PICOT STATEMENT 2025

Review the Topic Materials and the work completed in NRS-433V to formulate a PICOT statement for your capstone project. A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process. Formulate a PICOT statement using the PICOT format provided in the assigned readings. The PICOT statement will provide a framework for your capstone project. In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome. Make sure to address the following on the PICOT statement: Evidence-Based Solution Nursing Intervention Patient Care Health Care Agency Nursing Practice Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center. attached is my PICOT statement you can use to develop a paper

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Assessment tools and Diagnostics test in Adults and children 2025

Assignment topic : Rapid Influenza Testing in Children and Adults. When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results. Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process. For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values . You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight. To Prepare · Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI. · Search the Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather? · Also, as you search the library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool. Assignment (3–4 pages, not including title and reference pages) : For the Adult Assessment Tools or Diagnostic Tests: Include the following: · A description of how the assessment tool or diagnostic test you were assigned is used in healthcare. o What is its purpose? o How is it conducted? o What information does it gather? · Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting. For the Child : Include the following: · An explanation of the health issues and risks that are relevant to the child you were assigned. · Describe additional information you would need in order to further assess his or her weight-related health. · Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion. · Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information. · Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight. Resources for references : Need 3+ references Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. Chapter 3, “Examination Techniques and Equipment” This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process. Chapter 8, “Growth and Nutrition” In this chapter, the authors explain examinations for growth, gestational age, and pubertal development. The authors also differentiate growth among the organ systems. Chapter 5, “Recording Information” (Previously read in Week 1) This chapter provides rationale and methods for maintaining clear and accurate records. The text also explores the legal aspects of patient records. Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Student checklist: Health history guide. In Seidel’s guide to physical examination (9th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center. Centers for Disease Control and Prevention. (2018). Childhood overweight and obesity. Retrieved from http://www.cdc.gov/obesity/childhood This website provides information about overweight and obese children. Additionally, the website provides basic facts about obesity and strategies to counteracting obesity. Chaudhry, M. A. I., & Nisar, A. (2017). Escalating health care cost due to unnecessary diagnostic testing. Mehran University Research Journal of Engineering and Technology , (3), 569. This study explores the escalating healthcare cost due the unnecessary use of diagnostic testing. Consider the impact of health insurance coverage in each state and how nursing professionals must be cognizant when ordering diagnostics for different individuals. Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center. Chapter 1, “Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis” This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment. Gibbs , H., & Chapman-Novakofski, K. (2012). Exploring nutrition literacy: Attention to assessment and the skills clients need. Health, 4 (3), 120–124. This study explores nutrition literacy. The authors examine the level of attention paid to health literacy among nutrition professionals and the skills and knowledge needed to understand nutrition education. Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R. (2014). Weight status misperception as related to selected health risk behaviors among middle school students. Journal of School Health, 84( 2), 116–123. doi:10.1111/josh.12128 Credit Line: Weight status misperception as related to selected health risk behaviors among middle school students by Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R., in Journal of School Health, Vol. 84/Issue 2. Copyright 2014 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center. Noble, H., & Smith, J. (2015) Issues of validity and reliability in qualitative research . Evidence Based Nursing, 18 (2), pp. 34–35. Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). History subjective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Mosby’s Guide to Physical Examination , 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center. This History Subjective Data Checklist was published as a companion to Seidel’s Guide to Physical Examination (8th ed.) by Ball, J. W., Dains, J. E., & Flynn, J.A. Copyright Elsevier (2015). From https://evolve.elsevier.com Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis. Chapter 2, “The Comprehensive History and Physical Exam” (Previously read in Week 1) Chapter 5, “Pediatric Preventative Care Visits” (pp. 91 101)

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Assessing Clients (Psychiatric Advance Nursing Practicum) 2025

Learning Objectives Students will: •Assess clients presenting for psychotherapy • Develop genograms for clients presenting for psychotherapy To prepare: • Select a client whom you have observed or counseled at your practicum site. • Review pages 137–142 of the Wheeler text and the Hernandez Family Genogram video in this week’s Learning Resources. Reflect on elements of writing a Comprehensive Client Assessment and creating a genogram for the client you selected. The Assignment Part 1: Comprehensive Client Family Assessment With this client in mind, address the following in a Comprehensive Client Assessment (without violating HIPAA regulations): •Demographic information •Presenting problem •History or present illness •Past psychiatric history  •Medical history • Substance use history •Developmental history •Family psychiatric history  •Psychosocial history •History of abuse/trauma •Review of systems  •Physical assessment •Mental status exam •Differential diagnosis •Case formulation •Treatment plan Part 2: Family Genogram Prepare a genogram for the client you selected. The genogram should extend back by at least three generations (great grandparents, grandparents, and parents). Required Readings: (1) Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company. ATTACHED WITH THIS HOMEWORK IS A SAMPLE OF THIS ASSIGNMENT AND REMEMBER IT HAS TWO PARTS.

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practicum experience plan 2025

Assignment 2: Practicum Experience Plan (PEP) Photo Credit: Getty Images As you establish your goals and objectives for this course you are committing to an organized plan that will frame your practicum experience in a clinical setting, including planned activities, assessment, and achievement of defined outcomes. In particular, they must address the categories of clinical reasoning, quality in your clinical specialty, and interpersonal collaborative practice. For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced nurse practitioner. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. In this practicum experience, when developing your goals and objectives, be sure to keep adult health guidelines and best practices in mind. To prepare : Review your FNP or AGPCNP Clinical Skills and Procedures Self-Assessment Form you submitted in Week 1 and think about areas for which you would like to gain application-level experience and/or continued growth as a nurse educator. How can your experiences in the Practicum help you achieve these aims? Review the information related to developing objectives provided in this week’s Learning Resources. Your practicum learning objectives that you want to achieve during your Practicum experience must be: Specific Measurable Attainable Results-focused Time-bound Reflective of the higher-order domains of Bloom’s taxonomy (i.e., Application level and above) Note : please make sure your objectives are outlined in your Practicum Experience Plan (PEP). Discuss your professional aims and your proposed Practicum Objectives with your Practicum Preceptor to ascertain if the necessary resources are available at your Practicum site. Assignment: Record the required information in each area of the Practicum Experience Plan, including 3–4 practicum learning objectives you will use to facilitate your learning during the Practicum experience. By Day 7 Submit the Practicum Experience Plan for assessment and faculty approval. When your Instructor has approved your plan, forward the signed PEP to your Preceptor and retain a copy for your records. Submission and Grading Information To submit your completed Assignment for review and grading, do the following: Please save your Assignment using the naming convention “WK2Assgn2+last name+first initial.(extension)” as the name. Click the Week 2 Assignment 2 Rubric to review the Grading Criteria for the Assignment. Click the Week 2 Assignment 2 link. You will also be able to “View Rubric” for grading criteria from this area. Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn2+last name+first initial.(extension)” and click Open . If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database . Click on the Submit button to complete your submission. Grading Criteria To access your rubric: Week 2 Assignment 2 Rubric Check Your Assignment Draft for Authenticity To check your Assignment draft for authenticity: Submit your Week 2 Assignment draft and review the originality report. Submit Your Assignment by Day 7 To submit your Assignment: Week 2 Assignment 2

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Medical Coding 2025

1) Assign the CPT Code(s) and appropriate modifiers to each statement. The physician treated a soft tissue abscess that was due to osteomyelitis by making an incision and examining, debriding, and draining the subfascia; the physician also irrigated the affected area, examined underlying tissue and bone for signs of infection, and closed the site. 2) Patient underwent exploration of a penetrating wound of the chest, which involve surgical exploration and enlargement of the wound, debridement, removal of a foreign body, and ligation of subcutaneous tissue. 3) Open bone biopsy, superficial, left femur. 4) Patient underwent aspiration of ganglion cyst, right wrist. 5) Patient received a cortisone injection to a single trigger point, which consisted of the trapezius deltoid, and latissimus dorsi muscles. 6) A patient diagnosed with joint contracture of the right ankle underwent application of a multiplane external fixation device. 7) A patient severed his right index finger while using a chain saw. He underwent successful replantation of the index finger, which included metacarpophalangeal (MCP) joint insertion of flexor sublimis tendon. 8) Fascia lata graft was harvested using a stripper. 9) Patient underwent structural allograft as part of an arthrodesis, posterior technique, craniocervical (occiput-C2). 10) Electrical stimulation procedure was performed to aid bone healing, invasive type. 1) Arthrotomy of temporomandibular joint, right and left sides. 2) Excision of two facial bones (due to bone abscesses). 3) Impression and custom preparation of speech aid prosthesis. 4) Sliding osteotomy genioplasty, single piece. 5) Reconstruction midface, Lefort II with anterior intrusion. 6) Osteotomy of mandible, segmental. 7) Malar augmentation with prosthetic material. 8) Closed treatment of orbit fracture, with manipulation. 9) Closed treatment of maxillary alveolar ridge fracture. 10) Open treatment of mandibular condylar fracture. 1) Deep incision with opening of bone cortex, thorax. 2) Hyoid myotomy and suspension. 3) Closed treatment of sternum fracture. 4) Partial excision of rib. 5) Sternal debridement. 6) Needle biopsy, soft tissue, thorax. 7) Excision of tumor, subcutaneous soft tissue of back, 2.5 cm. 8) The physician removed a 4-cm malignant soft tissue tumor, including adjacent tissue, from the patient’s flank. Radial resection was performed to remove the tumor and adjacent tissue. The 5-cm surgical wound was repaired with complex closure. 9) Patient underwent biopsy of superficial soft tissues of the back. 10) Biopsy, soft tissue flank, deep. 1) Patient underwent arthrodesis at L4-L5 interspace. Posterior interbody technique laminectomy was performed. Discectomy was also performed to prepare the verbal interspace for fusion. 2) Physician performed “spinal manipulation under anesthesia, “cervical, thoracic, and lumbar spine. 3) Patient underwent osteotomy and discectomy of a single cervical spine vertebral segmet. Anterior approach was used. 4) Physician performed arthrodesis using posterior technique of atlas-axis (C1-C2) with internal spinal fixation by wiring the spinous processes. 5) Patient underwent poster arthrodesis of L2-L3 for spinal deformity, with casting. Morselized autogenous iliac bone graft was harvested through a separate skin incision.

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