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January 18, 2025
January 18, 2025

STIs & The Reproductive Health

Sexually transmissible infections (STIs) are bacterial or viral infections acquired through sexual contact. These infections can have profound consequences on reproductive health, particularly in females, where complications such as irregular ovulation, blockages, or scarring in the fallopian tubes, and abnormalities of the uterus, such as fibroids and endometriosis, can lead to infertility. To contextualize the effects of STIs, this essay will explore the menstrual cycle and spermatogenesis, examine the clinical presentation of untreated chlamydia in males and females, and discuss the long-term prognosis of untreated infections in both sexes.

The Menstrual Cycle

The menstrual cycle is a complex, hormonally regulated process that prepares the female body for potential pregnancy. It is divided into four phases: the menstrual, follicular, ovulatory, and luteal phases, each characterized by distinct hormonal changes and physiological events.

STIs & The Reproductive Health

Menstrual Phase

This phase marks the start of the cycle, lasting about 3-7 days. During menstruation, the uterine lining (endometrium) is shed due to a drop in progesterone and estrogen levels.

Follicular Phase

Concurrent with the menstrual phase, this phase involves the maturation of ovarian follicles under the influence of follicle-stimulating hormone (FSH). Estrogen levels rise, stimulating endometrial regeneration.

STIs & The Reproductive Health

Ovulatory Phase

Mid-cycle, a surge in luteinizing hormone (LH) triggers the release of a mature egg from the ovary. This egg travels through the fallopian tube, awaiting fertilization.

Luteal Phase

After ovulation, the ruptured follicle forms the corpus luteum, which secretes progesterone to maintain the endometrium. If fertilization does not occur, the corpus luteum degenerates, leading to a decline in hormone levels and the onset of menstruation.

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Spermatogenesis

Spermatogenesis is the process of sperm cell production, occurring in the seminiferous tubules of the testes. It is regulated by hormonal signals involving the hypothalamus, pituitary gland, and testes.

Initiation

The hypothalamus releases gonadotropin-releasing hormone (GnRH), stimulating the anterior pituitary to secrete FSH and LH. FSH promotes spermatogenesis, while LH stimulates testosterone production by Leydig cells.

Spermatocyte Development

In the seminiferous tubules, spermatogonia undergo mitosis and meiosis, yielding haploid spermatids.

Spermiogenesis

Spermatids mature into spermatozoa, acquiring a flagellum for motility. Mature sperm are stored in the epididymis until ejaculation.

STIs & The Reproductive Health

Clinical Presentation of Chlamydia in Males and Females

Chlamydia trachomatis is one of the most common bacterial STIs. Often asymptomatic in its early stages, untreated chlamydia can lead to severe complications in both sexes.

Signs and Symptoms in Females

  • Early-stage chlamydia may cause mild symptoms, such as abnormal vaginal discharge, dysuria (painful urination), and intermenstrual bleeding.
  • Advanced infections can lead to pelvic inflammatory disease (PID), characterized by severe pelvic pain, fever, and cervical motion tenderness.
  • Chronic infection may result in scarring of the fallopian tubes, increasing the risk of infertility and ectopic pregnancy.

Signs and Symptoms in Males

  • Initial symptoms include urethritis, presenting as dysuria and penile discharge.
  • Untreated chlamydia may progress to epididymitis, causing testicular pain and swelling.
  • Prolonged infection can lead to urethral strictures or reduced fertility due to impaired sperm quality.

STIs & The Reproductive Health

Long-Term Prognosis of Untreated Chlamydia

The long-term effects of untreated chlamydia can be severe, with distinct implications for males and females.

Prognosis in Females

  • Chronic pelvic pain and recurrent PID are common sequelae.
  • Tubal factor infertility, resulting from fallopian tube damage, is a significant risk.
  • Increased susceptibility to other STIs, including HIV, is noted due to compromised mucosal barriers.

Prognosis in Males

  • Persistent infection may lead to chronic prostatitis, characterized by pelvic discomfort and urinary symptoms.
  • Fertility impairment due to inflammation-induced damage to the reproductive tract is a concern.
  • Like females, males may have an elevated risk of contracting other STIs.

Conclusion

Chlamydia and other sexually transmissible infections underscore the intricate interplay between reproductive health and infectious disease. Understanding the menstrual cycle and spermatogenesis highlights the delicate balance required for fertility, which STIs can disrupt through inflammation, scarring, and hormonal dysregulation. Comparing the clinical manifestations and long-term consequences of untreated chlamydia in males and females reveals the far-reaching impact of these infections. Proactive screening, timely treatment, and public health education are critical to mitigating these risks and preserving reproductive health.

January 18, 2025

Recommendations for Addressing Patient Safety

Patient safety is a cornerstone of quality healthcare, yet it remains an area fraught with challenges that require targeted, strategic interventions. This essay outlines a comprehensive plan for addressing a significant patient safety issue within our organization—medication errors. By implementing systemic changes, fostering a culture of safety, and utilizing technology, the organization can mitigate risks, enhance care delivery, and ensure better patient outcomes. The recommendations provided below offer actionable steps to tackle this pressing issue.

Medication errors pose a significant threat to patient safety, contributing to adverse drug events (ADEs), increased hospital stays, and preventable mortality. A recent internal review identified that errors in prescribing, dispensing, and administration are the most frequent contributors to medication-related harm within our facilities. Addressing this issue aligns with the organization’s commitment to delivering safe, high-quality care and maintaining compliance with regulatory standards. To address this, three key focus areas need to be prioritized: enhancing workflows, investing in staff education, and leveraging health information technology.

 

Recommendations for Addressing Patient Safety

Recommendations for Addressing Patient Safety

Understanding the current state of medication management is essential. A thorough assessment should identify bottlenecks in prescription workflows, variability in dispensing practices, and communication gaps during medication administration. To accomplish this, it is necessary to perform a root cause analysis (RCA) to pinpoint the sources of medication errors, map current workflows using process diagrams to highlight inefficiencies, and engage frontline staff in focus groups to provide insights into practical challenges. Additionally, standardized protocols should be developed to reduce variability and improve consistency in medication management. This can include creating evidence-based guidelines for prescribing, dispensing, and administering medications, implementing double-check systems for high-alert medications, and introducing checklists for critical steps in the medication use process. Pharmacists play an integral role in minimizing medication errors through their expertise in drug therapy. Embedding clinical pharmacists into patient care teams, establishing pharmacy-led medication reconciliation processes, and enhancing their involvement in oversight can significantly strengthen medication management processes.

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Building a culture of safety is equally critical. Encouraging psychological safety among staff fosters openness and encourages reporting and learning from errors without fear of reprisal. This can be achieved by establishing anonymous error reporting systems, holding regular debrief sessions to review reported errors and discuss preventive strategies, and training leaders in promoting non-punitive responses to mistakes. Ongoing staff training programs equip employees with the skills and knowledge needed to navigate complex medication regimens safely. Annual competency-based training programs, simulation-based training modules, and continuing education opportunities focused on emerging risks and best practices in pharmacology are essential components. Recognizing and celebrating safety achievements can also sustain momentum and motivate staff. Awards for exemplary safety records, sharing success stories through newsletters, and incorporating patient feedback to highlight the impact of safety initiatives are effective ways to build a culture that prioritizes safety.

Recommendations for Addressing Patient Safety

Leveraging health information technology (HIT) is another powerful strategy to enhance patient safety. Implementing advanced clinical decision support systems (CDSS) provides real-time alerts to prevent errors during medication prescribing and administration. To achieve this, CDSS should be integrated into the organization’s electronic health record (EHR) system with customized alerts to address high-risk medications and patient-specific factors. Barcoding technology ensures accuracy in medication administration by verifying the right patient, drug, dose, and time. Rolling out barcode medication administration (BCMA) systems, training staff extensively, and conducting periodic audits to ensure adherence to BCMA protocols are critical steps. Enhancing data analytics capabilities enables proactive identification of trends and risks. Developing dashboards to monitor medication error rates, conducting predictive analytics to identify patients at higher risk for ADEs, and using findings to refine training and process improvement efforts can transform data into actionable insights.

Evaluating the success of these initiatives requires robust measurement systems. Key performance indicators (KPIs) include tracking the percentage of errors per total medications administered, monitoring trends in ADEs to assess improvement, measuring the number of errors reported to gauge engagement with reporting systems, and ensuring staff participation in required educational programs. These metrics provide a clear picture of progress and help guide continuous improvement efforts.

Recommendations for Addressing Patient Safety

Addressing medication errors demands a multifaceted approach that integrates process improvements, cultural transformation, and technological advancements. By prioritizing these strategies, senior leadership can strengthen the organization’s commitment to patient safety and achieve measurable improvements in care quality. As these recommendations are implemented, ongoing collaboration and accountability will be crucial to sustaining success. The proposed initiatives represent not only an investment in safety but also in the trust and confidence of our patients and their families. It is imperative to act decisively to safeguard their well-being and uphold the highest standards of care.

Senior leadership is urged to approve the outlined recommendations and allocate the necessary resources for implementation. Establishing a task force to oversee these initiatives can ensure alignment with organizational priorities and drive progress toward a safer healthcare environment.

January 9, 2025
January 9, 2025

Change Project Implementation Plan

The purpose of this assignment will be to begin developing an implementation plan for your project.

In 750-1,000-words, include the following in your plan:

Change Project Implementation Plan

In 1-2 sentences, summarize the problem or issue being addressed by your proposed change project.

Based on the assessment of your practicum site and the literature evaluation you completed in Topic 4, propose how you will address the identified problem or issue (this will be the solution). Solutions should include sociocultural and linguistic considerations and affect nursing practice.

Discuss steps for how the nursing practice intervention will be implemented in the capstone project change proposal proposed above. In your discussion include the impact it will have on nursing practice.

Write a list of three to five objectives for your proposed intervention. Remember, objectives serve as the goals of your project.

Change Project Implementation Plan

Based on your objectives develop a list of three to five measurable outcomes for your proposed intervention., Remember outcomes serve as the tangible measurable results of implementing your project and should align with your objectives.,

Provide a rationale for how your proposed project objectives and outcomes demonstrate respect for autonomy (self-determination) for individuals and diverse populations.,

You are required to cite a minimum of two peer-reviewed sources to complete this assignment., Sources must be published within the past 5 years appropriate for the assignment criteria and relevant to nursing practice.,

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Change Project Implementation Plan

Based on your objectives, develop a list of three to five measurable outcomes for your proposed intervention. Remember, outcomes serve as the tangible, measurable results of implementing your project and should align with your objectives.

Provide a rationale for how your proposed project, objectives, and outcomes demonstrate respect for autonomy (self-determination) for individuals and diverse populations.

You are required to cite a minimum of two peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion

January 9, 2025
January 9, 2025

Analyzing Group Techniques

Group therapy can alleviate feelings of isolation and foster a supportive and collaborative environment for sharing difficult feelings in order to facilitate healing. For many people, being part of a group that has a shared understanding of a struggle provides a unique opportunity to gain understanding of their own experiences.

As you examine one of the group therapy demonstrations from this week’s Learning Resources, consider the role and efficacy of the leader and the reasons that specific therapeutic techniques were selected. In a 3- to 4-page paper, identify the video you selected and address the following:

Analyzing Group Techniques

Select one video among the following

Analyzing Group Techniques

In a 3- to 4-page paper, identify the video you selected and address the following:

  • What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?
  • What evidence from the literature supports the techniques demonstrated?
  • What did you notice that the therapist did well?
  • Explain something that you would have handled differently.
  • What is an insight that you gained from watching the therapist handle the group therapy?
  • Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?
  • Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.
January 9, 2025
January 9, 2025

Gynecologic Health Assignment

Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, diagnostic approaches, as well as the development of treatment plans.

For this Case Study Assignment, you will analyze a case study scenario to obtain information related to a comprehensive well-woman exam and determine differential diagnoses, diagnostics, and develop treatment and management plans.

Required Media

  • Gynecologic Health – Comprehensive Well-Woman Exam

Dr. Phyllis Morgan discusses the comprehensive well-woman exam and any pertinent information related to this topic (27 mins).

  • SeattlePTC (2015). Examination of Vaginal Wet Preps [Video]Links to an external site.. https://www.youtube.com/watch?v=8dgeOPGx6YI&t=3s

o          Note: This media program is approximately 15 minutes.

o          Note: As you review this video, consider this as a basic microscopy (yeast, BV).

Gynecologic Health Assignment

Gynecologic Health Assignment

To prepare:

  • Review the 4 case studies in this week’s Learning Resources. Select one of the cases to prepare your written assignment.
  • Review the Learning Resources for this week and pay close attention to the media program related to the basic microscope skills. Also, consider re-reviewing the media programs found in Week 1 Learning Resources.
  • Carefully review the clinical guideline resources.

Assignment:

  • Use the Assignment Template from the Learning Resources to complete your assignment. The template must be filled out and incorporated into the body of your paper (not submitted separately), ensuring all required information is included.
  • The assignment should be written in paragraph format, including a title page and a reference page, and must address all the criteria outlined in the rubric.

Gynecologic Health Assignment

To prepare:

  • Review the 4 case studies in this week’s Learning Resources. Select one of the cases to prepare your written assignment.
  • Review the Learning Resources for this week and pay close attention to the media program related to the basic microscope skills. Also, consider re-reviewing the media programs found in Week 1 Learning Resources.
  • Carefully review the clinical guideline resources.

Assignment:

  • Use the Assignment Template from the Learning Resources to complete your assignment. The template must be filled out and incorporated into the body of your paper (not submitted separately), ensuring all required information is included.
  • The assignment should be written in paragraph format, including a title page and a reference page, and must address all the criteria outlined in the rubric.
January 9, 2025
January 9, 2025

Multidisciplinary Team Assignment

For this assessment, you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.

Professional Context:

This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.

Instructions:

For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.

Multidisciplinary Team Assignment

Multidisciplinary Team Assignment

The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.

Using the Interdisciplinary Plan Proposal Template (ATTACHED) will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

Multidisciplinary Team Assignment

  • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
  • Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
  • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
  • Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.
  • Communicate the interdisciplinary plan, with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.

Additional requirements:

  • Length of submission: Use the provided template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.
  • Number of references:Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old.
  • APA formatting:Make sure that in-text citations and reference list follow current APA style.
January 9, 2025
January 9, 2025

Cultural Diversity Issues Assignment

This link will take you to an article about cultural assessment. Follow this link: https://ethnomed.org/resource/cultural-relevance-in-end-of-life-care/Links to an external site. and read about cultural issues about groups of persons and then some evaluation methods (eg. Kleinman & Campbell and Geiger & Davidheizer assessment techniques, etc.) The reason I am having you look at these and think about this subject is that you will have to be thinking about this subject when you do your paper and eventually the presentation near the end of the course. This is a major consideration when evaluating a group’s feelings and expectations about end-of-life issues.

Assignment: Consider the group you will be doing your paper about and their end-of-life beliefs. Discuss what assessment method you might utilize to assess the group’s beliefs about end-of-life issues. You can include the reasons why you chose this method and what results will tell you about the group and why this matters.

Your paper should have at least 250-300 words to it and be APA compliant including the references. Answer the issue(s) brought up in the questions thoroughly and include examples.

Cultural Diversity Issues Assignment

Cultural Diversity Issues Assignment

This link will take you to an article about cultural assessment. Follow this link: https://ethnomed.org/resource/cultural-relevance-in-end-of-life-care/Links to an external site. and read about cultural issues about groups of persons and then some evaluation methods (eg. Kleinman & Campbell and Geiger & Davidheizer assessment techniques, etc.) The reason I am having you look at these and think about this subject is that you will have to be thinking about this subject when you do your paper and eventually the presentation near the end of the course. This is a major consideration when evaluating a group’s feelings and expectations about end-of-life issues.

Assignment: Consider the group you will be doing your paper about and their end-of-life beliefs. Discuss what assessment method you might utilize to assess the group’s beliefs about end-of-life issues. You can include the reasons why you chose this method and what results will tell you about the group and why this matters.

Your paper should have at least 250-300 words to it and be APA compliant including the references. Answer the issue(s) brought up in the questions thoroughly and include examples.

January 9, 2025
January 9, 2025

NU611 UNIT7 Soap Note

Subjective (S):

CC: chief complaint – “This rash is getting worse, even with the creams you gave me”.

HPI: history of present illness – Patient is an 11-year-old black female who presents with complaint of worsening rash on bilateral arms and increased itching and flakiness on her scalp.

PMH: past medical history – She has a past medical history of mild eczema with no prior treatment needed before this fall.  There is no reported history of asthma.

Allergies:   None

Medications:  Hydrocortisone topical cream 2.5% to be applied twice daily to affected area.

Social history: She lives at home with her mother, father, and younger brother.  She is currently attending online schooling due to the pandemic.  She has two cats as well in the home.

Family history: Mother reports that the patient’s younger brother also suffers from eczema and asthma, both are controlled.  She reports they have never had to treat her brother’s eczema and he uses a rescue inhaler for his asthma.

NU611 UNIT7 Soap Note

NU611 UNIT7 Soap Note

Health Maintenance/Promotion –

A screening of blood pressure is necessary yearly and was normal for this visit.  She received her influenza vaccine in October 2020.  The family has declined the HPV vaccine while they review education materials.  She is up to date on all other vaccinations.  Depression screening was performed at her last physical in October and she scored a zero.  She last saw her dentist about six months ago and goes twice a year.  She does not receive regular vision exams and does not report any vision concerns.  She denies any concerns of interpersonal violence or safety concerns in the home (this was asked while the mother was outside of the exam room).

ROS: review of systems

General: She reports having a rash on her arms for the last month that is worsening.  She reports trying “the cream that was prescribed” with little to no improvement.  She also states that her scalp is itchy and flaking over the last month.  Her mother reports she has always had a flaky scalp in the colder months, but the itching is new.

Skin: She denies any new skin lesions, growths and hair or nail changes.  She reports that the “rash” that she has in the inside of her upper arm and some new “flaking” on her scalp. She denies noticing any skin changes to the skin on her neck.

NU611 UNIT7 Soap Note

HEENT: She denies any vision changes.  She denies any headaches.  She denies eye pain, hearing concerns (ringing), vertigo, dizziness, nosebleeds, or balance concerns.  She denies any ear pain, tinnitus, or drainage from her ears.  She reports that she always has dry scalp but now she is having increased flaking and itchiness on her head.

Neck: She denies any swollen glands or throat, difficulty swallowing or changes with range of motion in neck.

CV: She denies any palpitations, chest pain or feeling any abnormal heart beats.

Lungs: She denies any shortness of breath, congestion, or hemoptysis nor wheezing.  She denies any coughing at night or coughing that awakens her at night.

Endo: She denies any heat or cold intolerances noticed.  She and her mother deny any polyuria, polydipsia, or polyphagia.  She denies any history of any autoimmune disorders.

Diet: She reports that she eats almost anything.  She does drink “flavored water”, but it is zero calorie sweetener such as sucralose, according to her mother.  She reports drinking about 10 glasses of water a day.  She loves chips and eats a lot of “fast food”.  Mc Donald’s is her favorite.

NU611 UNIT7 Soap Note

Pain: She reports that the area of her arms is very itchy, they are also painful most of the time.  She reports the pain as a 7/10 and a burning feeling along with the severe itching.  She reports that nothing makes the pain better and the only things that feels better is when she itches. She reports that right after she itches then it starts to burn worse and itch more.  She reports this itching and burning starting “sometime in October”.  She reports that nothing makes it better.  She reports that scratching makes it worse, it burns more.  She says that putting on the cream makes it hurt worse (burn).

Objective (O):

Gen: Patient appears calm, focused, and a little tired.  She is dressed appropriately for the environment and responds appropriately to questions.  She is alert and oriented to person, place, and time.  She is well nourished and in no acute distress.

VS:

Weight 97 lbs.

Height 4 ft. 7in

BMI 22.5

Temperature 100.7

Heart rate 92

Respiratory rate 16

Blood pressure 101/68

Pulse Oximeter 100%

Skin: Patient had signs of excoriations on bilateral antecubital region.  She also had scaling on bilateral antecubital regions with erythema about 3 inches in diameter.  The arms appear xerotic bilaterally.  She has medium brown skin and no signs of cyanosis or pallor.  Nails appear intact and long with no signs of clubbing.  The neck had acanthosis nigricans circumferentially.

NU611 UNIT7 Soap Note

HEENT: The nose had no signs of erythema nor edema.  The nasal turbinates were pink in color and without edema bilaterally.  The exterior nose was symmetric.  The septum has no signs of deviation, inflammation, or perforation.  The mouth did not have any lesions.  The tonsils were inspected and were 2+ bilaterally, they were symmetric, and had no edema, and no exudate.   The uvula was inspected and was midline.  The dentition had no broken or missing teeth and gingiva was free of edema or lesions.  The posterior pharynx was free of lesions and no signs of drainage or irritation.  The frontal and maxillary sinuses were palpated, and no edema was noted nor any discomfort.  The tongue had no lesions nor edema and was symmetric.

The conjunctiva was free of drainage, discharge, or erythema.  The sclera had was not discolored and there were no vascular abnormalities noted. The ears were visualized externally with no drainage or edema.  The inner ears were visualized via otoscope and the ear drums were inspected and there were no effusions bilaterally, there were no ruptures, or draining fluid.  There was a moderate amount of cerumen blocking the visualization of the left ear drum, but this was easily removed to gain visualization.  The internal auditory canal was visualized without any edema, nor erythema and no foreign bodies were observed.  The preauricular and post auricular lymph nodes were not palpable.

NU611 UNIT7 Soap Note

Neck: The cervical, neck, mandibular, supraclavicular, tonsillar, and submental lymph nodes were not palpable, there was no edema nor tenderness noted on the tonsillar, cervical and neck.  The neck was visualized with no signs of asymmetry or JVD.  Full ROM was tested and there are no concerns of internal edema causing motor deficits.

CV: The heart sounds were auscultated in all areas, valve locations along were auscultated along with PMI, a normal S1 and S2 and no murmurs or abnormal heart beats were heard.  The heart rate and rhythm were normal.  Blood pressure and heart rate was assessed, and blood pressure was normal.

Lungs: Anterior and posterior lung fields were auscultated with all field being clear bilaterally.  Respiratory rate and rhythm were measured and normal.  Bilateral lung expansion was visualized.

Psych:  Patient was happy and talkative and was willing to answer questions and respond to my conversation with good eye contact and without difficulty.

NU611 UNIT7 Soap Note

Assessment (A):   

Number each diagnosis you assign AND list in parentheses behind the diagnosis the pertinent positives and pertinent negatives you used to assign the diagnosis

Guiding Questions:

Referrals or consult while in clinic with another provider.

If no referral made was there a possible referral you could make and why?

Names, dosages, and routes of administration along with indication of use.

State the offending medication/food and the reactions.

Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known.

What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased.

January 9, 2025
January 9, 2025

Cardiovascular Disorder MindMap

Select one of the possible topics provided and complete the MindMap.

In this exercise, you will complete a MindMap to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap.

  • myocardial infarction
  • congenital heart disease (may select ASD, VSD, or PDA)
  • peripheral arterial disease
  • peripheral vascular disease
  • valvular heart disease
  • cardiomyopathy (may select dilated, hypertrophic, or restricted)
  • atherosclerosis
  • aortic aneurysm
  • deep vein thrombosis
  • hypertension
  • heart failure

CONGESTIVE HEART FAILURE

Cardiovascular Disorder MindMap

Cardiovascular Disorder MindMap

Grading Criteria

Describe the Pathophysiology and Etiology of the primary diagnosis. List risk factors related to the primary diagnosis.

A thoroughly completed MindMap with a selected topic was submitted. The response accurately and thoroughly describes in detail the pathophysiology at the cellular level and shows understanding of the primary diagnosis. The response accurately and thoroughly identifies etiology for the diagnosis and lists appropriate risk factors.

What are the patient’s signs and symptoms for this diagnosis? How does the diagnosis impact other body systems and what are the possible complications?

The response accurately and thoroughly describes in detail the patient’s signs and symptoms for this diagnosis. The response accurately and thoroughly describes in detail how this diagnosis might impact other body systems and their possible complications.

Cardiovascular Disorder MindMap

What diagnostic tests or labs would you order to confirm the primary diagnosis?

The response accurately and thoroughly describes in detail the diagnostic tests and labs to order for primary diagnosis and are appropriately linked within the Mind map.

What treatment options would you consider? Include possible referrals and medications.

The response accurately and thoroughly describes in detail the treatment options they would consider. The response accurately and thoroughly describes potential referrals and medications.

Resources and Mind map formatting/writing

The response is articulate with demonstration of advanced terms and knowledge in writing style with no grammatical or spelling errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles that are within last 5 years. Research articles are also cited and linked within mind map.

January 9, 2025
January 9, 2025

Reflection Journal Assignment

Getting Started

Remember, the TED-style talk is separate from your Capstone Project. They are two separate projects that you will be working on, refining and implementing or presenting in the next two courses. The TED-style talk will be due in PSY 563 and your Capstone Project is due in PSY 590. In the previous course, you made some clear decisions regarding your upcoming TED-style talk, such as:

  • Summarizing what your TED-style talk will be about
  • How your topic relates to your personal journey
  • How you might incorporate a solution into your talk that solves a problem that would benefit others
  • Your chosen format (speech, podcast, animation, etc.)

In this journal, you are going to take those previous decisions and put them into motion. Specifically, you will go into greater detail and begin planning, designing and writing the content and identifying the actual resources you will need to do your talk.

Reflection Journal Assignment

Reflection Journal Assignment

This next step is particularly important because it will enable you to approach your TED-style talk with confidence, knowing the details that will help you to pull it all together.

To make organizing this easy for you, we’ve provided a template that will help you shape your ideas into a logical plan. This template is simply a one-page document that gives structure to your ideas. Once you open the document, you can simply insert your responses under each section. Be as detailed in your responses as possible. It’s fine if the completed document extends to two or more pages. This elaboration will only help you to take the next step, which is to actually finalize and record the TED-style talk in the next course.

Keep in mind that your TED-style talk needs to be between 15-20 minutes in length.  You don’t want to go much longer than that as you may lose the listener’s interest.

Upon successful completion of this assignment, you will be able to:

  • Explain in detailed fashion the main points and sub-points of your TED-style talk, the format, and all of the resources necessary to prepare and deliver the final product.

Reflection Journal Assignment

Instructions

Remember, the TED-style talk is separate from your Capstone Project. The TED-style talk and the Capstone Projects are two separate projects that you will be working on, refining, and implementing or presenting in the final course. Review the rubric to make sure you understand the criteria for earning your grade.

Read Chapter 5, “Coaching for Accomplishment: How to Help Clients Develop Competence as Well as Strengths,” in your textbook Positive Psychology in Coaching: Applying Science to Executive and Personal Coaching.

Review 12 Presentation Hooks Used by the Best TED Presenters(new tab) and watch some actual TED talks.

Read the article 10 Ways to Prepare for a TED Style Talk(new tab).

Your TED-style talk should be an integration of your personal journey and key concepts you are learning in this program related to positive psychology, well-being, or some other personal development perspective that interests you. After reading the assigned textbook chapter and article, download the TED-Style Talk Template(Word document) and respond to the following in a one-page document:

Reflection Journal Assignment

Keep in mind that your TED-style talk needs to be between 15-20 minutes in length.

Summarize the topic of your TED-style talk in one sentence.

Create an outline that includes at least three main points with at least two sub-points under each main point and a final takeaway that you hope listeners will take action on.

What is your chosen delivery format for your TED-style talk? Be specific.

What equipment, software, consultation, or learning do you need to acquire before the end of this course in order to start developing your actual talk? Again, be specific.

What steps will you need to take to secure those resources before the end of the course? Provide a timetable for when you will acquire them.

What additional guidance do you need from the instructor to complete your TED-style talk plan during this course?