Category: Nursing

Roszina Tekola Holmes 4:58amJul 19 at 4:58am
Assessing Musculoskeletal Pain
Episodic/Focused SOAP Note Template
Patient Information:
MFC, 42, Male
S.
CC: The patient is experiencing lower back ache for two months. The pain at times radiates to his left leg
HPI: MFC, a 42-year-old white male patient, has complained of low back discomfort since he showed up at the clinic today. The pain has been on since the last two months. His movement was restricted by the soreness, which sometimes spread to his left leg, interfered with his everyday routines, and even kept him from going to work.
Current Medications:
Lisinopril 10 mg once a day
Ibuprofen 800 mg every six hours on demand
Allergies: Pork Meat
PMHx: Diabetes diagnosis three years ago.
Soc Hx: MFC is married and is sexually active with wife. He has three children—two of whom are now in college and are no longer living at home
Fam Hx: Family history reveals that the mother has a history of hypertension and diabetes mellitus, whereas the father is free of such a condition.
ROS:
GENERAL: Patient is worn out but has no fever, chills, or recent weight change.
HEENT: There is no throat swelling at this time. The patient adamantly maintains that there is no throat irritation.
SKIN: The skin is intact, warm to the touch, and seems damp.
CARDIOVASCULAR: The patient’s S1, S2; no S3 or S4 is acceptable, and the heart rate is normal.
RESPIRATORY: The patient disputes having difficulty breathing and coughing.
GASTROINTESTINAL: There were no signs of anorexia, nausea, vomiting, or diarrhoea. There was no stomach pain and no blood.
GENITOURINARY: No overt problems connected to the frequency of urination.
NEUROLOGICAL: The patient had no syncopal or dizzy episodes, paresthesias, or headaches.
MUSCULOSKELETAL: The absence of back pain, joint pain, and stiffness.
HEMATOLOGIC: No signs of bleeding, bruising, or anaemia.
LYMPHATICS: No enlarged lymph nodes are seen. There was no prior history of splenectomy.
PSYCHIATRIC: The patient seems to know his surroundings and where he is.
ENDOCRINOLOGIC: There have not been any reports of overactive perspiration or extreme sensitivity to cold or heat. Neither polydipsia nor polyuria exist.
ALLERGIES: Pork meat.
O.
Physical exam:
I will look at the patient’s general appearance throughout the physical examination, paying close attention to the symmetry of the patient’s posture and motions. I will assess the arms or legs muscles for strength and nerve function.
Diagnostic results: The test to be performed include;
A lumbar spine X-ray
A cervical and lumbar vertebrae CT scan
A.
Differential Diagnoses
Muscle strain: A muscle strain is a muscular injury that develops due to excessive pressure on the muscle. Uncomfort is a symptom present in the patient and accompanied by muscle tension.
Osteoporosis. Another disorder that might be linked to lower mineralized bone mass. Compression fractures of the vertebral bodies, often in the thoracic area, might result from this. Like a patient whose pain extends down their left leg, back pain is often chronic and difficult to pinpoint (Clynes et al., 2020).
Herniated lumbar disc. The third potential issue is a herniated disc in the lower back. He claims that a herniated disc is an issue with one of the discs between the vertebrae that make up the spine, resulting in pain in the arms or legs. Additionally, the cervical spine may be affected. The diagnosis is often made using an MRI, X-rays, and a CT scan of the lumbar spine (Elsharkawy, Hagemann & Klassen, 2019).
Sciatica: Like the patient, this ailment is characterized by symptoms like leg discomfort or lower back pain. Leg issues might also result from sciatica.
Ankylosing Spondylitis: The last ailment that might manifest as symptoms like back discomfort (Ebrahimiadib et al., 2021)
References
Clynes, M. A., Harvey, N. C., Curtis, E. M., Fuggle, N. R., Dennison, E. M., & Cooper, C. (2020). The epidemiology of osteoporosis. British medical bulletin, 133(1), 105-117. doi: 10.1093/bmb/ldaa005
Ebrahimiadib, N., Berijani, S., Ghahari, M., & Pahlaviani, F. G. (2021). Ankylosing spondylitis. Journal of Ophthalmic & Vision Research, 16(3), 462. doi: 10.18502/jovr.v16i3.9440
Elsharkawy, A. E., Hagemann, A., & Klassen, P. D. (2019). Posterior epidural migration of herniated lumbar disc fragment: a literature review. Neurosurgical review, 42(4), 811-823. https://doi.org/10.1007/s10143-018-01065-1

It is important for the PMHNP to have a comprehensive understanding of mood disorders in order to assess and accurately formulate a diagnosis and treatment plan for patients presenting with these disorders. Mood disorders may be diagnosed when a patient’s emotional state meets the diagnostic criteria for severity, functional impact, and length of time. Those with a mood disorder may find that their emotions interfere with work, relationships, or other parts of their lives that impact daily functioning. Mood disorders may also lead to substance abuse or suicidal thoughts or behaviors, and although they are not likely to go away on their own, they can be managed with an effective treatment plan and understanding of how to manage symptoms.
In this Assignment you will assess, diagnose, and devise a treatment plan for a patient in a case study who is presenting with a mood disorder.
Review this week’s Learning Resources. Consider the insights they provide about assessing, diagnosing, and treating mood disorders.
Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations.
Review the video, Case Study: Petunia Park. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.
Consider what history would be necessary to collect from this patient.
Consider what interview questions you would need to ask this patient.
Consider patient diagnostics missing from the video: Provider Review outside of interview:Temp 98.2 Pulse 90 Respiration 18 B/P 138/88Laboratory Data Available: Urine drug and alcohol screen negative. CBC within normal ranges, CMP within normal ranges. Lipid panel within normal ranges. Prolactin Level 8; TSH 6.3 (H)Develop a Focused SOAP Note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:Subjective: What details did the patient provide regarding their chief complaint and symptomatology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
Objective: What observations did you make during the psychiatric assessment? 
Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.
Reflection notes: Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion, and disease prevention that takes into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

I’m working on a nursing writing question and need the explanation and answer to help me learn.
Looking for someone with background Medical will be great !!! who understands or a nursing background
Articles must be within the last 7 years.
APA format. I have attached the rubric below.Please let me know what I can do help.I put some suggested topics below please pick ONE ONLY !. Also use words Im able to understand since english is not my first language thank you.
Assignment Specifications:
1. Papers should follow the outline provided on the following page using APA format.
2. Paper length should be a maximum of 8 pages – including cover and reference page.
Suggested Topics: CHOOSE ONLY ONE! LIKE cataracts so you will only write about that if you picked that one.
Sensory
Retinal Detachment
Cataracts
Glaucoma
Macular Degeneration
Hearing Loss (Presbycusis)
Integumentary
Cellulitis
Malignant Melanoma
Basal Cell Carcinoma
Pressure Ulcers
Scabies
Gastrointestinal
Malnutrition
Obesity
GERD
GI Bleeding
Hepatitis
Peptic Ulcer Disease
Pancreatitis
C. difficile Infection
Musculoskeletal
Gout
Rheumatoid Arthritis
Osteoarthritis
Sprains and Strains
Fractures
Fibromyalgia
Systemic Sclerosis
Chronic Fatigue Syndrome

This week’s assignment is to write the first, and most important, part of your paper.
The introduction is designed to define the topic (ex. Lateral violence in nursing—how is it defined? How prevalent is the problem? Are there distinguishing types of lateral violence? How does this affect the nursing population? Why is this topic an ethical dilemma for nurses/nursing profession?)
The term “ethical dilemma” refers to a situation where choices need to be made, the answers may not be clear, the options are not ideal and there may be active barriers to a reasonable solution
The topic is objectively defined and described. As nurses we have a duty to our patients to advocate for them. At the same time, we must keep ourselves out of the situation. This section must address the topic with objectivity and facts.
There are no “I” statements or opinions voiced in this section—there will be a place for that in the Professional Response section.
Use the rubric heading for this section of the paper (in fact, put all rubric headings in following the introduction so they are not overlooked when you are writing the rest of the paper).
At least one professional journal article should be cited to substantiate the facts that are relevant to the overarching topic
The introduction will vary in length but should be at least one page (double-spaced 12-pt. font text).Choose a topic of an ethical nursing issue that is of interest to you that is relevant to
nurses/nursing practice. Ideally, you will choose a topic in which you do not have great
deal of knowledge or pre-conceived ideas. This topic will also be relevant to nursing
practice. Journals and articles other than those in the nursing profession may be
considered. This assignment is a formally written paper in APA format, 7th edition. A
minimum of three professional references is required. You may use internet sites and
articles but they will not be counted as a professional citation. A pdf. version of the
paper may NOT be submitted—only a Word document that can be edited will be
accepted for assessment/grading.
 The term “ethical dilemma” refers to a situation where choices need to be made,
the answers may not be clear, the options are not ideal and there may be active
barriers to a reasonable solution
 The topic is objectively defined and described. As nurses we have a duty to our
patients to advocate for them. At the same time, we must keep ourselves out of
the situation. This section must address the topic with objectivity and facts

Explain how interprofessional collaboration will help reduce errors, provide higher-quality care, and increase safety. Provide an example of a current or emerging trend that will require more, or change the nature of, interprofessional collaboration.

For this assignment, you will complete Your Family’s Disaster Plan Checklist adapted from Appendix A of your ReadyRN text.
This week you will gather and complete the recommended information and supplies listed on the Family Disaster Plan Checklist Checklist.
Please note: You are not required to purchase any items on this list. However, take note of the items you are missing and consider how it could impact your safety and survival in a disaster.
a. Download the Family Disaster Plan ChecklistDownload Family Disaster Plan Checklist
b. Complete all sections. For the inventory lists, use a check mark to show which items you have on hand.
For items that are not applicable to you and your living situation, please write N/A (not applicable) in the space, otherwise it will be counted as incomplete.
Remember to protect personal information by using pseudonyms, or by providing only partial informationEx: Sister: Britley *****, phone: 724-***-****, email: b********@yahoo.com
Review the rubric for more information on how the assignment will be graded.

This question directly correlates to previous assessment. – https://www.studypool.com/discuss/60107445/promoti…
Please follow grading rubric attached under DISTINGUISHED section for distinguished grade.
I Also need a script to read over the powerpoint presentation
Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?
Introduction
This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.
Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.
Preparation
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.
For this assessment, you will conclude the clinical learning activity you began in Assessment 1.
You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.
Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).
Please review the assessment scoring guide for more information.
To prepare for the assessment, you may wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.
Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.
Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.
Instructions
Complete the following:
Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document. Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.
Presentation Format and Length
You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.
The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:
Title slide:Health promotion plan title.
Your name.
Date.
Course number and title.
References (at the end of your presentation).Be sure to apply correct APA formatting to your references.
The following resources will help you create and deliver an effective presentation:
Record a Slide Show With Narration and Slide Timings.This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
Microsoft Office Software.This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
PowerPoint Presentations Library Guide.This library guide provides links to PowerPoint and other presentation software resources.
SoNHS Professional Presentation Guidelines [PPTX].This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
Supporting Evidence
Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
Present your health promotion plan to your hypothetical audience.Tailor the presentation to the needs of your hypothetical audience.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.Which aspects of the session would you change?
How might those changes improve future outcomes?
Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
Additional Requirements
Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.
Context
Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.
Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Flanders, 2018; Healthy People 2030, n.d.).
References
Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.
U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
Competency 4: Integrate principles of social justice in community health interventions.Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.Present a health promotion plan to a hypothetical individual or a group within a community.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
Follow APA style and formatting guidelines for citations and references.
Scoring Guide
Use the scoring guide to understand how your assessment will be evaluated.
View Scoring Guide

A 75-year-old widower walks into your practice to request therapy services. He has grieved the loss of his wife for the last 28 months; they were married 50 years.
Explain the significance of interpersonal deficit as it relates to interpersonal therapy
Describe how you would ask “very good” questions to facilitate the patient’s ability to see their own experiences.
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.

Please include the following (17 points for each):
• Why is this an important issue for this decade (2020-2030)?
• What can individual nurses do to promote improvement in the topic area?
• What is the role of nursing organizations in affecting meaningful change?
• What is the role of nursing educational institutions in affecting meaningful change?
• What is the role of government agencies, including any needed legislation, in affecting meaning change?

Purpose: Analyze an ethical dilemma in nursing practice using a systems theory approach and a PowerPoint presentation strategy.
Introduction. Present an ethical dilemma that you have experienced in your nursing practice and describe the dilemma (a choice between two equally unpleasant options) without breaching client confidentiality. Be sure it does not involve a legal issue. 30 points
Use Curtain’s 6 steps for ethical decision-making as described on page 215 in Kearney-Nunnery (2020). Identify and define the ethical principles involved and reference a scholarly source (book or article). Discuss how the dilemma was resolved identifying strategies used. 35 points
Present alternative ways the ethical dilemma could be resolved. Explain how it could be prevented. Apply the underlying principles that support those alternatives. Reference the ethical principles using a second scholarly journal article published within the last 5 years . Summarize the article briefly & explain how it was related to the chosen ethical dilemma. 35 points
The PowerPoint presentation should be logically organized and clearly delivered, using presentation software in a creative and stimulating manner. Grammar is appropriate, without errors. The first slide should be the title and your name. The last slide includes your references. APA style formatting is used correctly with slide citations and a reference list slide. General expectation is a minimum of 10 slides. Up to 10 points may be deducted for issues with spelling/grammar/APA.
See module 5 for a sample PowerPoint Presentation
Instructions:
Upload your presentation to this link. Complete and submit the assignment by 23:59 EST Sunday.
Submission Instructions:
Lesson assignments are due on Sundays, before midnight. Late assignments will be penalized 2 points for each day late. In the absence of extenuating circumstances, no work will be accepted more than 2 weeks late. An assignment is considered a day late if it is turned in after 11:59 pm EST (DST) on the Tuesday it is due. Therefore, turn in your work on time to avoid late penalties, to avoid stress, and to get the most from the learning resources.
Grading Rubric
Your assignment will be graded according to the grading rubric.
Click Next to advance to the next resource.
Ethical Dilemma Presentation (2)
Ethical Dilemma Presentation (2)
Criteria Ratings Pts
Introduction. Present an ethical dilemma with details that you have experienced in your nursing practice and describe the dilemma without breaching client confidentiality.
view longer descriiption
/ 30 pts
Identify the ethical principles with definitions involved. Use the steps for Curtain ethical decision-making model as described on page 215 in Kearney-Nunnery (2020). Describe how the dilemma was resolved identifying strategies used. Reference the ethical principles using a scholarly source and explain how they relate to the chosen ethical dilemma.
view longer descriiption
/ 35 pts
Present realistic alternative ways the ethical dilemma could be resolved. Explain how it could be prevented. List the underlying principles that support those alternatives. Reference the ethical principles using a 2nd scholarly journal article on a slide.
view longer descriiption
/ 35 pts
The presentation should be logically organized and clearly delivered, using presentation software in a creative and stimulating manner. Grammar is appropriate, without errors. APA style formatting is used correctly with slide citations and reference list slide. General expectation is a minimum of 10 slides. – Up to 10 points may be deducted in this section for APA/spelling issues