15 to >8 pts**

    **Includes a minimum of 3 assessments for each body system and assesses at least 9 body systems directed to chief complaint AND uses the words “admits” and “denies”**

    **8 to >3 pts**

    **Includes 3 or fewer assessments for each body system and assesses 5-8 body systems directed to chief complaint AND uses the words “admits” and “denies”**

    **3 to >0 pts**

    **Includes 3 or fewer assessments for each body system and assesses less than 5 body systems directed to chief complaint OR student does not use the words “admits” and “denies”**

    **0 pts**

    **Missing criteria and/or submission.**

    / 15 pts

    Vital Signs

    **2 to >1.5 pts**

    **Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.)**

    **1.5 to >1 pts**

    **Includes 7 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.)**

    **1 to >0 pts**

    **Includes 6 or less vital signs, (BP (with patient position), HR, RR, temperature (with F or C and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.)**

    **0 pts**

    **Missing criteria and/or submission.**

    / 2 pts

    Labs

    **2 to >1.5 pts**

    **Includes a list of the labs reviewed at the visit, values of lab results and highlights abnormal values OR acknowledges no labs/diagnostic tests were reviewed.**

    **1.5 to >1 pts**

    **Includes a list of the labs reviewed at the visit, values of lab results but does not highlight abnormal values.**

    **1 to >0 pts**

    **Includes a list of the labs reviewed at the visit but does not include the values of lab results or highlight abnormal values.**

    **0 pts**

    **Missing criteria and/or submission.**

    / 2 pts

    Medications

    **4 to >2 pts**

    **Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)**

    **2 to >1 pts**

    **Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including 3 of the 4: name, dose, medications route, frequency)**

    **1 to >0 pts**

    **Includes a list of all of the patient reported medications (including 2 of the 4: name, dose, route, frequency)**

    **0 pts**

    **Missing criteria and/or submission.**

    / 4 pts

    Past Medical History

    **3 to >2 pts**

    **Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current**

    **2 to >1 pts**

    **Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, either year of diagnosis OR whether the diagnosis is active or current**

    **1 to >0 pts**

    **Includes each medical diagnosis but does not include year of diagnosis or whether the diagnosis is active or current**

    **0 pts**

    **Missing criteria and/or submission.**

    / 3 pts

    Past Surgical History

    **3 to >2 pts**

    **Includes, for each surgical procedure, the year of procedure and the indication for the procedure**

    **2 to >1 pts**

    **Includes, for each surgical procedure, the year of procedure OR indication of the procedure**

    **1 to >0 pts**

    **Includes, for each surgical procedure but not the year of procedure or indication of the procedure**

    **0 pts**

    **Missing criteria and/or submission.**

    / 3 pts

    Family History

    **3 to >2 pts**

    **Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.**

    **2 to >1 pts**

    **Includes an assessment of at least 3 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.**

    **1 to >0 pts**

    **Includes an assessment of at least 2 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.**

    **0 pts**

    **Missing criteria and/or submission.**

    / 3 pts

    Social History

    **3 to >2 pts**

    **Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation.**

    **2 to >1 pts**

    **Includes 10 of the 11 required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation.**

    **1 to >0 pts**

    **Includes 9 or less of the required information.**

    **0 pts**

    **Missing criteria and/or submission.**

    / 3 pts

    Health Maintenance / Screenings

    **3 to >2 pts**

    **Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests**

    **2 to >1 pts**

    **Includes a partial assessment of immunization status and health maintenance needs, missing some key components. Includes an assessment of at least 4 screening tests**

    **1 to >0 pts**

    **Includes minimal assessment of immunization status and health maintenance needs, lacking detail. Includes an assessment of at least 3 screening tests**

    **0 pts**

    **Missing criteria and/or submission.**

    / 3 pts

    Physical Examination

    **15 to >8 pts**

    **Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint**

    **8 to >3 pts**

    **Includes a minimum of 3 assessments for each body system and assesses at least 4 body systems directed to chief complaint**

    **3 to >0 pts**

    **Includes a minimum of 2 assessments for each body system and assesses at least 4 body systems directed to chief complaint**

    **0 pts**

    **Missing criteria and/or submission.**

    / 15 pts

    Diagnosis

    **5 to >3 pts**

    **Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)**

    **3 to >1 pts**

    **Includes a clear outline of the accurate diagnoses addressed at the visit but does not list the diagnoses in descending order of priority**

    **1 to >0 pts**

    **Includes 1 differential diagnosis for the principal diagnosis**

    **0 pts**

    **Missing criteria and/or submission.**

    / 5 pts

    Differential Diagnosis

    **5 to >3 pts**

    **Includes at least 3 differential diagnoses for the principal diagnosis**

    **3 to >1 pts**

    **Includes at least 2 differential diagnoses for the principal diagnosis**

    **1 to >0 pts**

    **Includes at least 1 differential diagnoses for the principal diagnosis**

    **0 pts**

    **Missing criteria and/or submission.**

    / 5 pts

    ICD 10 Coding

    **3 to >2 pts**

    **Correctly includes all ICD-10 codes relevant to the diagnoses addressed at the visit**

    **2 to >1 pts**

    **Correctly includes most ICD-10 codes relevant to the diagnoses addressed at the visit**

    **1 to >0 pts**

    **Includes some ICD-10 codes relevant to the diagnoses addressed at the visit**

    **0 pts**

    **Missing criteria and/or submission.**

    / 3 pts

    Pharmacologic treatment plan

    **5 to >3 pts**

    **Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.**

    **3 to >1 pts**

    **Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes 4 of the required following 7: the drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.**

    **1 to >0 pts**

    **Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes less than 4 of the information:**

    **0 pts**

    **Missing criteria and/or submission.**

    / 5 pts

    Diagnostic / Lab Testing

    **3 to >2 pts**

    **Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”**

    **2 to >1 pts**

    **Includes appropriate diagnostic/lab testing 50% of the time OR acknowledges “no diagnostic testing clinically required at this time”**

    **1 to >0 pts**

    **Includes appropriate diagnostic testing less than 50% of the time.**

    **0 pts**

    **Missing criteria and/or submission.**

    / 3 pts

    Education

    **3 to >2 pts**

    **Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives.**

    **2 to >1 pts**

    **Includes at least 2 strategies to promote and develop skills for managing their illness and at least 2 self-management methods on how to incorporate healthy behaviors into their lives.**

    **1 to >0 pts**

    **Includes at least 1 strategies to promote and develop skills for managing their illness and at least 1 self-management methods on how to incorporate healthy behaviors into their lives**

    **0 pts**

    **Missing criteria and/or submission.**

    / 3 pts

    Anticipatory Guidance

    **3 to >2 pts**

    **Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))**

    **2 to >1 pts**

    **Includes at least 2 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipator guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))**

    **1 to >0 pts**

    **Includes at least 1 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 1 secondary prevention strategies (related to age/condition (i.e. screening))**

    **0 pts**

    **Missing criteria and/or submission.**

    / 3 pts

    Follow Up Plan

    **2 to >1 pts**

    **Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)**

    **1 to >0 pts**

    **Includes recommendation for follow up, but does not include time frame (i.e. x # of days/weeks/months)**

    **0 pts**

    **Missing criteria and/or submission.**

    / 2 pts

    Prescription

    **3 to >2 pts**

    **Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials**

    **2 to >1 pts**

    **Prescription includes most required components, but is missing 1-2 elements such as quantity to be dispensed or refills**

    **1 to >0 pts**

    **Prescription is missing 3 or more required components such as patient information, date, or provider’s signature**

    **0 pts**

    **Missing criteria and/or submission.**

    / 3 pts

    Writing Mechanics, Citations, and APA Style

    **3 to >2 pts**

    **Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.**

    **2 to >1 pts**

    **Moderately use the literature and other resources to inform their work. Moderately use of citations and extended referencing. APA style and writing mechanics need more precision and attention to detail.**

    **1 to >0 pts**

    **Ineffectively uses the literature and other resources to inform their work. Ineffectively use of citations and extended referencing. APA style and writing mechanics need serious attention.**

    **0 pts**

    **Missing criteria and/or submission.**

    / 3 pts

    Total Points: 0

    FOLLOW RUBRIC

    – [\
    \
    SOAPNoteTemplate4.docx](https://www.sweetstudy.com/files/soapnotetemplate4-docx-10197219 "SOAPNoteTemplate4.docx")

    – 2 years ago

  • [Solved] research (evidence based project) project

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    – 2 years ago **files (2)** – ## EBPFormatandInstructions20252.docx – ## EXAMPLEEBPproject20252.docx **## EBPFormatandInstructions20252.docx** Evidence-Based Practice Project NURS 4033 #### Instructions: Keep answers brief. #### If you need assistance finding a RCT or systematic review, contact one …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## EBPFormatandInstructions20252.docx

    – ## EXAMPLEEBPproject20252.docx

    **## EBPFormatandInstructions20252.docx**

    Evidence-Based Practice Project

    NURS 4033

    #### Instructions: Keep answers brief.

    #### If you need assistance finding a RCT or systematic review, contact one of the librarians at OC’s library. [askalibrarian@oc.edu](mailto:askalibrarian@oc.edu)

    #### Your instructor can also help you with finding an appropriate study or review. The example study was found through Google Scholar.

    Refer to the APA website or the Purdue OWL website for examples of correct citations.

    Use the words in bold as your headings. This is NOT a formal paper.
    **No title page needed. No reference page needed.**

    Student’s name

    1.
    **Practice setting** (5 points)

    2.
    **Clinical problem** (5 points)

    3.
    **PICO question** (10 points) Include how each letter is represented in the question.

    4.
    **Reference** related to clinical problem or PICO question in APA format (10 points)

    5.
    **Description:** In your own words, describe the RCT or systematic review you selected in less than 200 words. Include study design, participants, intervention if there was one, and major conclusions. Description should be less than 200 words. (25 points)

    6.
    **Strengths of the study or systematic review** (15 points)

    7.
    **Limitations of the study or systematic review** (15 points)

    8.
    **Use in your practice** (15 points)

    **## EXAMPLEEBPproject20252.docx**

    EXAMPLE of Evidence-Based Project of Fictional Student

    **Student’s name**- Henry Studious

    **Practice setting**

    I work at Integris Baptist in critical care as a monitor technician.

    **Clinical problem**

    We have had 4 patients in the past month who developed pneumonia within a week of being intubated.

    **PICO Question**

    Among adults who are intubated, is comprehensive oral care (chlorhexidine, tooth brushing, moisturizing gel) more effective than chlorhexidine alone in preventing ventilator-associated pneumonia?

    P- Intubated adult

    I – Oral care interventions

    C – Prophylactic antibiotics

    O – VAP

    **Reference:** Provide the citation for the study in APA format. Include the DOI

    Singh, P., Arshad, Z., Srivastava, V., Singh, G., & Gangwar, R. (2022) Efficacy of oral care protocols in the prevention of ventilator-associated pneumonia in mechanically ventilated patients.
    _Cureus, 14_(4). Artcile e23750.
    [https://doi.org/10.7759/cureus.23750](https://doi.org/10.7759/cureus.23750)

    **Description:** In your own words, describe the study in less than 200 words. Include study design, participants, intervention if there was one, and major conclusions. Description should be less than 200 words.

    Singh et al. (2022) conducted a randomized control trial in India with 220 critically-ill patients receiving mechanical ventilation. No statistically significant differences were found in the demographic and clinical characteristics of the treatment and control groups at baseline. Routine oral care for intubated patients was the use of chlorhexidine in the oral cavity. In addition to the normal interventions used to prevent ventilator-associated pneumonia (VAP), the treatment group received toothbrushing and application of a mouth moisturizer. During the study, the frequency of oral care was determined by a standardized, scored oral assessment. Diagnosis of VAP was made based on fever, abnormal chest X-rays, and positive cultures of the endotracheal tube. The treatment group had lower prevalence of VAP, fewer days of mechanical ventilation, lower mortality, and shorter ICU stays. (129 words)

    **Strengths of the study** (15 points)

    The strengths of the study include the rigorous design with random assignment to groups, an adequate sample size, and a rigorous intervention. The study had no attrition.

    **Limitations of the study**(15 points)

    The study was conducted in one critical care unit in a different country. The researchers also noted that some patients were admitted from other hospitals and the care provided there was not known. Some of these patients may have received antibiotics. They also said that the diagnosis for VAP was non-invasive and thus possibly less accurate. The researchers did not discuss the fidelity of the intervention- was the intervention applied consistently with all patients in the treatment group.

    **How do you plan to use the study results in your practice?** (15 points)

    I plan to share the results of this study with the unit manager and one of the RNs I work with routinely. We already use chlorhexidine as part of the mouth care for intubated patients. Using the comprehensive oral care intervention would require additional nurse time and the purchase of toothbrushes, toothpaste, and moisturizer.

    **## EXAMPLEEBPproject20252.docx**

    EXAMPLE of Evidence-Based Project of Fictional Student

    **Student’s name**- Henry Studious

    **Practice setting**

    I work at Integris Baptist in critical care as a monitor technician.

    **Clinical problem**

    We have had 4 patients in the past month who developed pneumonia within a week of being intubated.

    **PICO Question**

    Among adults who are intubated, is comprehensive oral care (chlorhexidine, tooth brushing, moisturizing gel) more effective than chlorhexidine alone in preventing ventilator-associated pneumonia?

    P- Intubated adult

    I – Oral care interventions

    C – Prophylactic antibiotics

    O – VAP

    **Reference:** Provide the citation for the study in APA format. Include the DOI

    Singh, P., Arshad, Z., Srivastava, V., Singh, G., & Gangwar, R. (2022) Efficacy of oral care protocols in the prevention of ventilator-associated pneumonia in mechanically ventilated patients.
    _Cureus, 14_(4). Artcile e23750.
    [https://doi.org/10.7759/cureus.23750](https://doi.org/10.7759/cureus.23750)

    **Description:** In your own words, describe the study in less than 200 words. Include study design, participants, intervention if there was one, and major conclusions. Description should be less than 200 words.

    Singh et al. (2022) conducted a randomized control trial in India with 220 critically-ill patients receiving mechanical ventilation. No statistically significant differences were found in the demographic and clinical characteristics of the treatment and control groups at baseline. Routine oral care for intubated patients was the use of chlorhexidine in the oral cavity. In addition to the normal interventions used to prevent ventilator-associated pneumonia (VAP), the treatment group received toothbrushing and application of a mouth moisturizer. During the study, the frequency of oral care was determined by a standardized, scored oral assessment. Diagnosis of VAP was made based on fever, abnormal chest X-rays, and positive cultures of the endotracheal tube. The treatment group had lower prevalence of VAP, fewer days of mechanical ventilation, lower mortality, and shorter ICU stays. (129 words)

    **Strengths of the study** (15 points)

    The strengths of the study include the rigorous design with random assignment to groups, an adequate sample size, and a rigorous intervention. The study had no attrition.

    **Limitations of the study**(15 points)

    The study was conducted in one critical care unit in a different country. The researchers also noted that some patients were admitted from other hospitals and the care provided there was not known. Some of these patients may have received antibiotics. They also said that the diagnosis for VAP was non-invasive and thus possibly less accurate. The researchers did not discuss the fidelity of the intervention- was the intervention applied consistently with all patients in the treatment group.

    **How do you plan to use the study results in your practice?** (15 points)

    I plan to share the results of this study with the unit manager and one of the RNs I work with routinely. We already use chlorhexidine as part of the mouth care for intubated patients. Using the comprehensive oral care intervention would require additional nurse time and the purchase of toothbrushes, toothpaste, and moisturizer.

    **## EBPFormatandInstructions20252.docx**

    Evidence-Based Practice Project

    NURS 4033

    #### Instructions: Keep answers brief.

    #### If you need assistance finding a RCT or systematic review, contact one of the librarians at OC’s library. [askalibrarian@oc.edu](mailto:askalibrarian@oc.edu)

    #### Your instructor can also help you with finding an appropriate study or review. The example study was found through Google Scholar.

    Refer to the APA website or the Purdue OWL website for examples of correct citations.

    Use the words in bold as your headings. This is NOT a formal paper.
    **No title page needed. No reference page needed.**

    Student’s name

    1.
    **Practice setting** (5 points)

    2.
    **Clinical problem** (5 points)

    3.
    **PICO question** (10 points) Include how each letter is represented in the question.

    4.
    **Reference** related to clinical problem or PICO question in APA format (10 points)

    5.
    **Description:** In your own words, describe the RCT or systematic review you selected in less than 200 words. Include study design, participants, intervention if there was one, and major conclusions. Description should be less than 200 words. (25 points)

    6.
    **Strengths of the study or systematic review** (15 points)

    7.
    **Limitations of the study or systematic review** (15 points)

    8.
    **Use in your practice** (15 points)

    **## EXAMPLEEBPproject20252.docx**

    EXAMPLE of Evidence-Based Project of Fictional Student

    **Student’s name**- Henry Studious

    **Practice setting**

    I work at Integris Baptist in critical care as a monitor technician.

    **Clinical problem**

    We have had 4 patients in the past month who developed pneumonia within a week of being intubated.

    **PICO Question**

    Among adults who are intubated, is comprehensive oral care (chlorhexidine, tooth brushing, moisturizing gel) more effective than chlorhexidine alone in preventing ventilator-associated pneumonia?

    P- Intubated adult

    I – Oral care interventions

    C – Prophylactic antibiotics

    O – VAP

    **Reference:** Provide the citation for the study in APA format. Include the DOI

    Singh, P., Arshad, Z., Srivastava, V., Singh, G., & Gangwar, R. (2022) Efficacy of oral care protocols in the prevention of ventilator-associated pneumonia in mechanically ventilated patients.
    _Cureus, 14_(4). Artcile e23750.
    [https://doi.org/10.7759/cureus.23750](https://doi.org/10.7759/cureus.23750)

    **Description:** In your own words, describe the study in less than 200 words. Include study design, participants, intervention if there was one, and major conclusions. Description should be less than 200 words.

    Singh et al. (2022) conducted a randomized control trial in India with 220 critically-ill patients receiving mechanical ventilation. No statistically significant differences were found in the demographic and clinical characteristics of the treatment and control groups at baseline. Routine oral care for intubated patients was the use of chlorhexidine in the oral cavity. In addition to the normal interventions used to prevent ventilator-associated pneumonia (VAP), the treatment group received toothbrushing and application of a mouth moisturizer. During the study, the frequency of oral care was determined by a standardized, scored oral assessment. Diagnosis of VAP was made based on fever, abnormal chest X-rays, and positive cultures of the endotracheal tube. The treatment group had lower prevalence of VAP, fewer days of mechanical ventilation, lower mortality, and shorter ICU stays. (129 words)

    **Strengths of the study** (15 points)

    The strengths of the study include the rigorous design with random assignment to groups, an adequate sample size, and a rigorous intervention. The study had no attrition.

    **Limitations of the study**(15 points)

    The study was conducted in one critical care unit in a different country. The researchers also noted that some patients were admitted from other hospitals and the care provided there was not known. Some of these patients may have received antibiotics. They also said that the diagnosis for VAP was non-invasive and thus possibly less accurate. The researchers did not discuss the fidelity of the intervention- was the intervention applied consistently with all patients in the treatment group.

    **How do you plan to use the study results in your practice?** (15 points)

    I plan to share the results of this study with the unit manager and one of the RNs I work with routinely. We already use chlorhexidine as part of the mouth care for intubated patients. Using the comprehensive oral care intervention would require additional nurse time and the purchase of toothbrushes, toothpaste, and moisturizer.

    **## EBPFormatandInstructions20252.docx**

    Evidence-Based Practice Project

    NURS 4033

    #### Instructions: Keep answers brief.

    #### If you need assistance finding a RCT or systematic review, contact one of the librarians at OC’s library. [askalibrarian@oc.edu](mailto:askalibrarian@oc.edu)

    #### Your instructor can also help you with finding an appropriate study or review. The example study was found through Google Scholar.

    Refer to the APA website or the Purdue OWL website for examples of correct citations.

    Use the words in bold as your headings. This is NOT a formal paper.
    **No title page needed. No reference page needed.**

    Student’s name

    1.
    **Practice setting** (5 points)

    2.
    **Clinical problem** (5 points)

    3.
    **PICO question** (10 points) Include how each letter is represented in the question.

    4.
    **Reference** related to clinical problem or PICO question in APA format (10 points)

    5.
    **Description:** In your own words, describe the RCT or systematic review you selected in less than 200 words. Include study design, participants, intervention if there was one, and major conclusions. Description should be less than 200 words. (25 points)

    6.
    **Strengths of the study or systematic review** (15 points)

    7.
    **Limitations of the study or systematic review** (15 points)

    8.
    **Use in your practice** (15 points)

    **## EXAMPLEEBPproject20252.docx**

    EXAMPLE of Evidence-Based Project of Fictional Student

    **Student’s name**- Henry Studious

    **Practice setting**

    I work at Integris Baptist in critical care as a monitor technician.

    **Clinical problem**

    We have had 4 patients in the past month who developed pneumonia within a week of being intubated.

    **PICO Question**

    Among adults who are intubated, is comprehensive oral care (chlorhexidine, tooth brushing, moisturizing gel) more effective than chlorhexidine alone in preventing ventilator-associated pneumonia?

    P- Intubated adult

    I – Oral care interventions

    C – Prophylactic antibiotics

    O – VAP

    **Reference:** Provide the citation for the study in APA format. Include the DOI

    Singh, P., Arshad, Z., Srivastava, V., Singh, G., & Gangwar, R. (2022) Efficacy of oral care protocols in the prevention of ventilator-associated pneumonia in mechanically ventilated patients.
    _Cureus, 14_(4). Artcile e23750.
    [https://doi.org/10.7759/cureus.23750](https://doi.org/10.7759/cureus.23750)

    **Description:** In your own words, describe the study in less than 200 words. Include study design, participants, intervention if there was one, and major conclusions. Description should be less than 200 words.

    Singh et al. (2022) conducted a randomized control trial in India with 220 critically-ill patients receiving mechanical ventilation. No statistically significant differences were found in the demographic and clinical characteristics of the treatment and control groups at baseline. Routine oral care for intubated patients was the use of chlorhexidine in the oral cavity. In addition to the normal interventions used to prevent ventilator-associated pneumonia (VAP), the treatment group received toothbrushing and application of a mouth moisturizer. During the study, the frequency of oral care was determined by a standardized, scored oral assessment. Diagnosis of VAP was made based on fever, abnormal chest X-rays, and positive cultures of the endotracheal tube. The treatment group had lower prevalence of VAP, fewer days of mechanical ventilation, lower mortality, and shorter ICU stays. (129 words)

    **Strengths of the study** (15 points)

    The strengths of the study include the rigorous design with random assignment to groups, an adequate sample size, and a rigorous intervention. The study had no attrition.

    **Limitations of the study**(15 points)

    The study was conducted in one critical care unit in a different country. The researchers also noted that some patients were admitted from other hospitals and the care provided there was not known. Some of these patients may have received antibiotics. They also said that the diagnosis for VAP was non-invasive and thus possibly less accurate. The researchers did not discuss the fidelity of the intervention- was the intervention applied consistently with all patients in the treatment group.

    **How do you plan to use the study results in your practice?** (15 points)

    I plan to share the results of this study with the unit manager and one of the RNs I work with routinely. We already use chlorhexidine as part of the mouth care for intubated patients. Using the comprehensive oral care intervention would require additional nurse time and the purchase of toothbrushes, toothpaste, and moisturizer.

  • [Solved] Nutrition & Chronic Diseases – Project Outline in project 6 / project7 3221

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    For this assignment, you will develop an OUTLINE of your PowerPoint project presentation. The topic for your presentation is The Role of Nutrition in Chronic Diseases. You may select one chronic disease you have learned in this course and describe how nutrition impacts the chronic disease you chose….

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    Assignment Prompt & Instructions

    For this assignment, you will develop an OUTLINE of your PowerPoint project presentation. The topic for your presentation is The Role of Nutrition in Chronic Diseases. You may select one chronic disease you have learned in this course and describe how nutrition impacts the chronic disease you chose. The objective of this outline is to gather and organize your thoughts. A successful outline will provide a roadmap to developing your PowerPoint presentation. Your work MUST be original, and in the next module, you will develop and submit your PowerPoint presentation.

    **Include a minimum of 5 references from academic sources or government websites published within the last five years. APA style in 1-2 pages in length, excluding the title and references

    _**The Role of Nutrition and Chronic Diseases**_ Part 2:

    For this project, you will develop a PowerPoint where you will share **The Role of Nutrition and Chronic Diseases**. You may choose one chronic disease learned in this course. Your work MUST be original. Use the outline developed in the previous module to guide your project.

    – The presentation is original work and logically organized. Followed current APA format, including citation of references.
    – The PowerPoint presentation with 7-10 slides was clear and easy to read. **Speaker notes expanded** upon and clarified the content on the slides.
    – The presentation is creative and utilizes graphics.
    – The presentation is supported by evidence from the literature.

    The powerPoint presentation should be formatted per APA **and references** should be current (published within the last five years)

    \*\* Turnitin. report needed**

    – 2 years ago

  • [Solved] Nursing Roch week 7 assignment

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    Roch week 7 assignment – 2 years ago

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    Assignment Prompt & Instructions

    Roch week 7 assignment

    – 2 years ago

  • [Solved] Nursing Psychology assignment, need it done in 3-4 hours

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    ## **Assignment Instructions** ##### **Competency** Distinguish the role of ethics on team psychology. ##### **Student Success Criteria** View the grading rubric for this deliverable by selecting the "This item is graded with a rubric" link, which is located in the Details & Information pane. ##### …

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    Assignment Prompt & Instructions

    ## **Assignment Instructions**

    ##### **Competency**

    Distinguish the role of ethics on team psychology.

    ##### **Student Success Criteria**

    View the grading rubric for this deliverable by selecting the "This item is graded with a rubric" link, which is located in the Details & Information pane.

    ##### **Scenario**

    You oversee the onboarding of new employees to your company. As part of the onboarding process, new employees must complete a course on ethics in team psychology. You are to provide information on ethical considerations and a scenario demonstrating an understanding of the impact of ethics at each of the five levels of ethical culture.

    ##### **Instructions**

    Provide a training document that includes the following:

    – Differentiate between corporate/organization and team ethical culture.
    – Explain the ethical considerations associated with in-person and virtual employees.
    – Describe the five levels of ethical culture (individual, interpersonal, group, intergroup, and inter-organizational).
    – Provide a scenario demonstrating the impact of ethics at each of the five levels.

    ##### **Resources**

    – [Ethical Conflict and Knowledge Hiding in Teams: Moderating Role of Workplace Friendship in the Education Sector](https://www.frontiersin.org/articles/10.3389/fpsyg.2022.824485/full)
    – [The Five Levels of an Ethical Culture](https://www.bsr.org/reports/BSR_Ethical_Corporate_Culture_Five_Levels.pdf)
    – [The Correlation of Psychological Safety and Ethics: Fostering an Ethical Work Environment](https://www.linkedin.com/pulse/correlation-psychological-safety-ethics-fostering-ethical-hainsch?scrlybrkr=6f0dda1b)
    – [Team Ethical Cultures Within an Organization](https://link.springer.com/article/10.1007/s10551-019-04376-5)
    – [The Five Levels of an Ethical Culture](https://www.bsr.org/reports/BSR_Ethical_Corporate_Culture_Five_Levels.pdf)

    – 2 years ago

  • [Solved] Nursing Homework

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    – 2 years ago **files (4)** – ## GraduateMentalStatusExamGuide2_3.docx – GraduateComprehensivePsychiatricEvaluationTemplatenew.docx – PPTPresentation2NUR6303_3.docx – ParametersforchildrenandadolecentsNUR6301_3.pdf **## GraduateMentalStatusExamGuide2_3.docx** **MENTAL STATUS EXAM GUIDE** Previou…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## GraduateMentalStatusExamGuide2_3.docx

    – GraduateComprehensivePsychiatricEvaluationTemplatenew.docx
    – PPTPresentation2NUR6303_3.docx
    – ParametersforchildrenandadolecentsNUR6301_3.pdf

    **## GraduateMentalStatusExamGuide2_3.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **GraduateComprehensivePsychiatricEvaluationTemplatenew.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/graduatecomprehensivepsychiatricevaluationtemplatenew-docx-10198185)

    **PPTPresentation2NUR6303_3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pptpresentation2nur6303-3-docx)

    **ParametersforchildrenandadolecentsNUR6301_3.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/parametersforchildrenandadolecentsnur6301-3-pdf)

    **ParametersforchildrenandadolecentsNUR6301_3.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/parametersforchildrenandadolecentsnur6301-3-pdf)

    **## GraduateMentalStatusExamGuide2_3.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **GraduateComprehensivePsychiatricEvaluationTemplatenew.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/graduatecomprehensivepsychiatricevaluationtemplatenew-docx-10198185)

    **PPTPresentation2NUR6303_3.docx**

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    **ParametersforchildrenandadolecentsNUR6301_3.pdf**

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    **## GraduateMentalStatusExamGuide2_3.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **GraduateComprehensivePsychiatricEvaluationTemplatenew.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/graduatecomprehensivepsychiatricevaluationtemplatenew-docx-10198185)

    **PPTPresentation2NUR6303_3.docx**

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    **ParametersforchildrenandadolecentsNUR6301_3.pdf**

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