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    – 2 years ago **files (1)** – ## U-6soap.docx **## U-6soap.docx** Unit 6-Clinical SOAP Note on schizoaffective disorder. Due 2-15-25. Instructions Each week students will choose one patient encounter to submit a Follow-up SOAP note for review. The focus is on your ability to integrate your subjectiv…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## U-6soap.docx

    **## U-6soap.docx**

    Unit 6-Clinical SOAP Note on schizoaffective disorder. Due 2-15-25.

    Instructions

    Each week students will choose one patient encounter to submit a Follow-up SOAP note for review.

    The focus is on your ability to integrate your subjective and objective information gathering into formulation of diagnoses and development of patient-centered, evidence-based plans of care for patients of all ages with multiple, complex mental health conditions. At the end of this term, your SOAP notes will have demonstrated your knowledge of evidence-based practice, clinical expertise, and patient/family preferences as expected for an independent nurse practitioner incorporating psychotherapy into practice.

    **Note**:
    _Grades of Incomplete on this assignment will result in a clinical failure._

    All work should be original and submitted as a Word document unless otherwise indicated in the assignment instructions. ALL assignments need to be APA 7 format and accompanied title page in APA 7th edition format in order that the work would be properly identified for the student, the course, and the assignment. Work submitted without a title page will receive a grade of 0.

    Upload note to
    **TurnItIn plagiarism checker** for grade submission.

    **Subjective**

    **Patient Verification**

    **Name:** M. D.

    **DOB**: 12/2/2004

    **Demographics:** 20-year-old

    **Gender Identifier Note**: Male

    **Chief Complaint (CC)**: "I’m struggling to stay focused at work and college, and I’m behind on assignments."

    **HPI:** M. D. is a 20-year old male, college student diagnosed with ADHD, predominantly inattentive type at age 18. Two months ago, he was started on methylphenidate (Ritalin) at an initial dose of 10 mg once daily. According to him, he experienced a mild improvement in his focus during the first few weeks of treatment but his distractibility, procrastination and completing assignments remain problematic. He often forgets normal instructions at his part time job as a retail assistant. M. D. has no major side effects from his medication, with stable sleep and appetite.

    **Pertinent History**: M. D. occasionally feels overwhelmed and experiences low energy, impacting his productivity. He denies depressive episodes or irritability.

    **Sleep and Appetite**: Sleep and appetite are stable.

    **Energy and Concentration**: Decreased energy and concentration

    **Psychiatric Symptoms**: Denies hallucinations, delusions, or panic attacks but describes chronic difficulty maintaining focus and staying organized.

    **SI/HI/AV**: Denies suicidal ideation, homicidal ideation, or auditory/visual hallucinations.

    **Allergies**: No known drug or food allergies (NKDFA).

    **Past Medical History:** History of seasonal allergies, managed with loratadine PRN. No significant psychiatric or medical history.

    **Substance Use History**: Occasional social alcohol use; denies tobacco or recreational drug use.

    **Family History:** Father diagnosed with ADHD. Mother has mild anxiety disorder. No history of substance abuse in the family.

    **Social History:** Lives in a dorm with roommates while pursuing a business degree. Works part-time at a retail store and is actively involved in his college’s entrepreneurship club
    **.**

    **Review of Systems (ROS)**

    ·
    **Constitutional:** No fever, fatigue, or significant weight changes.

    ·
    **Eyes:** No vision changes.

    ·
    **ENT: No hearing loss or throat pain.**

    ·
    **Cardiac:** Denies chest pain, palpitations, or dizziness.

    ·
    **Respiratory:** Denies shortness of breath, wheezing, or chronic cough.

    ·
    **GI:** No nausea, vomiting, or changes in bowel habits
    **.**

    ·
    **GU:** No dysuria or hematuria. Normal urinary habits.

    ·
    **Musculoskeletal:** Denies joint pain or stiffness.

    ·
    **Skin:** No rashes or lesions.

    ·
    **Neurologic:** Denies headaches or seizures. No tremors noted.

    ·
    **Endocrine:** No reports of excessive thirst or urination.

    ·
    **Hematologic:** No history of easy bruising or bleeding.

    **Objective**

    **Vital Signs and Measurements**

    ·
    **Temp:** 97.6°F

    ·
    **BP:** 131/86 mmHg

    ·
    **HR:** 78 bpm

    ·
    **R (Respiratory Rate):** 14 breaths/min

    ·
    **O2 Saturation:** 99% on room air

    ·
    **Ht (Height):** 188 cm

    ·
    **Wt (Weight):** 75.6 kg

    ·
    **BMI:** 20.8

    **Laboratory Findings**

    ·
    **LABS:**

    · Lab findings within normal limits (WNL).

    · Toxicology Screen: Negative for all substances.

    · Alcohol Screen: Negative.

    · HCG: Not applicable (N/A).

    **Physical Exam:**

    ·
    **General Appearance:** Patient is well-groomed, cooperative, and appears comfortable with no signs of acute distress.

    ·
    **Skin:** Skin is warm, dry, and free from rashes or lesions.

    ·
    **HEENT:** Eyes are clear with no conjunctival injection. No signs of nasal congestion or throat abnormalities.

    ·
    **Cardiovascular:** Heart rate and rhythm are regular with no murmurs or edema detected.

    ·
    **Respiratory:** Lungs are clear to auscultation on both sides with no wheezes, rales, or rhonchi present.

    ·
    **GI:** Abdomen is non-tender, no distension observed, and bowel sounds are normal.

    ·
    **Musculoskeletal:** Full range of motion with no joint swelling or tenderness noted.

    ·
    **Neurologic:** Patient is alert and oriented to person, place, time, and situation with no focal neurological deficits.

    ·
    **Psychiatric:** Cooperative with an appropriate affect, normal speech, and a linear thought process.

    ·
    **Endocrine:** No notable abnormalities observed.

    **MSE (Mental Status Exam):**

    ·
    **Appearance:** Patient well-groomed, no acute distress.

    ·
    **Behavior:** Cooperative.

    ·
    **Mood/Affect:** Mildly anxious but appropriate for the situation.

    ·
    **Speech:** Normal rate and tone.

    ·
    **Thought Process:** Linear and goal-directed.

    ·
    **Cognition:** Intact but struggles with sustained attention during the session.

    ·
    **Insight/Judgment:** Fair.

    **Assessment**

    **Diagnosis (DSM-5 and ICD-10 Codes):**

    ADHD, predominantly inattentive type

    · DSM-5 Code: 314.00

    · ICD-10 Code: F90.0

    **Differential Diagnoses:**

    **Generalized Anxiety Disorder (GAD)**

    · Sometimes the symptoms of excessive worry and difficulty concentrating may blend with those of ADHD. However, while the differences between GAD and ADHD are significant, GAD is pervasive anxiety and restlessness whereas ADHD is chronic in attention with no appreciable anxiety (Koutsoklenis & Honkasilta, 2023).

    · ICD-10 Code: F41.1

    **Learning Disorder**

    · Poor academic performance can be a learning disabilities symptom that's similar to ADHD. But, unlike ADHD, learning disorders only pertain to academic tasks and do not affect other attention-related difficulties (Koutsoklenis & Honkasilta, 2023).

    · ICD-10 Code: F81.9

    **Treatment Options**

    **Pharmacotherapy:**

    · Initiate stimulant medication (e.g., methylphenidate or amphetamines) for ADHD management, starting with a low dose and adjusting as needed. Concerta 18 mg/day Increase does as indicated.

    **Psychotherapy:**

    · Cognitive-behavioral therapy (CBT) for ADHD to enhance organizational skills, reduce procrastination, and improve focus (Beyer et al., 2024).

    · Psychoeducation and behavioral interventions to help with time management and emotional regulation.

    **Plan**

    1.
    **Pharmacologic Interventions**:

    · Increase methylphenidate dosage from 10 mg to 15 mg once daily (Beyer et al., 2024). Educate the patient on potential side effects, including appetite suppression and insomnia.

    2.
    **Non-Pharmacologic Interventions**:

    · Recommend cognitive-behavioral therapy (CBT) to address procrastination and improve organizational skills (Beyer et al., 2024).

    3.
    **Patient Education**:

    · Emphasize the importance of medication adherence and attending therapy sessions. Discuss lifestyle strategies, such as setting routines and breaking tasks into manageable steps

    **Safety Planning**:

    · Review signs of worsening symptoms (e.g., increased distractibility, restlessness) and when to seek further care..

    4.
    **Follow-Up**:

    · Return to clinic in 2 weeks for medication and progress review.

    **Referrals:**

    · Referral to a therapist specializing in ADHD for CBT sessions.

    **Time spent counseling and coordinating care: 55** minutes

    **Total visit time:** 80 minutes

    **Date:** 1/29/2025
    **Time:** 1:00 PM

    **References**

    Beyer, A. K., Beck, L., Pfeifer, S., Kuhnert, R., Hölling, H., Jans, T., … & Schlack, R. (2024). The consortium project INTEGRATE-ADHD-Comparison and integration of administrative and epidemiological ADHD diagnostic data by clinical assessment: study description and sample characteristics..

    Koutsoklenis, A., & Honkasilta, J. (2023). ADHD in the DSM-5-TR: what has changed and what has not.
    _Frontiers in psychiatry_,
    _13_, 1064141.

    ![A screenshot of a white sheet Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20883945)

    ![A screenshot of a white sheet Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20883945)

    ![A screenshot of a white background Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20883945)

    Program Outcomes

    1. Demonstrate critical thinking and holistic caring as an advanced practice

    2. Analyze scientific literature for application to selected diagnoses and treatment plans.

    3. Synthesize ethical principles into the management and evaluation of healthcare delivery concerns in culturally diverse care settings.

    4. Articulate a personal philosophy and framework acknowledging professional and accrediting agency competencies relating to the role and scope of practice of the psychiatric mental health nurse practitioner.

    5. Implement the role of the psychiatric mental health nurse practitioner in selected clinical settings.

    Course Learning Objectives

    By the end of this course, you will be able to:

    1. Independently with mentor supervision, apply knowledge of chronic and acute psychiatric mental health disorders using the current edition of the Diagnostic and Statistical Manual for Mental Disorders diagnostic criteria to assess, diagnose and manage the patient populations across the lifespan including a focus on vulnerable populations at risk for mental health disorders.

    2. Independently with mentor supervision, integrate complete mental health assessment, interview, history, and physical exam data collection with the knowledge of pathophysiology and psychopathology of psychiatric mental health disorders across the life span to form differential diagnoses and implement therapeutic, patient-centered treatment plans and interventions for patient populations across the lifespan.

    3. Independently with mentor supervision, merge traditional and complementary pharmacological/non-pharmaceutical interventions into the treatment and management of psychiatric mental health disorders for patient populations across the lifespan.

    4. Independently with mentor supervision, examine, evaluate, and demonstrate professional development in the role of the nurse practitioner in the diagnosis and management of health and wellness as well as acute and chronic psychiatric mental health disorders illnesses for patient populations across the lifespan as a member of an interprofessional team.

    5. Independently with mentor supervision, integrate cultural, spiritual, and social competencies into therapeutic patient-centered treatment plans in connection with evidence-based findings to the diagnosis and management of individuals, groups, and families across the lifespan with acute, complex, and chronic psychiatric mental health disorders.

    6. Independently with mentor supervision, analyze professional values and core ethical/legal standards into the practice of the Psychiatric Mental Health Nurse Practitioner role with relation to patient/staff safety, quality indicators, and health outcome improvement in the delivery of quality psychiatric mental health care to patients.

    7. Identifies with mentor supervision, the highest level of professionalism and accountability for the PMHNP role for transition into clinical practice.

    Resources

    American Nurses Association & American Psychiatric Nurse Association. (2015).
    _Psychiatric–mental health nursing: Scope and standards of practice_(2nd ed.) American Nurses Credentialing. ISBN-13: 978-1558105553 ISBN-10: 1558105557

    American Psychiatric Association. (2022).
    _Diagnostic and statistical manual of mental disorders_ (5th ed.) text revision (DSM-5 TR). APA Press. ISBN 978-0890425763

    Carlat, D. J. (2023).
    _The psychiatric interview_ (5th ed.). Philadelphia, PA: Wolters Kluwer. ISBN: 9781975212971

    Boland, R., Verduin, M., & Ruiz, P. (2022
    _) Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Wolters Kluwer. ISBN: 9781975145569

    Stahl, S. M. (2022).
    _Stahl's essential psychopharmacology: Neuroscientific basis and practical applications_ (5th ed.). Cambridge University Press. ISBN 978-1-108-97163-8

    Bickley, L. (2016).
    _Bates' Guide to Physical Examination and History-Taking_ (11th ed) [VitalSouce bookshelf version]. https://batesvisualguide.com/. Lippincott Williams & Wilkins: ISBN 1609137620

    Corey, G. (2016).
    _Theory and practice of counseling and psychotherapy_ (10th ed.). Cengage. ISBN: 9781305263727

    Heldt, J. P., MD. (2017).
    _Memorable psychopharmacology_. Create Space Independent Publishing Platform. ISBN-13: 978-1-535-28034-1

    Johnson, K., & Vanderhoef, D. (2016).
    _Psychiatric mental health nurse practitioner review manual_ (4th ed.). American Nurses Association. ISBN: 978-1-935213-79-6

    Stahl, S. M. (2020).
    _Prescriber's guide: Stahl's essential psychopharmacology_ (7th ed.). Cambridge University Press. ISBN 978-1108926010

    ·
    [Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794?wrap=1) [Download Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794/download?download_frd=1)[PDF]

    ·
    [Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800?wrap=1) [Download Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800/download?download_frd=1)[PDF]

    ## image1.png

    ## image2.png

    ## image3.png

    **## U-6soap.docx**

    Unit 6-Clinical SOAP Note on schizoaffective disorder. Due 2-15-25.

    Instructions

    Each week students will choose one patient encounter to submit a Follow-up SOAP note for review.

    The focus is on your ability to integrate your subjective and objective information gathering into formulation of diagnoses and development of patient-centered, evidence-based plans of care for patients of all ages with multiple, complex mental health conditions. At the end of this term, your SOAP notes will have demonstrated your knowledge of evidence-based practice, clinical expertise, and patient/family preferences as expected for an independent nurse practitioner incorporating psychotherapy into practice.

    **Note**:
    _Grades of Incomplete on this assignment will result in a clinical failure._

    All work should be original and submitted as a Word document unless otherwise indicated in the assignment instructions. ALL assignments need to be APA 7 format and accompanied title page in APA 7th edition format in order that the work would be properly identified for the student, the course, and the assignment. Work submitted without a title page will receive a grade of 0.

    Upload note to
    **TurnItIn plagiarism checker** for grade submission.

    **Subjective**

    **Patient Verification**

    **Name:** M. D.

    **DOB**: 12/2/2004

    **Demographics:** 20-year-old

    **Gender Identifier Note**: Male

    **Chief Complaint (CC)**: "I’m struggling to stay focused at work and college, and I’m behind on assignments."

    **HPI:** M. D. is a 20-year old male, college student diagnosed with ADHD, predominantly inattentive type at age 18. Two months ago, he was started on methylphenidate (Ritalin) at an initial dose of 10 mg once daily. According to him, he experienced a mild improvement in his focus during the first few weeks of treatment but his distractibility, procrastination and completing assignments remain problematic. He often forgets normal instructions at his part time job as a retail assistant. M. D. has no major side effects from his medication, with stable sleep and appetite.

    **Pertinent History**: M. D. occasionally feels overwhelmed and experiences low energy, impacting his productivity. He denies depressive episodes or irritability.

    **Sleep and Appetite**: Sleep and appetite are stable.

    **Energy and Concentration**: Decreased energy and concentration

    **Psychiatric Symptoms**: Denies hallucinations, delusions, or panic attacks but describes chronic difficulty maintaining focus and staying organized.

    **SI/HI/AV**: Denies suicidal ideation, homicidal ideation, or auditory/visual hallucinations.

    **Allergies**: No known drug or food allergies (NKDFA).

    **Past Medical History:** History of seasonal allergies, managed with loratadine PRN. No significant psychiatric or medical history.

    **Substance Use History**: Occasional social alcohol use; denies tobacco or recreational drug use.

    **Family History:** Father diagnosed with ADHD. Mother has mild anxiety disorder. No history of substance abuse in the family.

    **Social History:** Lives in a dorm with roommates while pursuing a business degree. Works part-time at a retail store and is actively involved in his college’s entrepreneurship club
    **.**

    **Review of Systems (ROS)**

    ·
    **Constitutional:** No fever, fatigue, or significant weight changes.

    ·
    **Eyes:** No vision changes.

    ·
    **ENT: No hearing loss or throat pain.**

    ·
    **Cardiac:** Denies chest pain, palpitations, or dizziness.

    ·
    **Respiratory:** Denies shortness of breath, wheezing, or chronic cough.

    ·
    **GI:** No nausea, vomiting, or changes in bowel habits
    **.**

    ·
    **GU:** No dysuria or hematuria. Normal urinary habits.

    ·
    **Musculoskeletal:** Denies joint pain or stiffness.

    ·
    **Skin:** No rashes or lesions.

    ·
    **Neurologic:** Denies headaches or seizures. No tremors noted.

    ·
    **Endocrine:** No reports of excessive thirst or urination.

    ·
    **Hematologic:** No history of easy bruising or bleeding.

    **Objective**

    **Vital Signs and Measurements**

    ·
    **Temp:** 97.6°F

    ·
    **BP:** 131/86 mmHg

    ·
    **HR:** 78 bpm

    ·
    **R (Respiratory Rate):** 14 breaths/min

    ·
    **O2 Saturation:** 99% on room air

    ·
    **Ht (Height):** 188 cm

    ·
    **Wt (Weight):** 75.6 kg

    ·
    **BMI:** 20.8

    **Laboratory Findings**

    ·
    **LABS:**

    · Lab findings within normal limits (WNL).

    · Toxicology Screen: Negative for all substances.

    · Alcohol Screen: Negative.

    · HCG: Not applicable (N/A).

    **Physical Exam:**

    ·
    **General Appearance:** Patient is well-groomed, cooperative, and appears comfortable with no signs of acute distress.

    ·
    **Skin:** Skin is warm, dry, and free from rashes or lesions.

    ·
    **HEENT:** Eyes are clear with no conjunctival injection. No signs of nasal congestion or throat abnormalities.

    ·
    **Cardiovascular:** Heart rate and rhythm are regular with no murmurs or edema detected.

    ·
    **Respiratory:** Lungs are clear to auscultation on both sides with no wheezes, rales, or rhonchi present.

    ·
    **GI:** Abdomen is non-tender, no distension observed, and bowel sounds are normal.

    ·
    **Musculoskeletal:** Full range of motion with no joint swelling or tenderness noted.

    ·
    **Neurologic:** Patient is alert and oriented to person, place, time, and situation with no focal neurological deficits.

    ·
    **Psychiatric:** Cooperative with an appropriate affect, normal speech, and a linear thought process.

    ·
    **Endocrine:** No notable abnormalities observed.

    **MSE (Mental Status Exam):**

    ·
    **Appearance:** Patient well-groomed, no acute distress.

    ·
    **Behavior:** Cooperative.

    ·
    **Mood/Affect:** Mildly anxious but appropriate for the situation.

    ·
    **Speech:** Normal rate and tone.

    ·
    **Thought Process:** Linear and goal-directed.

    ·
    **Cognition:** Intact but struggles with sustained attention during the session.

    ·
    **Insight/Judgment:** Fair.

    **Assessment**

    **Diagnosis (DSM-5 and ICD-10 Codes):**

    ADHD, predominantly inattentive type

    · DSM-5 Code: 314.00

    · ICD-10 Code: F90.0

    **Differential Diagnoses:**

    **Generalized Anxiety Disorder (GAD)**

    · Sometimes the symptoms of excessive worry and difficulty concentrating may blend with those of ADHD. However, while the differences between GAD and ADHD are significant, GAD is pervasive anxiety and restlessness whereas ADHD is chronic in attention with no appreciable anxiety (Koutsoklenis & Honkasilta, 2023).

    · ICD-10 Code: F41.1

    **Learning Disorder**

    · Poor academic performance can be a learning disabilities symptom that's similar to ADHD. But, unlike ADHD, learning disorders only pertain to academic tasks and do not affect other attention-related difficulties (Koutsoklenis & Honkasilta, 2023).

    · ICD-10 Code: F81.9

    **Treatment Options**

    **Pharmacotherapy:**

    · Initiate stimulant medication (e.g., methylphenidate or amphetamines) for ADHD management, starting with a low dose and adjusting as needed. Concerta 18 mg/day Increase does as indicated.

    **Psychotherapy:**

    · Cognitive-behavioral therapy (CBT) for ADHD to enhance organizational skills, reduce procrastination, and improve focus (Beyer et al., 2024).

    · Psychoeducation and behavioral interventions to help with time management and emotional regulation.

    **Plan**

    1.
    **Pharmacologic Interventions**:

    · Increase methylphenidate dosage from 10 mg to 15 mg once daily (Beyer et al., 2024). Educate the patient on potential side effects, including appetite suppression and insomnia.

    2.
    **Non-Pharmacologic Interventions**:

    · Recommend cognitive-behavioral therapy (CBT) to address procrastination and improve organizational skills (Beyer et al., 2024).

    3.
    **Patient Education**:

    · Emphasize the importance of medication adherence and attending therapy sessions. Discuss lifestyle strategies, such as setting routines and breaking tasks into manageable steps

    **Safety Planning**:

    · Review signs of worsening symptoms (e.g., increased distractibility, restlessness) and when to seek further care..

    4.
    **Follow-Up**:

    · Return to clinic in 2 weeks for medication and progress review.

    **Referrals:**

    · Referral to a therapist specializing in ADHD for CBT sessions.

    **Time spent counseling and coordinating care: 55** minutes

    **Total visit time:** 80 minutes

    **Date:** 1/29/2025
    **Time:** 1:00 PM

    **References**

    Beyer, A. K., Beck, L., Pfeifer, S., Kuhnert, R., Hölling, H., Jans, T., … & Schlack, R. (2024). The consortium project INTEGRATE-ADHD-Comparison and integration of administrative and epidemiological ADHD diagnostic data by clinical assessment: study description and sample characteristics..

    Koutsoklenis, A., & Honkasilta, J. (2023). ADHD in the DSM-5-TR: what has changed and what has not.
    _Frontiers in psychiatry_,
    _13_, 1064141.

    ![A screenshot of a white sheet Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20883945)

    ![A screenshot of a white sheet Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20883945)

    ![A screenshot of a white background Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20883945)

    Program Outcomes

    1. Demonstrate critical thinking and holistic caring as an advanced practice

    2. Analyze scientific literature for application to selected diagnoses and treatment plans.

    3. Synthesize ethical principles into the management and evaluation of healthcare delivery concerns in culturally diverse care settings.

    4. Articulate a personal philosophy and framework acknowledging professional and accrediting agency competencies relating to the role and scope of practice of the psychiatric mental health nurse practitioner.

    5. Implement the role of the psychiatric mental health nurse practitioner in selected clinical settings.

    Course Learning Objectives

    By the end of this course, you will be able to:

    1. Independently with mentor supervision, apply knowledge of chronic and acute psychiatric mental health disorders using the current edition of the Diagnostic and Statistical Manual for Mental Disorders diagnostic criteria to assess, diagnose and manage the patient populations across the lifespan including a focus on vulnerable populations at risk for mental health disorders.

    2. Independently with mentor supervision, integrate complete mental health assessment, interview, history, and physical exam data collection with the knowledge of pathophysiology and psychopathology of psychiatric mental health disorders across the life span to form differential diagnoses and implement therapeutic, patient-centered treatment plans and interventions for patient populations across the lifespan.

    3. Independently with mentor supervision, merge traditional and complementary pharmacological/non-pharmaceutical interventions into the treatment and management of psychiatric mental health disorders for patient populations across the lifespan.

    4. Independently with mentor supervision, examine, evaluate, and demonstrate professional development in the role of the nurse practitioner in the diagnosis and management of health and wellness as well as acute and chronic psychiatric mental health disorders illnesses for patient populations across the lifespan as a member of an interprofessional team.

    5. Independently with mentor supervision, integrate cultural, spiritual, and social competencies into therapeutic patient-centered treatment plans in connection with evidence-based findings to the diagnosis and management of individuals, groups, and families across the lifespan with acute, complex, and chronic psychiatric mental health disorders.

    6. Independently with mentor supervision, analyze professional values and core ethical/legal standards into the practice of the Psychiatric Mental Health Nurse Practitioner role with relation to patient/staff safety, quality indicators, and health outcome improvement in the delivery of quality psychiatric mental health care to patients.

    7. Identifies with mentor supervision, the highest level of professionalism and accountability for the PMHNP role for transition into clinical practice.

    Resources

    American Nurses Association & American Psychiatric Nurse Association. (2015).
    _Psychiatric–mental health nursing: Scope and standards of practice_(2nd ed.) American Nurses Credentialing. ISBN-13: 978-1558105553 ISBN-10: 1558105557

    American Psychiatric Association. (2022).
    _Diagnostic and statistical manual of mental disorders_ (5th ed.) text revision (DSM-5 TR). APA Press. ISBN 978-0890425763

    Carlat, D. J. (2023).
    _The psychiatric interview_ (5th ed.). Philadelphia, PA: Wolters Kluwer. ISBN: 9781975212971

    Boland, R., Verduin, M., & Ruiz, P. (2022
    _) Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Wolters Kluwer. ISBN: 9781975145569

    Stahl, S. M. (2022).
    _Stahl's essential psychopharmacology: Neuroscientific basis and practical applications_ (5th ed.). Cambridge University Press. ISBN 978-1-108-97163-8

    Bickley, L. (2016).
    _Bates' Guide to Physical Examination and History-Taking_ (11th ed) [VitalSouce bookshelf version]. https://batesvisualguide.com/. Lippincott Williams & Wilkins: ISBN 1609137620

    Corey, G. (2016).
    _Theory and practice of counseling and psychotherapy_ (10th ed.). Cengage. ISBN: 9781305263727

    Heldt, J. P., MD. (2017).
    _Memorable psychopharmacology_. Create Space Independent Publishing Platform. ISBN-13: 978-1-535-28034-1

    Johnson, K., & Vanderhoef, D. (2016).
    _Psychiatric mental health nurse practitioner review manual_ (4th ed.). American Nurses Association. ISBN: 978-1-935213-79-6

    Stahl, S. M. (2020).
    _Prescriber's guide: Stahl's essential psychopharmacology_ (7th ed.). Cambridge University Press. ISBN 978-1108926010

    ·
    [Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794?wrap=1) [Download Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794/download?download_frd=1)[PDF]

    ·
    [Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800?wrap=1) [Download Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800/download?download_frd=1)[PDF]

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  • [Solved] Nursing Clinical Assignment: Quality Improvement Project Part 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – To assess a clinical issue that is the focus of the Quality Improvement Project. – Create a SWOT (strengths, weaknesses, opportunities, threats) analysis for the project. 1. Identify strengths, weakness, opportunities, and threats for improvement related to the clinical issue identified. 2. Analyz…

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    Assignment Prompt & Instructions

    – To assess a clinical issue that is the focus of the Quality Improvement Project.
    – Create a SWOT (strengths, weaknesses, opportunities, threats) analysis for the project.

    1. Identify strengths, weakness, opportunities, and threats for improvement related to the clinical issue identified.
    2. Analyze the SWOT data to provide the foundation for an action plan for quality improvement.

    – The paper is to be clear and concise, and students will lose points for improper grammar, punctuation and misspelling.
    – The paper is to be 2 – 3 pages in length, excluding the title, abstract and references page.
    – Incorporate a minimum of 3 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
    – Journal articles and books should be referenced according to current APA style (the library has a copy of the APA Manual).
    – Your paper should be formatted per current APA and references should be current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions)

    – 2 years ago

  • [Solved] Determination of Death & Informed Consent Forum

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    Based on your assigned readings and lecture materials this week, engage with your peers and me by initiating a thread or responding to another peer's thread or one of my threads. You should post a minimum of three times. – Is there something you are learning this week that you are excited about? – C…

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    Assignment Prompt & Instructions

    Based on your assigned readings and lecture materials this week, engage with your peers and me by initiating a thread or responding to another peer's thread or one of my threads. You should post a minimum of three times.

    – Is there something you are learning this week that you are excited about?
    – Can you apply any of the concepts this week to the career you are interested in pursuing?
    – Do you have any questions about the concepts you are learning this week

    – You are not required to initiate a thread, however, everyone must post at least once by 11:59 PM ET Thursday. There is no minimum or maximum word count. You will be graded on the relevance of your post to the topic and the application of the concepts.
    – When responding to your peers, you should extend, refute/correct, or add additional nuance to their posts.
    – All replies must be constructive and follow proper netiquette. [Click here to go to the Academic Continuity Guide for Students and read the Course Communication Guidelines (Netiquette)Links to an external site.](https://www.stu.edu/academic-continuity-guide-for-students/).
    – Please post your first response by 11:59 PM ET Thursday, and comment on two more posts by 11:59 PM ET Sunday.

    – 2 years ago

  • [Solved] Vulnerable Populations

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    In-depth study guidance and analytical solution covering Vulnerable Populations.

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    Assignment Prompt & Instructions

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

  • [Solved] PowerPoint

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    Based on the video below, create a PowerPoint presentation about mental health services in rural America. Discuss some ideas on how to address the mental health crisis. Include speaker notes that expand upon and clarify the content on the slides. – The Atlantic. _The hidden crisis in rural America_…

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    Assignment Prompt & Instructions

    Based on the video below, create a PowerPoint presentation about mental health services in rural America. Discuss some ideas on how to address the mental health crisis. Include speaker notes that expand upon and clarify the content on the slides.

    – The Atlantic. _The hidden crisis in rural America_[Video]. YouTube. https://www.youtube.com/watch?v=EIkqx-sAHpw

    [The Hidden Crisis in Rural America (13:58)](https://www.youtube.com/watch?v=EIkqx-sAHpw)

    **Submission Instructions:**

    – The presentation is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.
    – The presentation should be formatted per current APA and 8-10 slides in length. Incorporate a minimum of 3 current (published within last five years) _scholarly journal articles_ or _primary legal sources_(statutes, court opinions) within your work.
    – Speaker notes should expand upon and clarify content on the slides.
    – Your submission will be reviewed for plagiarism with Turnitin.

    – 2 years ago

  • [Solved] 4k25 research 2

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    – 2 years ago **files (1)** – ## 4025Researchassess2.docx **## 4025Researchassess2.docx** 4025 Research Assessment 2 Applying an EBP model Develop a 3–5 page scholarly paper in which you explain the diagnosis you researched for Assessment 1, and then apply the steps of an EBP model to your search fo…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## 4025Researchassess2.docx

    **## 4025Researchassess2.docx**

    4025 Research

    Assessment 2

    Applying an EBP model

    Develop a 3–5 page scholarly paper in which you explain the diagnosis you researched for Assessment 1, and then apply the steps of an EBP model to your search for evidence to address your diagnosis issue.

    Expand All

    **Introduction**

    The goal of using evidence-based research findings is to enhance safety and quality of patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a nurse say, "why change it as we’ve always done it this way." However, this is no longer acceptable in today's practice environment. The profession of nursing has evolved, and the expectation is that the professional nurse has a scientific foundation to support the care that is provided. As the profession of nursing continues to evolve and engage in healthcare transformation, baccalaureate-prepared nurses are expanding, taking on leadership roles that include incorporating EBPs. To be able to do this, the nurse needs to understand the criteria that make a resource credible, as this is crucial when deciding if the research is valid and reliable for implementation into healthcare settings. The nurse will need to incorporate the use of EBP models.

    EBP models are designed to assist the nurse in developing a plan to gather evidence to answer a practice problem or question. It is a systematic approach to direct the user to incorporate scholarly findings into current practice. These EBP models lead the nurse through the decision-making process of evaluating the literature to determine the best practice evidence for the practice issue or question.

    **Professional Context**

    As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, healthcare systems, and nursing practice outcomes are positively impacted.

    **Preparation**

    Review all resources for this assessment, as well as the scoring guide for details of how this assessment will be graded. You will use the specific diagnosis or health issue you selected for Assessment 1. You can refer to the overview of common EBP models in the
    [Evidence-Based Practice Models](https://media.capella.edu/coursemedia/nurs-fpx4025element250261/wrapper.asp) media for help in choosing the most appropriate EBP model for your issue.

    **Instructions**

    Complete the following:

    · Consider your diagnosis from Assessment 1.

    · Explain an issue associated with this diagnosis that could benefit from an EBP approach.

    · Choose the EBP model you wish to implement.

    · Describe each step of the EBP model of your choice.

    · Apply the steps of the model to your search for evidence for your diagnosis issue, and describe how you applied them.

    · Locate at least three separate resources of evidence to assist with your diagnosis issue.

    · Analyze the credibility and relevance of each resource as it relates to your diagnosis.

    This is a paper and should be 3–5 pages, not including the title page or reference page. The paper must be in APA format.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.

    · Analyze the credibility and relevance of each resource as it relates to a diagnosis.

    · Competency 3: Apply an evidence-based practice model to address a practice issue.

    · Explain an issue associated with a chosen diagnosis that could benefit from an EBP approach.

    · Describe each step of a chosen EBP model.

    · Describe how the steps of a chosen EPB model were applied to search for evidence for a diagnosis issue.

    · Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references, exhibiting adherence to most aspects of APA format.

    **## 4025Researchassess2.docx**

    4025 Research

    Assessment 2

    Applying an EBP model

    Develop a 3–5 page scholarly paper in which you explain the diagnosis you researched for Assessment 1, and then apply the steps of an EBP model to your search for evidence to address your diagnosis issue.

    Expand All

    **Introduction**

    The goal of using evidence-based research findings is to enhance safety and quality of patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a nurse say, "why change it as we’ve always done it this way." However, this is no longer acceptable in today's practice environment. The profession of nursing has evolved, and the expectation is that the professional nurse has a scientific foundation to support the care that is provided. As the profession of nursing continues to evolve and engage in healthcare transformation, baccalaureate-prepared nurses are expanding, taking on leadership roles that include incorporating EBPs. To be able to do this, the nurse needs to understand the criteria that make a resource credible, as this is crucial when deciding if the research is valid and reliable for implementation into healthcare settings. The nurse will need to incorporate the use of EBP models.

    EBP models are designed to assist the nurse in developing a plan to gather evidence to answer a practice problem or question. It is a systematic approach to direct the user to incorporate scholarly findings into current practice. These EBP models lead the nurse through the decision-making process of evaluating the literature to determine the best practice evidence for the practice issue or question.

    **Professional Context**

    As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, healthcare systems, and nursing practice outcomes are positively impacted.

    **Preparation**

    Review all resources for this assessment, as well as the scoring guide for details of how this assessment will be graded. You will use the specific diagnosis or health issue you selected for Assessment 1. You can refer to the overview of common EBP models in the
    [Evidence-Based Practice Models](https://media.capella.edu/coursemedia/nurs-fpx4025element250261/wrapper.asp) media for help in choosing the most appropriate EBP model for your issue.

    **Instructions**

    Complete the following:

    · Consider your diagnosis from Assessment 1.

    · Explain an issue associated with this diagnosis that could benefit from an EBP approach.

    · Choose the EBP model you wish to implement.

    · Describe each step of the EBP model of your choice.

    · Apply the steps of the model to your search for evidence for your diagnosis issue, and describe how you applied them.

    · Locate at least three separate resources of evidence to assist with your diagnosis issue.

    · Analyze the credibility and relevance of each resource as it relates to your diagnosis.

    This is a paper and should be 3–5 pages, not including the title page or reference page. The paper must be in APA format.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.

    · Analyze the credibility and relevance of each resource as it relates to a diagnosis.

    · Competency 3: Apply an evidence-based practice model to address a practice issue.

    · Explain an issue associated with a chosen diagnosis that could benefit from an EBP approach.

    · Describe each step of a chosen EBP model.

    · Describe how the steps of a chosen EPB model were applied to search for evidence for a diagnosis issue.

    · Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references, exhibiting adherence to most aspects of APA format.

  • [Solved] 4k15 patho 3

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    – 2 years ago **files (1)** – ## FPX4015patho.docx **## FPX4015patho.docx** FPX4015 Assessment 3 Concept Map: The 3Ps and Mental Health Care Create a concept map of a mental health diagnosis using one of the mental health scenario case studies presented in this section of the course. Expand All **In…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## FPX4015patho.docx

    **## FPX4015patho.docx**

    FPX4015

    Assessment 3

    Concept Map: The 3Ps and Mental Health Care

    Create a concept map of a mental health diagnosis using one of the mental health scenario case studies presented in this section of the course.

    Expand All

    **Introduction**

    Concept maps are useful tools to help care providers and patients visualize the big picture of a condition. By being able to present a snapshot of symptoms, impacts, treatments, as well as contributing and risk factors, concept maps can improve communication, treatment planning, and health outcomes. Understanding how to create accurate, well-organized, and easy to understand concept maps will help you improve your efficacy as a healthcare practitioner and the outcomes of the patients you work with.

    **Instructions**

    **Before beginning this assessment, make sure that you have completed the three Sentinel U case study activities included in the assessment. These will form the basis of your assessment.**

    For this assessment you will select one of the mental health Sentinel U case study activities and create a concept map that outlines the pathophysiology, pharmacology, and physical assessment of the mental health diagnosis from your chosen case study.

    The key components of a mental health diagnosis concept map include the pathophysiology, pharmacology, and physical assessment of the diagnosis. The concept map should outline the key concepts related to the diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions. The map should be organized using a nursing concept map template, such as spider maps, hierarchical maps, or flow charts, to organize the information. The concept map should be accurate, complete, well-organized, and use appropriate nursing concepts and terminology.

    To complete your concept map, you may wish to follow these steps:

    1. Select one of the mental health Sentinel U scenarios:

    · Ivy Jackson, 61 YO, Female, African American.

    · Marco Mancini, 43 YO, Male, Mediterranean.

    · Wesley Blanco, 13 YO, Non-Binary, Filipino, White.

    2. Research the pathophysiology, pharmacology, and physical assessment of the chosen mental health diagnosis within the Sentinel-U case study.

    3. Complete the case study simulation and download the simulation report showing the patient you selected and showing 100% complete.

    4. Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.

    · You may wish to use the
    [Concept Map Template [DOCX]](https://courseroom.capella.edu/courses/38703/files/6876042/download), but are also free to create your own.

    5. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    Your assessment submission will be assessed on the following criteria.

    ·
    **Diagnosis:** Describe a mental health diagnosis. The diagnosis should be accurate and supported by relevant and evidence-based sources.

    · Make sure that the diagnosis is accurate and includes specific symptoms or criteria that support the diagnosis.

    · Ensure you have downloaded the completed Sentinel-U simulation report showing the patient you selected.

    ·
    **Concept Map:** Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.

    · Make sure that your use of evidence to support the concept map is explicit and relevant, and that the relationships between the concepts are clearly defined.

    ·
    **Organization:** The concept map should be well-organized and easy to follow. The content should be presented in a logical and clear manner, with a clear purpose and goals.

    · Also, you should make sure that your map is visually appealing and easy to read, incorporating appropriate use of colors, shapes, and symbols.

    ·
    **Professional Communication:** The concept map should demonstrate professionalism and effective communication. The map should be free of errors and typos and should use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis to a professional audience.

    ·
    **APA format and style:** The reference list should be formatted in APA style. All sources used should be relevant to the topic and evidence-based, published within the last 5 years.

    **Additional Requirements**

    ·
    **Concept Map:** 1-page concept map that clearly organizes the 3Ps related to a mental health diagnosis, risk factors, diagnostics, complications, nursing diagnosis, and nursing interventions.

    ·
    **SIM Report:** Ensure you download the completed SIM report showing the patient selected.

    ·
    **Reference List:** Create an APA style reference list for all sources that you used to help build and support the information in your concept map. Include this in the same document as your concept map, but on its own page.

    ·
    **APA Style:** Use current APA style for all in-text citations and any current APA-approved font.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Create evidence based interventions to address the health needs, risks, and resources of individuals from diverse backgrounds and cultures.

    · Describe a mental health diagnosis that is supported by relevant and evidence-based sources.

    · Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.

    · The concept map is well-organized and easy to follow, with a clear purpose and goals.

    · Competency 4: Perform comprehensive and focused physical assessments using appropriate techniques and tools.

    · Upload the Sentinel-U case study showing the Simulation name OR showing 100% complete.

    · Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.

    · The concept map should demonstrate professionalism and effective communication, use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis.

    · The reference list is formatted in APA style. All sources used should be relevant to the topic, evidence-based, and published within the last 5 years.

    **Assessment 3**

    **Concept Map: The 3Ps and Mental Health Care**

    **## FPX4015patho.docx**

    FPX4015

    Assessment 3

    Concept Map: The 3Ps and Mental Health Care

    Create a concept map of a mental health diagnosis using one of the mental health scenario case studies presented in this section of the course.

    Expand All

    **Introduction**

    Concept maps are useful tools to help care providers and patients visualize the big picture of a condition. By being able to present a snapshot of symptoms, impacts, treatments, as well as contributing and risk factors, concept maps can improve communication, treatment planning, and health outcomes. Understanding how to create accurate, well-organized, and easy to understand concept maps will help you improve your efficacy as a healthcare practitioner and the outcomes of the patients you work with.

    **Instructions**

    **Before beginning this assessment, make sure that you have completed the three Sentinel U case study activities included in the assessment. These will form the basis of your assessment.**

    For this assessment you will select one of the mental health Sentinel U case study activities and create a concept map that outlines the pathophysiology, pharmacology, and physical assessment of the mental health diagnosis from your chosen case study.

    The key components of a mental health diagnosis concept map include the pathophysiology, pharmacology, and physical assessment of the diagnosis. The concept map should outline the key concepts related to the diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions. The map should be organized using a nursing concept map template, such as spider maps, hierarchical maps, or flow charts, to organize the information. The concept map should be accurate, complete, well-organized, and use appropriate nursing concepts and terminology.

    To complete your concept map, you may wish to follow these steps:

    1. Select one of the mental health Sentinel U scenarios:

    · Ivy Jackson, 61 YO, Female, African American.

    · Marco Mancini, 43 YO, Male, Mediterranean.

    · Wesley Blanco, 13 YO, Non-Binary, Filipino, White.

    2. Research the pathophysiology, pharmacology, and physical assessment of the chosen mental health diagnosis within the Sentinel-U case study.

    3. Complete the case study simulation and download the simulation report showing the patient you selected and showing 100% complete.

    4. Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.

    · You may wish to use the
    [Concept Map Template [DOCX]](https://courseroom.capella.edu/courses/38703/files/6876042/download), but are also free to create your own.

    5. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    Your assessment submission will be assessed on the following criteria.

    ·
    **Diagnosis:** Describe a mental health diagnosis. The diagnosis should be accurate and supported by relevant and evidence-based sources.

    · Make sure that the diagnosis is accurate and includes specific symptoms or criteria that support the diagnosis.

    · Ensure you have downloaded the completed Sentinel-U simulation report showing the patient you selected.

    ·
    **Concept Map:** Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.

    · Make sure that your use of evidence to support the concept map is explicit and relevant, and that the relationships between the concepts are clearly defined.

    ·
    **Organization:** The concept map should be well-organized and easy to follow. The content should be presented in a logical and clear manner, with a clear purpose and goals.

    · Also, you should make sure that your map is visually appealing and easy to read, incorporating appropriate use of colors, shapes, and symbols.

    ·
    **Professional Communication:** The concept map should demonstrate professionalism and effective communication. The map should be free of errors and typos and should use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis to a professional audience.

    ·
    **APA format and style:** The reference list should be formatted in APA style. All sources used should be relevant to the topic and evidence-based, published within the last 5 years.

    **Additional Requirements**

    ·
    **Concept Map:** 1-page concept map that clearly organizes the 3Ps related to a mental health diagnosis, risk factors, diagnostics, complications, nursing diagnosis, and nursing interventions.

    ·
    **SIM Report:** Ensure you download the completed SIM report showing the patient selected.

    ·
    **Reference List:** Create an APA style reference list for all sources that you used to help build and support the information in your concept map. Include this in the same document as your concept map, but on its own page.

    ·
    **APA Style:** Use current APA style for all in-text citations and any current APA-approved font.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Create evidence based interventions to address the health needs, risks, and resources of individuals from diverse backgrounds and cultures.

    · Describe a mental health diagnosis that is supported by relevant and evidence-based sources.

    · Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.

    · The concept map is well-organized and easy to follow, with a clear purpose and goals.

    · Competency 4: Perform comprehensive and focused physical assessments using appropriate techniques and tools.

    · Upload the Sentinel-U case study showing the Simulation name OR showing 100% complete.

    · Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.

    · The concept map should demonstrate professionalism and effective communication, use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis.

    · The reference list is formatted in APA style. All sources used should be relevant to the topic, evidence-based, and published within the last 5 years.

    **Assessment 3**

    **Concept Map: The 3Ps and Mental Health Care**

  • [Solved] case study

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – 2 years ago **files (1)** – ## Week6casestudy.docx **## Week6casestudy.docx** Review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references within 5 years. Answer the case studies on the same document. The answers must b…

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    Assignment Prompt & Instructions

    please see attachment

    – 2 years ago

    **files (1)**

    – ## Week6casestudy.docx

    **## Week6casestudy.docx**

    Review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references within 5 years. Answer the  case studies on the same document.

    The answers must be in your own words with reference to the journal or book where you found the evidence to your answer.

    Copy-paste from websites or textbooks will not be accepted or tolerated.  Copy-paste from websites (chat gtp) or textbooks will not be accepted or tolerated. 0% plagiarism No artificial intelligence

    All answers to case studies must-have reference cited in the text for each answer and a minimum of 2 Scholarly References (Journals, books) (No websites)  per case Study

    case study

    Bertha, a 58 – year – old Hispanic female, presents to the primary care clinic to establish care. She states that in 1985 she received a blood transfusion after sustained an MVA. She had tested positive for hepatitis C virus ( HCV ) in the past, but ignored any advice regarding treatment options. She brings a previous lab result with her today that shows :(ALT) level of 85 IU/mL (range 8 – 35 IU/mL). The lab form also states, “ HCV antibody is positive by enzyme immunoassay — confirmation is suggested. The patient also arrived with diagnosis with exacerbation of A-Fib (pulse 110 beats per mint. and COPD exacerbation as well (O2 sat: 87%)

    Past medical h story: Hypertension, dyslipidemia, hepatitis C.

    Family history: Unremarkable

    Social history: She works as a case manager of an HMO and is married with 2 children. Denies use of illegal drugs, denies alcohol abuse, and has no tattoos.

    Medications: HCTZ, 12,5 mg daily; Atorvastatin 20 mg daily, Metoprolol Succinate 25 mg and Pro-Air HFA 90mcg one puff q 4- 6 hrs as needed x pain.

    Allergies: No known drug or food allergies.

    OBJECTIVE General a ppearance: 58 – year – old female; pleasant, in no acute distress; good eye contact. Vital signs: T: 96.8; P: 110; RR: 23; SaO 2 : 87; BP: 150/100. Her weight is 214 lb, and her height is 6.3 inches.

    HEENT : Negative. Neck: Thyroid nonpalpable. No lymphadenopathy.

    Cardiovascular: A-fib rhythm. irregular and rapid heartbeat.

    Respiratory: Crackles and Wheezing.

    Abdomen: Mild tenderness in right upper quadrant. BS x 4 no bruits. Nondistended, soft. No organomegaly. No ascites.

    Neurological: A & O × 4, CN II – XII grossly intact.

    Depression scale: negative. Musculoskeletal: Full ROM. No deformities. Muscle strength is 5/5.

    **CRITICAL THINKING**

    **Which diagnostic or imaging studies should be considered confirm the**

    **diagnosis?**

    **What is the most likely differential diagnosis?**

    **What is your plan of treatment?**

    **Are there any emergency referrals needed?**

    **What is first line treatment for AFib in patients with the mentioned comorbidities?**

    **What is the first line of treatment for COPD exacerbation?**

    **## Week6casestudy.docx**

    Review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references within 5 years. Answer the  case studies on the same document.

    The answers must be in your own words with reference to the journal or book where you found the evidence to your answer.

    Copy-paste from websites or textbooks will not be accepted or tolerated.  Copy-paste from websites (chat gtp) or textbooks will not be accepted or tolerated. 0% plagiarism No artificial intelligence

    All answers to case studies must-have reference cited in the text for each answer and a minimum of 2 Scholarly References (Journals, books) (No websites)  per case Study

    case study

    Bertha, a 58 – year – old Hispanic female, presents to the primary care clinic to establish care. She states that in 1985 she received a blood transfusion after sustained an MVA. She had tested positive for hepatitis C virus ( HCV ) in the past, but ignored any advice regarding treatment options. She brings a previous lab result with her today that shows :(ALT) level of 85 IU/mL (range 8 – 35 IU/mL). The lab form also states, “ HCV antibody is positive by enzyme immunoassay — confirmation is suggested. The patient also arrived with diagnosis with exacerbation of A-Fib (pulse 110 beats per mint. and COPD exacerbation as well (O2 sat: 87%)

    Past medical h story: Hypertension, dyslipidemia, hepatitis C.

    Family history: Unremarkable

    Social history: She works as a case manager of an HMO and is married with 2 children. Denies use of illegal drugs, denies alcohol abuse, and has no tattoos.

    Medications: HCTZ, 12,5 mg daily; Atorvastatin 20 mg daily, Metoprolol Succinate 25 mg and Pro-Air HFA 90mcg one puff q 4- 6 hrs as needed x pain.

    Allergies: No known drug or food allergies.

    OBJECTIVE General a ppearance: 58 – year – old female; pleasant, in no acute distress; good eye contact. Vital signs: T: 96.8; P: 110; RR: 23; SaO 2 : 87; BP: 150/100. Her weight is 214 lb, and her height is 6.3 inches.

    HEENT : Negative. Neck: Thyroid nonpalpable. No lymphadenopathy.

    Cardiovascular: A-fib rhythm. irregular and rapid heartbeat.

    Respiratory: Crackles and Wheezing.

    Abdomen: Mild tenderness in right upper quadrant. BS x 4 no bruits. Nondistended, soft. No organomegaly. No ascites.

    Neurological: A & O × 4, CN II – XII grossly intact.

    Depression scale: negative. Musculoskeletal: Full ROM. No deformities. Muscle strength is 5/5.

    **CRITICAL THINKING**

    **Which diagnostic or imaging studies should be considered confirm the**

    **diagnosis?**

    **What is the most likely differential diagnosis?**

    **What is your plan of treatment?**

    **Are there any emergency referrals needed?**

    **What is first line treatment for AFib in patients with the mentioned comorbidities?**

    **What is the first line of treatment for COPD exacerbation?**

  • [Solved] Soap note

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    **Directions**: Read over the SOAP note and formulate a primary diagnosis. Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and manag…

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    **Directions**: Read over the SOAP note and formulate a primary diagnosis.  Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and management for the diagnosis. Include other peer review resources and and journal articles to support the development of your SOAP note. Complete and attach the evaluation & management score sheet to show how you coded the note for billing in each section.

    **Case Study:** A 32-year-old woman presents for evaluation of a lump that she noticed in her right breast on self-examination. She says that while she does not perform breast self-examination often, she thinks that this lump is new. She denies nipple discharge or breast pain, although the lump is mildly tender on palpation. She has never noticed any breast masses previously and has never had a mammogram. She has no personal or family history of breast disease. She takes oral contraceptive pills (OCPs) regularly, but no other medications. She does not smoke cigarettes or drink alcohol Links to an external site.. She has never been pregnant. On examination, she is a well-appearing, somewhat anxious, and thin woman. Her vital signs are within normal limits. On breast examination, in the lower outer quadrant of the right breast, there is a 2-cm, firm, well-circumscribed, freely mobile mass without overlying erythema that is mildly tender to palpation. There is no skin dimpling, retraction, or nipple discharge. While no other discrete breast masses are palpable, the bilateral breast tissue is noted to be firm and glandular throughout. There is no evidence of axillary, supraclavicular, or cervical lymphadenopathy. The remainder of her physical examination is unremarkable.

    – [\
    \
    SOAPTemplateandRubric_Updated-1.docx](https://www.sweetstudy.com/files/soaptemplateandrubric-updated-1-docx-10190731 "SOAPTemplateandRubric_Updated-1.docx")

    – 2 years ago

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    Need help with discussion – [\ \ Screenshot2025-02-12at2.49.27PM.png](https://www.sweetstudy.com/files/screenshot2025-02-12at2-49-27pm-png "Screenshot2025-02-12at2.49.27PM.png") – 2 years ago

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    Need help with discussion

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    Screenshot2025-02-12at2.49.27PM.png](https://www.sweetstudy.com/files/screenshot2025-02-12at2-49-27pm-png "Screenshot2025-02-12at2.49.27PM.png")

    – 2 years ago