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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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– 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**

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**PPTPresentation2NUR6303_3.docx**

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**ParametersforchildrenandadolecentsNUR6301_3.pdf**

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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**

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

**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**

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**PPTPresentation2NUR6303_3.docx**

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**ParametersforchildrenandadolecentsNUR6301_3.pdf**

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November 5, 2026
[Solved] Nursing homework

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– 2 years ago **files (4)** – ## GraduateMentalStatusExamGuide23.docx – GraduateComprehensivePsychiatricEvaluationTemplatenew.docx – PPTPresentation2NUR63033.docx – ParametersforchildrenandadolecentsNUR63013.pdf **## GraduateMentalStatusExamGuide23.docx** **MENTAL STATUS EXAM GUIDE** Previous Mental…

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Assignment Prompt & Instructions

– 2 years ago

**files (4)**

– ## GraduateMentalStatusExamGuide23.docx

– GraduateComprehensivePsychiatricEvaluationTemplatenew.docx
– PPTPresentation2NUR63033.docx
– ParametersforchildrenandadolecentsNUR63013.pdf

**## GraduateMentalStatusExamGuide23.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-10198181)

**PPTPresentation2NUR63033.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pptpresentation2nur63033-docx-10198177)

**ParametersforchildrenandadolecentsNUR63013.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/parametersforchildrenandadolecentsnur63013-pdf-10198183)

**ParametersforchildrenandadolecentsNUR63013.pdf**

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**## GraduateMentalStatusExamGuide23.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-10198181)

**PPTPresentation2NUR63033.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pptpresentation2nur63033-docx-10198177)

**ParametersforchildrenandadolecentsNUR63013.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/parametersforchildrenandadolecentsnur63013-pdf-10198183)

**## GraduateMentalStatusExamGuide23.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**

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**PPTPresentation2NUR63033.docx**

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**ParametersforchildrenandadolecentsNUR63013.pdf**

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November 5, 2026
[Solved] See attached

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## sweet.week7cs.docx **## sweet.week7cs.docx** **800 word essay. Due 2.21.25 – 4 scholarly references. Must be original work!** Case Study Assignment Resources In your American History course, you will utilize scholarly sources to address questions in the weekly assign…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## sweet.week7cs.docx

**## sweet.week7cs.docx**

**800 word essay. Due 2.21.25 – 4 scholarly references. Must be original work!**

Case Study

Assignment

Resources

In your American History course, you will utilize scholarly sources to address questions in the weekly assignments. Please be advised that History.com, Wiki, Wikipedia, or websites such as cliffnotes.com, studymode.com, coursehero.com, and the like are not deemed scholarly sources.
**Therefore, use your course text and incorporate an additional scholarly source from the Chamberlain Library in your response.**

**Below is a list of resources you must choose from:**

· Textbook: Chapters 28 (section 28.5), 29, 30 (section 30.3), and 31

· https://openstax.org/books/us-history/pages/1-introduction

· Lesson

· Minimum of
**4** scholarly sources from the Chamberlain Library resources below:

·
[Sources for the **Week 7 Case Study topics** are available by accessing this link.Links to an external site.](https://chamberlain.alma.exlibrisgroup.com/leganto/public/01CUCON_INST/lists/2497529920006766?auth=SAML)

· The “Popular Data Bases” within the Library Guide for scholarly sources and videos via
[Search Popular History DatabasesLinks to an external site.](https://library.chamberlain.edu/History/populardatabases) or the
[History Library GuideLinks to an external site.](https://library.chamberlain.edu/History/gettingstarted).

Instructions

Pick one (1) of the following topics. Then, address the corresponding questions/prompts for your selected topic using the resources above.

· It's highly recommended that you download and use the suggested assignment template for each topic to complete this case study.

· When you complete the template, upload and submit it in the assignment dropbox on this webpage.

**Topic 4**

**The Rise of Information Age – Science and Technology:**

· Describe the technical and political dilemmas experienced by the National Aeronautics and Space Administration (NASA) in its efforts to meet Kennedy's goal of putting an astronaut on the Moon before the end of the 1960s.

· Assess technological advances during the Cold War in space exploration and military initiatives.

· Differentiate how civilian science led to the prominence of biotechnology and other medical research from the government.

· Examine how the technological advances in the 20th century revolutionized medical science and opened the way for computers and the internet.

· Distinguish how the United States during the 20th century became one of the most scientifically oriented societies in the world today.

[Topic 4 Assignment TemplateLinks to an external site.](https://cdn.brandfolder.io/74235FBJ/at/kwwj6kqsr75tk4whvh83h/HIST405_The_Rise_of_Information_Age_Science_and_Technology.docx) (Recommended)

**## sweet.week7cs.docx**

**800 word essay. Due 2.21.25 – 4 scholarly references. Must be original work!**

Case Study

Assignment

Resources

In your American History course, you will utilize scholarly sources to address questions in the weekly assignments. Please be advised that History.com, Wiki, Wikipedia, or websites such as cliffnotes.com, studymode.com, coursehero.com, and the like are not deemed scholarly sources.
**Therefore, use your course text and incorporate an additional scholarly source from the Chamberlain Library in your response.**

**Below is a list of resources you must choose from:**

· Textbook: Chapters 28 (section 28.5), 29, 30 (section 30.3), and 31

· https://openstax.org/books/us-history/pages/1-introduction

· Lesson

· Minimum of
**4** scholarly sources from the Chamberlain Library resources below:

·
[Sources for the **Week 7 Case Study topics** are available by accessing this link.Links to an external site.](https://chamberlain.alma.exlibrisgroup.com/leganto/public/01CUCON_INST/lists/2497529920006766?auth=SAML)

· The “Popular Data Bases” within the Library Guide for scholarly sources and videos via
[Search Popular History DatabasesLinks to an external site.](https://library.chamberlain.edu/History/populardatabases) or the
[History Library GuideLinks to an external site.](https://library.chamberlain.edu/History/gettingstarted).

Instructions

Pick one (1) of the following topics. Then, address the corresponding questions/prompts for your selected topic using the resources above.

· It's highly recommended that you download and use the suggested assignment template for each topic to complete this case study.

· When you complete the template, upload and submit it in the assignment dropbox on this webpage.

**Topic 4**

**The Rise of Information Age – Science and Technology:**

· Describe the technical and political dilemmas experienced by the National Aeronautics and Space Administration (NASA) in its efforts to meet Kennedy's goal of putting an astronaut on the Moon before the end of the 1960s.

· Assess technological advances during the Cold War in space exploration and military initiatives.

· Differentiate how civilian science led to the prominence of biotechnology and other medical research from the government.

· Examine how the technological advances in the 20th century revolutionized medical science and opened the way for computers and the internet.

· Distinguish how the United States during the 20th century became one of the most scientifically oriented societies in the world today.

[Topic 4 Assignment TemplateLinks to an external site.](https://cdn.brandfolder.io/74235FBJ/at/kwwj6kqsr75tk4whvh83h/HIST405_The_Rise_of_Information_Age_Science_and_Technology.docx) (Recommended)

November 5, 2026
[Solved] Impact of Information Technologies

✓ Verified Academic Solution Available

Executive Solution Overview

In recent years, the use of information technologies in healthcare has significantly increased, and its impact on patient outcomes has become a subject of interest. This activity aims to analyze how the implementation of information technologies in healthcare has affected patient outcomes such as im…

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Assignment Prompt & Instructions

In recent years, the use of information technologies in healthcare has significantly increased, and its impact on patient outcomes has become a subject of interest. This activity aims to analyze how the implementation of information technologies in healthcare has affected patient outcomes such as improved quality of care, increased patient engagement, and reduced medical errors.

**Instructions:**

Answer the following in a Word document:

– Analyze the impact of information technologies on patient outcomes, such as improved quality of care, increased patient engagement, and reduced medical errors.

**Submission Instructions:**

– Your assignment will be run through Turnitin to check for plagiarism.
– Contribute a minimum of (2) pages. It should include at least (3) academic sources, formatted and cited in APA.

– 2 years ago

November 5, 2026
[Solved] Impact of Information Technologies

✓ Verified Academic Solution Available

Executive Solution Overview

In recent years, the use of information technologies in healthcare has significantly increased, and its impact on patient outcomes has become a subject of interest. This activity aims to analyze how the implementation of information technologies in healthcare has affected patient outcomes such as im…

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Assignment Prompt & Instructions

In recent years, the use of information technologies in healthcare has significantly increased, and its impact on patient outcomes has become a subject of interest. This activity aims to analyze how the implementation of information technologies in healthcare has affected patient outcomes such as improved quality of care, increased patient engagement, and reduced medical errors.

**Instructions:**

Answer the following in a Word document:

– Analyze the impact of information technologies on patient outcomes, such as improved quality of care, increased patient engagement, and reduced medical errors.

Your assignment will be run through Turnitin to check for plagiarism. NO PLAGIARISM

Contribute a minimum of (2) pages. It should include at least (3) academic sources, formatted and cited in APA.

– 2 years ago

November 5, 2026
[Solved] Telehealth and E-Learning

✓ Verified Academic Solution Available

Executive Solution Overview

**Instructions:** This assignment aims to explore the different approaches to delivering healthcare and health education from a distant location and understand their importance in promoting access to healthcare and health education. 1. Write a brief description of telehealth and e-learning. 2. Expla…

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Assignment Prompt & Instructions

**Instructions:**

This assignment aims to explore the different approaches to delivering healthcare and health education from a distant location and understand their importance in promoting access to healthcare and health education.

1. Write a brief description of telehealth and e-learning.
2. Explain how these approaches are essential in promoting healthcare and health education access, particularly for underserved populations.
3. Provide an example of how one of these approaches has been used in a real-life scenario.

Contribute a minimum of 2 pages. It should include at least two academic sources, formatted and cited in APA 7 style.

**Submission Instructions:**

– The assignment will be run through TurnItIn to check for plagiarism.

– [\
\
Instructions.docx](https://www.sweetstudy.com/files/instructions-docx-10198083 "Instructions.docx")

– 2 years ago

November 5, 2026
[Solved] nursing

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Executive Solution Overview

#### **Writing Assignment &** #### **Group PPT Presentation Guidelines** – 2 years ago

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Assignment Prompt & Instructions

#### **Writing Assignment &**

#### **Group PPT Presentation Guidelines**

– 2 years ago

November 5, 2026
[Solved] Female Patient Case

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Executive Solution Overview

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.**

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

– 2 years ago

November 5, 2026
[Solved] Student Learning Outcome

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Executive Solution Overview

– 2 years ago **files (1)** – ## Outcome6.docx **## Outcome6.docx** **![C:Usersuv9979qaAppDataLocalMicrosoftWindowsINetCacheContent.OutlookQNC0XL3BMS-Nursing.jpg](https://www.sweetstudy.com/questions/student-learning-outcome-20885633)** **Associate Degree Nursing Program: Moorhead Campus**…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## Outcome6.docx

**## Outcome6.docx**

**![C:Usersuv9979qaAppDataLocalMicrosoftWindowsINetCacheContent.OutlookQNC0XL3BMS-Nursing.jpg](https://www.sweetstudy.com/questions/student-learning-outcome-20885633)**

**Associate Degree Nursing Program: Moorhead Campus**

**NURS 2437: Nursing Clinical II**

**Course Outcome 6: Early Learning Center Rotation**

**Associate Degree Nursing Program Student Learner Outcomes:**

1.
**Nursing judgment**: Demonstrate the ability to make nursing judgments using evidence-based research and clinical reasoning for quality patient care across diverse populations.

##### 1. Patient-centered care: Recognize the patient as the source of control and a full partner in providing compassionate and coordinated care based on respect for patient preferences, values and needs.

##### 1. Teamwork and collaboration: Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect and shared decisions to achieve quality patient care.

##### 1. Safety: Promote quality care and a safe environment for diverse populations of patients, self and others through system effectiveness and individual performance.

##### 1. Quality improvement: Participate in quality improvement to support effective and efficient health care services.

##### 1. Professionalism: Demonstrate accountability to professional nursing values by adhering to legal and ethical principles and participating in continuous professional development.

##### 1. Technology: Utilize information and technology to communicate, manage knowledge, mitigate error and support decision making.

##### 1. Leadership: Apply nursing leadership concepts in the provision of high-quality care to individuals, families and communities.

**Associate Degree Nursing Course Level Student Learning Outcomes:**

1. Function competently within the scope of practice as a member of the health care team.

2. Model professional behaviors within the legal and ethical frameworks for nursing.

3. Provide holistic, patient-centered nursing care utilizing the nursing process.

4. Interpret holistic assessment findings for diverse patients, integrating pathophysiology.

5. Elicit patient values, preferences and expressed needs as part of the clinical interview, implementation of care plan and evaluation of care.

6. Plan care for diverse populations integrating patient values, clinical expertise and evidence-based practices.

7. Demonstrate competency in medication administration incorporating pharmacological principles.

8. Explore continuous quality improvement as an essential part of the daily work of all health professionals.

9. Demonstrate effective use of strategies to reduce risk of harm to self or others.

10. Implement professional communication strategies that promote safe, effective care.

11. Describe own strengths, limitations and values in functioning as a member of a team.

12. Apply technology and information management tools to support safe processes of care.

This rotation is to provide the student with an opportunity to have exposure to well children in a formal environment. This will be an opportunity to learn from an agency that provides care to a variety of children but also provides a variety of services to the children and their families. Part of this rotation is to observe and ask questions when appropriate about services/referrals that are provided to children and families in our local communities.

**Objectives:**

1. Observe data collection styles and screening tools as possible.

2. Observe various ages and developmental stages.

3. Define nutritional needs for various ages.

4. Observe communication styles of the children, staff, and possible parents.

5. Observe physical and cognitive development.

6. Participate in social interactions with children of various ages.

7. Describe age appropriate activities for both toddlers and preschool children.

8. Discuss health promotion activities for both toddlers and preschool children.

9. Discuss the immunization schedules.

**You may be assigned to observe and participate in one or more of the classrooms. Upon completion of your day you will need to complete the information that is listed on the following pages. You will be completing information for toddlers and for the preschool child. You should review this information prior to your day at Early Learning so you are prepared to complete the assignment after your rotation. This information is to be well researched and written with an RN level of detail. You will need to include a works cited page as well.**

In some cases, your responses may be similar for both toddlers and preschoolers but make sure you address each of the age groups. Again, we are looking for a well detailed paper. Many of the questions are the same for the toddler and the preschool child and if it is easier you can answer the question first for the toddler and then the preschool child if you wish and then continue to the next question.

**_Toddler Development_**

1. Using references, what is the developmental stage of the toddler? Please use at least two theorists to describe the developmental stage of the toddler.

2. Considering the age of the toddler, what are the pertinent physical developments you would expect to see in the toddler?

3. Considering the age of the toddler, what are the pertinent cognitive developmental tasks you would expect to see in the toddler?

4. What are appropriate activities for the toddler? What activities did you see during your rotation being used with the toddler?

**_Preschooler Development_**

5. Using references, what is the developmental stage of the preschooler? Please use at least two theorists to describe the developmental stage of the preschooler.

6. Considering the age of the preschooler, what are the pertinent physical developments you would expect to see in the preschooler?

7. Considering the age of the preschooler, what are the pertinent cognitive developmental tasks you would expect to see in the preschooler?

8. What are appropriate activities for the preschooler? What activities did you see during your rotation being used with the preschool child?

9. Thinking about health promotion activities for the toddler & preschool child address each of the following areas: appropriate health screenings, appropriate nutrition, and injury prevention strategies.

**_Use of Play_**

10. How does play differ in various age groups?

11. If you are caring for a child who is admitted to an acute care unit, how important would it be for you as the nurse to incorporate play into the plan of care?

12.

Please discuss 5 immunizations that are pertinent to this client population and diseases related to each immunization. Please include a detailed response with indications, contraindications & precautions.

| | | | |
| — | — | — | — |
| **_Vaccination & related Disease_** | **_Indications & Recommended Age_** | **_Contraindications_** | **_Precautions_** |
| **_1._** | | | |
| **_2._** | | | |
| **_3._** | | | |
| **_4._** | | | |
| **_5._** | | | |

**_Plan of Care_**

13. From the interactions during your rotation, identify one pediatric client (no use of names please) and discuss their individualized physical, cognitive, and social needs. Please discuss age, culture, development, mental state, spirituality, and gender.

14. Develop a plan of care for this pediatric client. Write one complete nursing diagnosis, goal, 3-5 nursing interventions and evaluation statement based on patient characteristics. Include at least one evidence-based intervention and highlight it in blue.

**_Evaluation_**

15. Discuss the interventions that you observed by the staff.

16. Discuss how you participated during this rotation.

17. Identify your personal areas of strength in working with this unique population and some areas that you identify as needing to improve when working with this group of pediatrics.

18. Identify your progress in care of
_diverse client populations_. Give at least two examples from any clinical experience.

19. Give an example of how you served as an advocate for an individual or group of people during any clinical experience.

20. Give an example of how you collaborated with the client, family or community when developing/implementing nursing care during any clinical experience.

Include Bibliography of at least 5 references

Minnesota State Community and Technical College – 1 – NURS2437 Nursing Clinical II

© (2025 AP, RT, MW). No portion of this syllabus may be used or shared without express permission of the author.

Revised by RT 01/25

## image1.jpeg

**## Outcome6.docx**

**![C:Usersuv9979qaAppDataLocalMicrosoftWindowsINetCacheContent.OutlookQNC0XL3BMS-Nursing.jpg](https://www.sweetstudy.com/questions/student-learning-outcome-20885633)**

**Associate Degree Nursing Program: Moorhead Campus**

**NURS 2437: Nursing Clinical II**

**Course Outcome 6: Early Learning Center Rotation**

**Associate Degree Nursing Program Student Learner Outcomes:**

1.
**Nursing judgment**: Demonstrate the ability to make nursing judgments using evidence-based research and clinical reasoning for quality patient care across diverse populations.

##### 1. Patient-centered care: Recognize the patient as the source of control and a full partner in providing compassionate and coordinated care based on respect for patient preferences, values and needs.

##### 1. Teamwork and collaboration: Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect and shared decisions to achieve quality patient care.

##### 1. Safety: Promote quality care and a safe environment for diverse populations of patients, self and others through system effectiveness and individual performance.

##### 1. Quality improvement: Participate in quality improvement to support effective and efficient health care services.

##### 1. Professionalism: Demonstrate accountability to professional nursing values by adhering to legal and ethical principles and participating in continuous professional development.

##### 1. Technology: Utilize information and technology to communicate, manage knowledge, mitigate error and support decision making.

##### 1. Leadership: Apply nursing leadership concepts in the provision of high-quality care to individuals, families and communities.

**Associate Degree Nursing Course Level Student Learning Outcomes:**

1. Function competently within the scope of practice as a member of the health care team.

2. Model professional behaviors within the legal and ethical frameworks for nursing.

3. Provide holistic, patient-centered nursing care utilizing the nursing process.

4. Interpret holistic assessment findings for diverse patients, integrating pathophysiology.

5. Elicit patient values, preferences and expressed needs as part of the clinical interview, implementation of care plan and evaluation of care.

6. Plan care for diverse populations integrating patient values, clinical expertise and evidence-based practices.

7. Demonstrate competency in medication administration incorporating pharmacological principles.

8. Explore continuous quality improvement as an essential part of the daily work of all health professionals.

9. Demonstrate effective use of strategies to reduce risk of harm to self or others.

10. Implement professional communication strategies that promote safe, effective care.

11. Describe own strengths, limitations and values in functioning as a member of a team.

12. Apply technology and information management tools to support safe processes of care.

This rotation is to provide the student with an opportunity to have exposure to well children in a formal environment. This will be an opportunity to learn from an agency that provides care to a variety of children but also provides a variety of services to the children and their families. Part of this rotation is to observe and ask questions when appropriate about services/referrals that are provided to children and families in our local communities.

**Objectives:**

1. Observe data collection styles and screening tools as possible.

2. Observe various ages and developmental stages.

3. Define nutritional needs for various ages.

4. Observe communication styles of the children, staff, and possible parents.

5. Observe physical and cognitive development.

6. Participate in social interactions with children of various ages.

7. Describe age appropriate activities for both toddlers and preschool children.

8. Discuss health promotion activities for both toddlers and preschool children.

9. Discuss the immunization schedules.

**You may be assigned to observe and participate in one or more of the classrooms. Upon completion of your day you will need to complete the information that is listed on the following pages. You will be completing information for toddlers and for the preschool child. You should review this information prior to your day at Early Learning so you are prepared to complete the assignment after your rotation. This information is to be well researched and written with an RN level of detail. You will need to include a works cited page as well.**

In some cases, your responses may be similar for both toddlers and preschoolers but make sure you address each of the age groups. Again, we are looking for a well detailed paper. Many of the questions are the same for the toddler and the preschool child and if it is easier you can answer the question first for the toddler and then the preschool child if you wish and then continue to the next question.

**_Toddler Development_**

1. Using references, what is the developmental stage of the toddler? Please use at least two theorists to describe the developmental stage of the toddler.

2. Considering the age of the toddler, what are the pertinent physical developments you would expect to see in the toddler?

3. Considering the age of the toddler, what are the pertinent cognitive developmental tasks you would expect to see in the toddler?

4. What are appropriate activities for the toddler? What activities did you see during your rotation being used with the toddler?

**_Preschooler Development_**

5. Using references, what is the developmental stage of the preschooler? Please use at least two theorists to describe the developmental stage of the preschooler.

6. Considering the age of the preschooler, what are the pertinent physical developments you would expect to see in the preschooler?

7. Considering the age of the preschooler, what are the pertinent cognitive developmental tasks you would expect to see in the preschooler?

8. What are appropriate activities for the preschooler? What activities did you see during your rotation being used with the preschool child?

9. Thinking about health promotion activities for the toddler & preschool child address each of the following areas: appropriate health screenings, appropriate nutrition, and injury prevention strategies.

**_Use of Play_**

10. How does play differ in various age groups?

11. If you are caring for a child who is admitted to an acute care unit, how important would it be for you as the nurse to incorporate play into the plan of care?

12.

Please discuss 5 immunizations that are pertinent to this client population and diseases related to each immunization. Please include a detailed response with indications, contraindications & precautions.

| | | | |
| — | — | — | — |
| **_Vaccination & related Disease_** | **_Indications & Recommended Age_** | **_Contraindications_** | **_Precautions_** |
| **_1._** | | | |
| **_2._** | | | |
| **_3._** | | | |
| **_4._** | | | |
| **_5._** | | | |

**_Plan of Care_**

13. From the interactions during your rotation, identify one pediatric client (no use of names please) and discuss their individualized physical, cognitive, and social needs. Please discuss age, culture, development, mental state, spirituality, and gender.

14. Develop a plan of care for this pediatric client. Write one complete nursing diagnosis, goal, 3-5 nursing interventions and evaluation statement based on patient characteristics. Include at least one evidence-based intervention and highlight it in blue.

**_Evaluation_**

15. Discuss the interventions that you observed by the staff.

16. Discuss how you participated during this rotation.

17. Identify your personal areas of strength in working with this unique population and some areas that you identify as needing to improve when working with this group of pediatrics.

18. Identify your progress in care of
_diverse client populations_. Give at least two examples from any clinical experience.

19. Give an example of how you served as an advocate for an individual or group of people during any clinical experience.

20. Give an example of how you collaborated with the client, family or community when developing/implementing nursing care during any clinical experience.

Include Bibliography of at least 5 references

Minnesota State Community and Technical College – 1 – NURS2437 Nursing Clinical II

© (2025 AP, RT, MW). No portion of this syllabus may be used or shared without express permission of the author.

Revised by RT 01/25

## image1.jpeg

November 5, 2026
[Solved] Help with case study

✓ Verified Academic Solution Available

Executive Solution Overview

Hello, need help with this case study. – 2 years ago **files (10)** – ## NR585NP_Week_7_IEvidence_Based_Practice_Change_Template.pptx – Screenshot2025-02-19at8.45.52AM.png – Screenshot2025-02-19at8.45.34AM.png – Screenshot2025-02-19at8.45.05AM.png – Screenshot2025-02-19at8.45.25AM.png – Scree…

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Assignment Prompt & Instructions

Hello, need help with this case study.

– 2 years ago

**files (10)**

– ## NR585NP_Week_7_IEvidence_Based_Practice_Change_Template.pptx

– Screenshot2025-02-19at8.45.52AM.png
– Screenshot2025-02-19at8.45.34AM.png
– Screenshot2025-02-19at8.45.05AM.png
– Screenshot2025-02-19at8.45.25AM.png
– Screenshot2025-02-19at8.46.10AM.png
– Screenshot2025-02-19at8.46.00AM.png
– Screenshot2025-02-19at8.46.32AM.png
– Screenshot2025-02-19at8.46.22AM.png
– Screenshot2025-02-19at8.44.54AM.png

**## NR585NP_Week_7_IEvidence_Based_Practice_Change_Template.pptx**

NR585NP Week 7 Assignment
Evidence-Based Practice Change Template

Directions: Use this template to complete the Week 7 Evidence-Based Practice Change assignment as outlined in the assignment instructions in Canvas.

Click in the box below to add your name and date.

Click into each box where it says [Type Here] on the following slides.

Remove the words [Type Here] to insert your responses.

Name: [Type Here]

Session: [Type Here]

1

© 2024. Chamberlain University LLC. All rights reserved.

1

[Type Here]

2

© 2024. Chamberlain University LLC. All rights reserved.

Introduction

Add speaker notes here with additional data to support bulleted points.

2

[Type Here – Delete slide if not needed]

3

© 2024. Chamberlain University LLC. All rights reserved.

Introduction

Add speaker notes here with additional data to support bulleted points.

3

[Type Here.]

4

© 2024. Chamberlain University LLC. All rights reserved.

PICOT Question

Add speaker notes here with additional data to support bulleted points.

4

[Type Here]

5

© 2024. Chamberlain University LLC. All rights reserved.

Findings

Add speaker notes here with additional data to support bulleted points.

5

[Type Here]

6

© 2024. Chamberlain University LLC. All rights reserved.

Findings

Add speaker notes here with additional data to support bulleted points.

6

[Type Here – Delete Slide if not needed.]

7

© 2024. Chamberlain University LLC. All rights reserved.

Findings

Add speaker notes here with additional data to support bulleted points.

7

[Type Here]

8

© 2024. Chamberlain University LLC. All rights reserved.

Synthesis

Add speaker notes here with additional data to support bulleted points.

8

[Type Here – Delete Slide if Not Needed]

9

© 2024. Chamberlain University LLC. All rights reserved.

Synthesis

Add speaker notes here with additional data to support bulleted points.

9

[Type Here]

10

© 2024. Chamberlain University LLC. All rights reserved.

Recommendations

Add speaker notes here with additional data to support bulleted points.

10

[Type Here – Delete Slide if Not Needed]

11

© 2024. Chamberlain University LLC. All rights reserved.

Recommendations

Add speaker notes here with additional data to support bulleted points.

11

[Type Here – May use bullets if desired.]

12

© 2024 Chamberlain University LLC. All rights reserved.

References (Hanging Indent Not Required)

Add references here for every cited scholarly source.

12

[Type Here – Delete if not needed]

13

© 2024. Chamberlain University LLC. All rights reserved.

References (Hanging Indent Not Required)

Add references here for every cited scholarly source.

13

## image1.png

**Screenshot2025-02-19at8.45.52AM.png**

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**Screenshot2025-02-19at8.45.34AM.png**

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**Screenshot2025-02-19at8.45.05AM.png**

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**Screenshot2025-02-19at8.44.54AM.png**

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**## NR585NP_Week_7_IEvidence_Based_Practice_Change_Template.pptx**

NR585NP Week 7 Assignment
Evidence-Based Practice Change Template

Directions: Use this template to complete the Week 7 Evidence-Based Practice Change assignment as outlined in the assignment instructions in Canvas.

Click in the box below to add your name and date.

Click into each box where it says [Type Here] on the following slides.

Remove the words [Type Here] to insert your responses.

Name: [Type Here]

Session: [Type Here]

1

© 2024. Chamberlain University LLC. All rights reserved.

1

[Type Here]

2

© 2024. Chamberlain University LLC. All rights reserved.

Introduction

Add speaker notes here with additional data to support bulleted points.

2

[Type Here – Delete slide if not needed]

3

© 2024. Chamberlain University LLC. All rights reserved.

Introduction

Add speaker notes here with additional data to support bulleted points.

3

[Type Here.]

4

© 2024. Chamberlain University LLC. All rights reserved.

PICOT Question

Add speaker notes here with additional data to support bulleted points.

4

[Type Here]

5

© 2024. Chamberlain University LLC. All rights reserved.

Findings

Add speaker notes here with additional data to support bulleted points.

5

[Type Here]

6

© 2024. Chamberlain University LLC. All rights reserved.

Findings

Add speaker notes here with additional data to support bulleted points.

6

[Type Here – Delete Slide if not needed.]

7

© 2024. Chamberlain University LLC. All rights reserved.

Findings

Add speaker notes here with additional data to support bulleted points.

7

[Type Here]

8

© 2024. Chamberlain University LLC. All rights reserved.

Synthesis

Add speaker notes here with additional data to support bulleted points.

8

[Type Here – Delete Slide if Not Needed]

9

© 2024. Chamberlain University LLC. All rights reserved.

Synthesis

Add speaker notes here with additional data to support bulleted points.

9

[Type Here]

10

© 2024. Chamberlain University LLC. All rights reserved.

Recommendations

Add speaker notes here with additional data to support bulleted points.

10

[Type Here – Delete Slide if Not Needed]

11

© 2024. Chamberlain University LLC. All rights reserved.

Recommendations

Add speaker notes here with additional data to support bulleted points.

11

[Type Here – May use bullets if desired.]

12

© 2024 Chamberlain University LLC. All rights reserved.

References (Hanging Indent Not Required)

Add references here for every cited scholarly source.

12

[Type Here – Delete if not needed]

13

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13

## image1.png

**Screenshot2025-02-19at8.45.52AM.png**

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**Screenshot2025-02-19at8.45.25AM.png**

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**Screenshot2025-02-19at8.46.32AM.png**

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**## NR585NP_Week_7_IEvidence_Based_Practice_Change_Template.pptx**

NR585NP Week 7 Assignment
Evidence-Based Practice Change Template

Directions: Use this template to complete the Week 7 Evidence-Based Practice Change assignment as outlined in the assignment instructions in Canvas.

Click in the box below to add your name and date.

Click into each box where it says [Type Here] on the following slides.

Remove the words [Type Here] to insert your responses.

Name: [Type Here]

Session: [Type Here]

1

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1

[Type Here]

2

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Introduction

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2

[Type Here – Delete slide if not needed]

3

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Introduction

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3

[Type Here.]

4

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PICOT Question

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4

[Type Here]

5

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Findings

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5

[Type Here]

6

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Findings

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6

[Type Here – Delete Slide if not needed.]

7

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Findings

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7

[Type Here]

8

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Synthesis

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8

[Type Here – Delete Slide if Not Needed]

9

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Synthesis

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9

[Type Here]

10

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Recommendations

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10

[Type Here – Delete Slide if Not Needed]

11

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Recommendations

Add speaker notes here with additional data to support bulleted points.

11

[Type Here – May use bullets if desired.]

12

© 2024 Chamberlain University LLC. All rights reserved.

References (Hanging Indent Not Required)

Add references here for every cited scholarly source.

12

[Type Here – Delete if not needed]

13

© 2024. Chamberlain University LLC. All rights reserved.

References (Hanging Indent Not Required)

Add references here for every cited scholarly source.

13

## image1.png

**Screenshot2025-02-19at8.45.52AM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-02-19at8-45-52am-png)

**Screenshot2025-02-19at8.45.34AM.png**

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**Screenshot2025-02-19at8.45.05AM.png**

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**Screenshot2025-02-19at8.45.25AM.png**

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**Screenshot2025-02-19at8.46.10AM.png**

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**Screenshot2025-02-19at8.46.32AM.png**

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**Screenshot2025-02-19at8.46.22AM.png**

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November 5, 2026