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[Solved] Organizational Week 4 Discussion

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November 5, 2026
[Solved] Organizational Week 4 Case Study

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November 5, 2026
[Solved] Nursing Assignment 6 Pharmacology

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Pharmacological Effect of Anti-Hypertensive Medications in the Management of Hypertension – Pathophysiology of the disease state. – Review of the pharmacological agents used for treatment and important information related to the advanced practice nurse. **Submission Instructions:** – APA and 5-7 pag…

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Pharmacological Effect of Anti-Hypertensive Medications in the Management of Hypertension

– Pathophysiology of the disease state.
– Review of the pharmacological agents used for treatment and important information related to the advanced practice nurse.

**Submission Instructions:**

– APA and 5-7 pages in length, excluding the title, abstract, and references page.
– Incorporate a minimum of 5 current (published within the last five years) scholarly journal articles within your work.

– 2 years ago

November 5, 2026
[Solved] W6Replies

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– 2 years ago **files (1)** – ## W6Replies.docx **## W6Replies.docx** **Directions:** You must respond to the 2 classmates replies below of at least 100 words each. To encourage an atmosphere of a conversational discussion, citations and references are not required for the reply posts. However, any …

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– 2 years ago

**files (1)**

– ## W6Replies.docx

**## W6Replies.docx**

**Directions:** You must respond to the 2 classmates replies below of at least 100 words each. To encourage an atmosphere of a conversational discussion, citations and references are not required for the reply posts. However, any sources cited must have been published within the last five years unless the student is citing classic or historical theoretical information or research. Acceptable sources include course materials, scholarly peer-reviewed sources, and/or the Bible, in current APA format, with at least 1 of the sources being from course materials or scholarly, peer-reviewed articles or texts. Each reply must be labeled in order to identify the classmate you are responding to.

**Classmate One: (Anna)**

What I found most interesting about from these two was module six’s information about all the various neonatal reflexes, also known as primitive reflexes. These are often reflexing infants will have for a short amount of time, such as the tonic neck reflex, which is when a baby turns their head while one arm bends when the other straightens (KhanAcademymedicane, 2015). Another would be parmer grasp or rooting reflect. An absence of any neonatal reflexes could indicate something is not developing correctly. Other reflexes that infants have instinctively are breathing and blinking reflexes. Breathing, blinking, swallowing, etc. are reflexes humans will have permanently.

Adults can gather information about a child’s development based on whether primitive reflexes do not occur or continue. If neonatal reflexes do not occur, then this is likely a sign of developmental delays or impairments. Retention of primitive reflexes could indicate attention, cognitive, or athletic delays or impairments (Lazarus). Retained neonatal reflexes could be due to a problem at birth or the first months of infancy. There are actions one can take to help support children who show signs of persistent neonatal reflects beyond infancy. For instance, “teaching individuals to inhibit their own reflex reactions, and/or…shaping existing reflex reactions into the service of a functional (voluntary) response” (Sigafoos et al., 2021).

While it is no doubt important for adults to examine whether children can conduct these reflexes, there are studies that show not all reflexes have to be present to suggest whether a child is healthy. 100% of children between the ages of four and six show signs of lacking at least one primitive reflex (Pecuch et al., 2021). It is likely that some preschool children who demonstrate few neonatal reflexes may subside by school age. However, this does not eliminate the importance of continuing to watch children who demonstrate continuous primitive reflexes beyond infancy.

References

KhanAcademymedicane. (2015, July 25). Neonatal reflexes | behavior | MCAT | Khan Academy. [Video]. YouTube.
[https://www.youtube.com/watch?v=ARZD9Qid9lU](https://www.youtube.com/watch?v=ARZD9Qid9lU)

Lazarus, R. What are retained primitive reflexes? Optometrists Network.
[https://www.optometrists.org/childrens-vision/guide-to-visual-development/vision-therapy-for-primitive-reflexes/what-are-retained-primitive-reflexes/](https://www.optometrists.org/childrens-vision/guide-to-visual-development/vision-therapy-for-primitive-reflexes/what-are-retained-primitive-reflexes/)

Pecuch, A., Gieysztor, E., Wolańska, E., Telenga, M., & Paprocka-Borowicz, M. (2021). Primitive reflex activity in relation to motor skills in healthy preschool children. Brain Sciences, 11(8), 967 Sigafoos, J., Roche, L., O’Reilly, M. F., & Lancioni, G. E. (2021). Persistence of primitive reflexes in developmental disorders. Current Developmental Disorders Reports, 8(2), 98-105.
[https://doi.org/10.1007/s40474-021-00232-2](https://doi.org/10.1007/s40474-021-00232-2)

**Classmate two: (Jeffrey)**

Transactional, bioecological, and relational developmental systems models are all theoretical frameworks within developmental psychology that emphasize the dynamic interplay between an individual and their environment. These systems highlight in their own way how individuals actively shape and are shaped by their surroundings over time. The key difference being the specific focus on the nature of these interactions and the levels of environmental influence considered. Transactional models focus on the bidirectional influence between an individual and their environment. Bioecological models provide a nested system of environmental factors, while relational developmental systems models specifically emphasize the importance of positive relationships in development. Developmental psychology has evolved because of these models and through the work of influential theorists like Urie Bronfenbrenner, Arnold Sameroff, and Richard Lerner. They are shaping its trajectory through their innovative models. Their work has challenged traditional views of development by emphasizing the complex, dynamic, and interconnected nature of human growth.

Bronfenbrenner’s bioecological model (1979) focuses on the multiple layers of environmental influence on an individual’s development. His framework highlights how factors such as family, school, community, and broader societal contexts interact to shape developmental outcomes. Over time, this model has led to an increased emphasis on the importance of environmental contexts in shaping an individual’s life course (Tudge et al., 2021). Sameroff’s transactional model (1975) also builds on the idea that development is shaped by ongoing, bidirectional interactions between individuals and their environments. Rather than seeing development as a linear progression, Sameroff emphasized that these interactions are dynamic and change over time. This has led to a more nuanced understanding of how environmental factors and personal characteristics coalesce to influence developmental outcomes (Sameroff, 2020). Lerner’s relational developmental systems model (2006) further extends this thinking by positing that development occurs through ongoing relationships between an individual’s biological, social, and psychological systems. Lerner argued that development is a process of adaptation, with individuals constantly responding to, and influencing, their environments in complex ways. His work has deepened our understanding of the role of personal agency and contextual factors in human development, making the field more interdisciplinary and dynamic (Lerner, 2020).

These models have collectively shifted developmental psychology from focusing on isolated developmental stages to understanding development as an ongoing, multidimensional process. Over the past several decades, developmental psychology has become more integrative, with a stronger focus on the role of culture, environment, and individual agency in shaping development. There has been growing recognition that development is not merely a matter of biological maturation but also involves complex interactions between an individual and their environment (Sameroff, 2020). As researchers continue to explore the intricate web of factors influencing development, these theories remain foundational in broadening the scope of developmental science. These models align with the understanding that individuals are shaped by both God and their surroundings. Scripture teaches that humans are fearfully and wonderfully made (Psalm 139:14), acknowledging both the intrinsic qualities and external factors that influence personal growth.

References

King James Bible. (2008). Psalm 139:14. Thomas Nelson, Inc. (Original work published 1769)

Lerner, R. M. (2020). Relational developmental systems and the concept of development. International Journal of Developmental Science, 14(3), 45-57.
[https://doi.org/10.3233/DEV-210100](https://doi.org/10.3233/DEV-210100)

Sameroff, A. J. (2020). Transactional model of development: How children and contexts shape each other
_._ Psychological Science, 31(1), 103-118.
[https://doi.org/10.1177/0956797620909310](https://doi.org/10.1177/0956797620909310)

Tudge, J. R. H., Liang, L. J., & Govedarica, B. (2021). Bronfenbrenner's bioecological model and its relevance to developmental psychology. Developmental Psychology, 57(4), 597-608.
[https://doi.org/10.1037/dev0001065](https://doi.org/10.1037/dev0001065)

**## W6Replies.docx**

**Directions:** You must respond to the 2 classmates replies below of at least 100 words each. To encourage an atmosphere of a conversational discussion, citations and references are not required for the reply posts. However, any sources cited must have been published within the last five years unless the student is citing classic or historical theoretical information or research. Acceptable sources include course materials, scholarly peer-reviewed sources, and/or the Bible, in current APA format, with at least 1 of the sources being from course materials or scholarly, peer-reviewed articles or texts. Each reply must be labeled in order to identify the classmate you are responding to.

**Classmate One: (Anna)**

What I found most interesting about from these two was module six’s information about all the various neonatal reflexes, also known as primitive reflexes. These are often reflexing infants will have for a short amount of time, such as the tonic neck reflex, which is when a baby turns their head while one arm bends when the other straightens (KhanAcademymedicane, 2015). Another would be parmer grasp or rooting reflect. An absence of any neonatal reflexes could indicate something is not developing correctly. Other reflexes that infants have instinctively are breathing and blinking reflexes. Breathing, blinking, swallowing, etc. are reflexes humans will have permanently.

Adults can gather information about a child’s development based on whether primitive reflexes do not occur or continue. If neonatal reflexes do not occur, then this is likely a sign of developmental delays or impairments. Retention of primitive reflexes could indicate attention, cognitive, or athletic delays or impairments (Lazarus). Retained neonatal reflexes could be due to a problem at birth or the first months of infancy. There are actions one can take to help support children who show signs of persistent neonatal reflects beyond infancy. For instance, “teaching individuals to inhibit their own reflex reactions, and/or…shaping existing reflex reactions into the service of a functional (voluntary) response” (Sigafoos et al., 2021).

While it is no doubt important for adults to examine whether children can conduct these reflexes, there are studies that show not all reflexes have to be present to suggest whether a child is healthy. 100% of children between the ages of four and six show signs of lacking at least one primitive reflex (Pecuch et al., 2021). It is likely that some preschool children who demonstrate few neonatal reflexes may subside by school age. However, this does not eliminate the importance of continuing to watch children who demonstrate continuous primitive reflexes beyond infancy.

References

KhanAcademymedicane. (2015, July 25). Neonatal reflexes | behavior | MCAT | Khan Academy. [Video]. YouTube.
[https://www.youtube.com/watch?v=ARZD9Qid9lU](https://www.youtube.com/watch?v=ARZD9Qid9lU)

Lazarus, R. What are retained primitive reflexes? Optometrists Network.
[https://www.optometrists.org/childrens-vision/guide-to-visual-development/vision-therapy-for-primitive-reflexes/what-are-retained-primitive-reflexes/](https://www.optometrists.org/childrens-vision/guide-to-visual-development/vision-therapy-for-primitive-reflexes/what-are-retained-primitive-reflexes/)

Pecuch, A., Gieysztor, E., Wolańska, E., Telenga, M., & Paprocka-Borowicz, M. (2021). Primitive reflex activity in relation to motor skills in healthy preschool children. Brain Sciences, 11(8), 967 Sigafoos, J., Roche, L., O’Reilly, M. F., & Lancioni, G. E. (2021). Persistence of primitive reflexes in developmental disorders. Current Developmental Disorders Reports, 8(2), 98-105.
[https://doi.org/10.1007/s40474-021-00232-2](https://doi.org/10.1007/s40474-021-00232-2)

**Classmate two: (Jeffrey)**

Transactional, bioecological, and relational developmental systems models are all theoretical frameworks within developmental psychology that emphasize the dynamic interplay between an individual and their environment. These systems highlight in their own way how individuals actively shape and are shaped by their surroundings over time. The key difference being the specific focus on the nature of these interactions and the levels of environmental influence considered. Transactional models focus on the bidirectional influence between an individual and their environment. Bioecological models provide a nested system of environmental factors, while relational developmental systems models specifically emphasize the importance of positive relationships in development. Developmental psychology has evolved because of these models and through the work of influential theorists like Urie Bronfenbrenner, Arnold Sameroff, and Richard Lerner. They are shaping its trajectory through their innovative models. Their work has challenged traditional views of development by emphasizing the complex, dynamic, and interconnected nature of human growth.

Bronfenbrenner’s bioecological model (1979) focuses on the multiple layers of environmental influence on an individual’s development. His framework highlights how factors such as family, school, community, and broader societal contexts interact to shape developmental outcomes. Over time, this model has led to an increased emphasis on the importance of environmental contexts in shaping an individual’s life course (Tudge et al., 2021). Sameroff’s transactional model (1975) also builds on the idea that development is shaped by ongoing, bidirectional interactions between individuals and their environments. Rather than seeing development as a linear progression, Sameroff emphasized that these interactions are dynamic and change over time. This has led to a more nuanced understanding of how environmental factors and personal characteristics coalesce to influence developmental outcomes (Sameroff, 2020). Lerner’s relational developmental systems model (2006) further extends this thinking by positing that development occurs through ongoing relationships between an individual’s biological, social, and psychological systems. Lerner argued that development is a process of adaptation, with individuals constantly responding to, and influencing, their environments in complex ways. His work has deepened our understanding of the role of personal agency and contextual factors in human development, making the field more interdisciplinary and dynamic (Lerner, 2020).

These models have collectively shifted developmental psychology from focusing on isolated developmental stages to understanding development as an ongoing, multidimensional process. Over the past several decades, developmental psychology has become more integrative, with a stronger focus on the role of culture, environment, and individual agency in shaping development. There has been growing recognition that development is not merely a matter of biological maturation but also involves complex interactions between an individual and their environment (Sameroff, 2020). As researchers continue to explore the intricate web of factors influencing development, these theories remain foundational in broadening the scope of developmental science. These models align with the understanding that individuals are shaped by both God and their surroundings. Scripture teaches that humans are fearfully and wonderfully made (Psalm 139:14), acknowledging both the intrinsic qualities and external factors that influence personal growth.

References

King James Bible. (2008). Psalm 139:14. Thomas Nelson, Inc. (Original work published 1769)

Lerner, R. M. (2020). Relational developmental systems and the concept of development. International Journal of Developmental Science, 14(3), 45-57.
[https://doi.org/10.3233/DEV-210100](https://doi.org/10.3233/DEV-210100)

Sameroff, A. J. (2020). Transactional model of development: How children and contexts shape each other
_._ Psychological Science, 31(1), 103-118.
[https://doi.org/10.1177/0956797620909310](https://doi.org/10.1177/0956797620909310)

Tudge, J. R. H., Liang, L. J., & Govedarica, B. (2021). Bronfenbrenner's bioecological model and its relevance to developmental psychology. Developmental Psychology, 57(4), 597-608.
[https://doi.org/10.1037/dev0001065](https://doi.org/10.1037/dev0001065)

November 5, 2026
[Solved] Nursing Assignment 6 Diversity

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Create a visually appealing and informative educational Pamphlet on the Indian Hindu Population – Include information on the pamphlet: – healthcare beliefs, – health practices, – communication styles, – family dynamics; and – any specific health disparities. – Include practical tips, strategies, or …

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Assignment Prompt & Instructions

Create a visually appealing and informative educational Pamphlet on the Indian Hindu Population

– Include information on the pamphlet:
– healthcare beliefs,
– health practices,
– communication styles,
– family dynamics; and
– any specific health disparities.
– Include practical tips, strategies, or scenarios that illustrate culturally competent care within the pamphlet.
– Provide examples of how your colleagues can integrate this knowledge into their practice.
– Incorporate images, infographics, and culturally relevant visuals to enhance the content.
– The pamphlet should be concise, clear, and easy to understand.
– Incorporate a minimum of 3 current (published within the last five years) _scholarly journal articles_ or _primary legal sources_(statutes, court opinions) within your work.

– 2 years ago

November 5, 2026
[Solved] w 7 Discussion

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PICK ONE Mildred is a 45-year-old married female with three children. She presents to the clinic with complaints of fatigue and difficulty sleeping. She states she wants to get a good night’s sleep and is requesting a prescription to help her sleep. Mildred tells you she is awake off and on during t…

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PICK ONE

Mildred is a 45-year-old married female with three children. She presents to the clinic with complaints of fatigue and difficulty sleeping. She states she wants to get a good night’s sleep and is requesting a prescription to help her sleep. Mildred tells you she is awake off and on during the night, frequently thinking about her husband’s recent layoff from construction work and the effect this is having on the family. She lies down often during the day and has been so fatigued that she took some time off from work during the last two weeks. She is tearful at times during the visit and looks sad and anxious. On further discussion, she says she feels overwhelmed, helpless, and anxious. She tells you about an episode where she felt her heart beating rapidly, had difficulty catching her breath, felt she was going to have a heart attack, and became frightened until her husband was able to help calm her down. She is not eating as much as usual, and when she reads the newspaper, she does not remember what she has read.

Kylie, a 24-year-old female patient, comes to your office for a refill of her allergy medication. Before going into the room, you note that her Patient Health Questionnaire – Depression (PHQ-9) score is 20, and that she is not currently on any medication for depression. When you enter the room, you notice that Kylie is easily startled, and she is sitting in the corner of the room very close to the wall.

Dale, a 40-year-old construction worker, lost his 4-year-old daughter in a car accident six months ago, in which his sister was driving and he was a passenger. He is at this visit for a follow-up of a shoulder injury sustained last month. You notice that he has lost about eight pounds since his last visit, and he is somewhat disheveled in his appearance. Dale has not been back to work, and has not been able to get into a car since the accident. Before going into the room, your nurse pulled you aside to let you know that the patient was very rude to the front office staff, and was also rude to her while he was being processed for his visit. This is not Dale’s usual behavior.

– [\
\
Week7discussion.pdf](https://www.sweetstudy.com/files/week7discussion-pdf-10198619 "Week7discussion.pdf")

– 2 years ago

November 5, 2026
[Solved] nurs 514 discussion 6

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Executive Solution Overview

– 2 years ago **files (1)** – ## nurs514discssion6.docx **## nurs514discssion6.docx** Case You work in a women’s health clinic. Many come lower abdominal discomfort. with Chronic Pelvic Pain (CPP). Questions for the case · Discuss and described the pathophysiology and symptomology/clinical manifesta…

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– 2 years ago

**files (1)**

– ## nurs514discssion6.docx

**## nurs514discssion6.docx**

Case

You work in a women’s health clinic. Many come lower abdominal discomfort. with Chronic Pelvic Pain (CPP).

Questions for the case

· Discuss and described the pathophysiology and symptomology/clinical manifestations.

· Give three examples with definition of Chronic Pelvic Pain (CPP) of:
I. Gynecologic origin with ICD 10 numbers.
II. Non-gynecologic origin with ICD 10 numbers.

· Discuss patient education.

· Develop the management plan (pharmacological and nonpharmacological).

Answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case:

1. An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.

2. Name the different family developmental stages and give examples of each one.

3. Describe family structure and function and the relationship with health care.

Submission Instructions:

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

**## nurs514discssion6.docx**

Case

You work in a women’s health clinic. Many come lower abdominal discomfort. with Chronic Pelvic Pain (CPP).

Questions for the case

· Discuss and described the pathophysiology and symptomology/clinical manifestations.

· Give three examples with definition of Chronic Pelvic Pain (CPP) of:
I. Gynecologic origin with ICD 10 numbers.
II. Non-gynecologic origin with ICD 10 numbers.

· Discuss patient education.

· Develop the management plan (pharmacological and nonpharmacological).

Answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case:

1. An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.

2. Name the different family developmental stages and give examples of each one.

3. Describe family structure and function and the relationship with health care.

Submission Instructions:

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

November 5, 2026
[Solved] Unit 2 IP: Laws in Healthcare

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Executive Solution Overview

**NOTE: Cite at least 2 scholarly references published within the last 2 years, and one reference must be the course textbook, Chapters 4,5 & 6. All sources should be cited using APA forma** t **7th edition.** Length 5-7pgs not to include title or reference pg. **Description** You are working as the…

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Assignment Prompt & Instructions

**NOTE: Cite at least 2 scholarly references published within the last 2 years, and one reference must be the course textbook, Chapters 4,5 & 6. All sources should be cited using APA forma** t **7th edition.**

Length 5-7pgs not to include title or reference pg.

**Description**

You are working as the manager of a multispecialty clinic. You have been notified that a patient has filed a lawsuit against one of your physicians who has terminated a relationship with a patient. Executive management has asked you to prepare a memo that should describe whether a patient can make a successful claim for a breach of contract in this case. Ensure to use evidence to back up your stance on whether you agree that the patient has a case or not.

In this 5–7-page memo, discuss whether the physician–patient relationship is a contract and what needs to be shown for a breach of contract to have occurred.

**(Memo template is attached along with the textbook.)**

– [\
\
HCM678_Unit2IP_MemoTemplate.docx](https://www.sweetstudy.com/files/hcm678-unit2ip-memotemplate-docx "HCM678_Unit2IP_MemoTemplate.docx")
– [\
\
medical-law-and-ethics-6th-edition-original-pdf.pdf](https://www.sweetstudy.com/files/medical-law-and-ethics-6th-edition-original-pdf-pdf-10198983 "medical-law-and-ethics-6th-edition-original-pdf.pdf")

– 2 years ago

November 5, 2026
[Solved] nurs 514 CL soap 3

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– 2 years ago **files (3)** – ## nurs514CLsoap3.docx – ## SOAPNoteTemplate5.docx – ## SoapNoterubric.docx **## nurs514CLsoap3.docx** · Patient is a 57 year female. · Patient comes in because she has noticed a strong foul smell in her urine. · Has no pain. · No known allergies to meds or anything · N…

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Assignment Prompt & Instructions

– 2 years ago

**files (3)**

– ## nurs514CLsoap3.docx

– ## SOAPNoteTemplate5.docx

– ## SoapNoterubric.docx

**## nurs514CLsoap3.docx**

· Patient is a 57 year female.

· Patient comes in because she has noticed a strong foul smell in her urine.

· Has no pain.

· No known allergies to meds or anything

· No surgeries

· Only 2 natural labors

· Doesn’t take an medications, just vitamins

**_SOAP Note 3_**

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

**Instructions:**

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

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

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

[Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/43383/files/3176310?wrap=1) [Download Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/43383/files/3176310/download?download_frd=1)

**Submission Instructions:**

· Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.

· You must use the template provided. Turnitin will recognize the template and not score against it.

· Your submission will be reviewed for plagiarism through Turnitin.

![null](https://www.sweetstudy.com/questions/nurs-514-cl-soap-3)

## image1.png

**## SOAPNoteTemplate5.docx**

| | |
| — | — |
| SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
| _Demographics_ | |
| _Chief Complaint (Reason for seeking health care)_ | |
| _History of Present Illness (HPI)_ | |
| _Allergies_ | |
| _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
| _Vital Signs_ | |
| _Labs_ | |
| _Medications_ | |
| _Past Medical History_ | |
| _Past Surgical History_ | |
| _Family History_ | |
| _Social History_ | |
| _Health Maintenance/ Screenings_ | |
| _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
| _Diagnosis_ | |
| _Differential Diagnosis_ | |
| _ICD 10 Coding_ | |
| _Pharmacologic treatment plan_ | |
| _Diagnostic/Lab Testing_ | |
| _Education_ | |
| _Anticipatory Guidance_ | |
| _Follow up plan_ | |
| _Prescription_ | See Below (scroll down) |
| _References_ | |
| _Grammar_ | |

| |
| — |
| EA#: 101010101 STU Clinic LIC# 10000000 |
| Tel: (000) 555-1234 FAX: (000) 555-12222 |
| Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

Signature (with appropriate credentials):_____________________________________

References (must use current evidence-based guidelines used to guide the care [Mandatory])

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

**## nurs514CLsoap3.docx**

· Patient is a 57 year female.

· Patient comes in because she has noticed a strong foul smell in her urine.

· Has no pain.

· No known allergies to meds or anything

· No surgeries

· Only 2 natural labors

· Doesn’t take an medications, just vitamins

**_SOAP Note 3_**

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

**Instructions:**

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

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

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

[Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/43383/files/3176310?wrap=1) [Download Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/43383/files/3176310/download?download_frd=1)

**Submission Instructions:**

· Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.

· You must use the template provided. Turnitin will recognize the template and not score against it.

· Your submission will be reviewed for plagiarism through Turnitin.

![null](https://www.sweetstudy.com/questions/nurs-514-cl-soap-3)

## image1.png

**## SOAPNoteTemplate5.docx**

| | |
| — | — |
| SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
| _Demographics_ | |
| _Chief Complaint (Reason for seeking health care)_ | |
| _History of Present Illness (HPI)_ | |
| _Allergies_ | |
| _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
| _Vital Signs_ | |
| _Labs_ | |
| _Medications_ | |
| _Past Medical History_ | |
| _Past Surgical History_ | |
| _Family History_ | |
| _Social History_ | |
| _Health Maintenance/ Screenings_ | |
| _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
| _Diagnosis_ | |
| _Differential Diagnosis_ | |
| _ICD 10 Coding_ | |
| _Pharmacologic treatment plan_ | |
| _Diagnostic/Lab Testing_ | |
| _Education_ | |
| _Anticipatory Guidance_ | |
| _Follow up plan_ | |
| _Prescription_ | See Below (scroll down) |
| _References_ | |
| _Grammar_ | |

| |
| — |
| EA#: 101010101 STU Clinic LIC# 10000000 |
| Tel: (000) 555-1234 FAX: (000) 555-12222 |
| Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

Signature (with appropriate credentials):_____________________________________

References (must use current evidence-based guidelines used to guide the care [Mandatory])

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

**## nurs514CLsoap3.docx**

· Patient is a 57 year female.

· Patient comes in because she has noticed a strong foul smell in her urine.

· Has no pain.

· No known allergies to meds or anything

· No surgeries

· Only 2 natural labors

· Doesn’t take an medications, just vitamins

**_SOAP Note 3_**

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

**Instructions:**

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

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

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

[Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/43383/files/3176310?wrap=1) [Download Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/43383/files/3176310/download?download_frd=1)

**Submission Instructions:**

· Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.

· You must use the template provided. Turnitin will recognize the template and not score against it.

· Your submission will be reviewed for plagiarism through Turnitin.

![null](https://www.sweetstudy.com/questions/nurs-514-cl-soap-3)

## image1.png

**## SOAPNoteTemplate5.docx**

| | |
| — | — |
| SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
| _Demographics_ | |
| _Chief Complaint (Reason for seeking health care)_ | |
| _History of Present Illness (HPI)_ | |
| _Allergies_ | |
| _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
| _Vital Signs_ | |
| _Labs_ | |
| _Medications_ | |
| _Past Medical History_ | |
| _Past Surgical History_ | |
| _Family History_ | |
| _Social History_ | |
| _Health Maintenance/ Screenings_ | |
| _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
| _Diagnosis_ | |
| _Differential Diagnosis_ | |
| _ICD 10 Coding_ | |
| _Pharmacologic treatment plan_ | |
| _Diagnostic/Lab Testing_ | |
| _Education_ | |
| _Anticipatory Guidance_ | |
| _Follow up plan_ | |
| _Prescription_ | See Below (scroll down) |
| _References_ | |
| _Grammar_ | |

| |
| — |
| EA#: 101010101 STU Clinic LIC# 10000000 |
| Tel: (000) 555-1234 FAX: (000) 555-12222 |
| Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

Signature (with appropriate credentials):_____________________________________

References (must use current evidence-based guidelines used to guide the care [Mandatory])

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

November 5, 2026
[Solved] “The Machine Stops” by Oliver Sacks

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November 5, 2026