2025 Soap notes will be uploaded to Moodle and put through TURN It In anti Plagiarism program Turn it in Score

soap note “Hypertension” 2025

Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program) Turn it in Score must be less than 50% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 50%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement. Example: PATIENT INFORMATION Name: Mr. W.S. Age: 65-year-old Sex: Male Source: Patient Allergies: None Current Medications: Atorvastatin tab 20 mg, 1-tab PO at bedtime PMH: Hypercholesterolemia Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago. Surgical History: Appendectomy 47 years ago. Family History: Father- died 81 does not report information Mother-alive, 88 years old, Diabetes Mellitus, HTN Daughter-alive, 34 years old, healthy Social Hx: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone. SUBJECTIVE: Chief complain : “headaches” that started two weeks ago Symptom analysis/HPI: The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness.He states that he has been under stress in his workplace for the last month. Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting. ROS: CONSTITUTIONAL : Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC : Headache and dizzeness as describe above. Denies changes in LOC. Denies history of tremors or seizures. HEENT : HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing. Respiratory :Patient denies shortness of breath, cough or hemoptysis. Cardiovascular : No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal dyspnea. Gastrointestinal :Denies abdominal pain or discomfort.Denies flatulence, nausea, vomiting or diarrhea. Genitourinary : Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence. MUSCULOSKELETAL : Denies falls or pain. Denies hearing a clicking or snapping sound. Skin : No change of coloration such as cyanosis or jaundice, no rashes or pruritus. Objective Data CONSTITUTIONAL : Vital signs: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6’4”, Wt 200 lb, BMI 25. Report pain 0/10. General appearance: The patient is alert and oriented x 3. No acute distress noted. NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, place, and time . Sensation intact to bilateral upper and lower extremities. Bilateral UE/LE strength 5/5. HEENT: Head: Normocephalic, atraumatic, symmetric, non-tender. Maxillary sinuses no tenderness. Eyes: No conjunctival injection, no icterus, visual acuity and extraocular eye movements intact. No nystagmus noted. Ears: Bilateral canals patent without erythema, edema, or exudate. Bilateral tympanic membranes intact, pearly gray with sharp cone of light. Maxillary sinuses no tenderness. Nasal mucosa moist without bleeding. Oral mucosa moist without lesions,.Lids non-remarkable and appropriate for race. Neck: supple without cervical lymphadenopathy, no jugular vein distention, no thyroid swelling or masses. Cardiovascular: S1S2, regular rate and rhythm, no murmur or gallop noted. Capillary refill < 2 sec. Respiratory: No dyspnea or use of accessory muscles observed. No egophony, whispered pectoriloquy or tactile fremitus on palpation. Breath sounds presents and clear bilaterally on auscultation. Gastrointestinal: No mass or hernia observed. Upon auscultation, bowel sounds present in all four quadrants, no bruits over renal and aorta arteries. Abdomen soft non-tender, no guarding, no reboundno distention or organomegaly noted on palpation Musculoskeletal: No pain to palpation. Active and passive ROM within normal limits, no stiffness. Integumentary: intact, no lesions or rashes, no cyanosis or jaundice. Assessment Essential (Primary) Hypertension (ICD10 I10): Given the symptoms and high blood pressure (156/92 mmhg), classified as stage 2. Once the organic cause of hypertension has been ruled out, such as renal, adrenal or thyroid, this diagnosis is confirmed. Differential diagnosis: Ø Renal artery stenosis(ICD10 I70.1) Ø Chronic kidney disease(ICD10 I12.9) Ø Hyperthyroidism (ICD10 E05.90) Plan Diagnosis is based on the clinical evaluation through history, physical examination, and routine laboratory tests to assess risk factors, reveal identifiable causes and detect target-organ damage, including evidence of cardiovascular disease. These basic laboratory tests are: · CMP · Complete blood count · Lipid profile · Thyroid-stimulating hormone · Urinalysis · Electrocardiogram Ø Pharmacological treatment: The treatment of choice in this case would be: Thiazide-like diuretic and/or a CCB · Hydrochlorothiazide tab 25 mg, Initial dose: 25 mg orally once daily. Ø Non-Pharmacologic treatment : · Weight loss · Healthy diet (DASH dietary pattern): Diet rich in fruits, vegetables, whole grains, and low-fat dairy products with reduced content of saturated and trans l fat · Reduced intake of dietary sodium: <1,500 mg/d is optimal goal but at least 1,000 mg/d reduction in most adults · Enhanced intake of dietary potassium · Regular physical activity (Aerobic): 90–150 min/wk · Tobacco cessation · Measures to release stress and effective coping mechanisms. Education · Provide with nutrition/dietary information. · Daily blood pressure monitoring at home twice a day for 7 days, keep a record, bring the record on the next visit with her PCP · Instruction about medication intake compliance. · Education of possible complications such as stroke, heart attack, and other problems. · Patient was educated on course of hypertension, as well as warning signs and symptoms, which could indicate the need to attend the E.R/U.C. Answered all pt. questions/concerns. Pt verbalizes understanding to all Follow-ups/Referrals · Evaluation with PCP in 1 weeks for managing blood pressure and to evaluate current hypotensive therapy. Urgent Care visit prn. · No referrals needed at this time. References Domino, F., Baldor, R., Golding, J., Stephens, M. (2017). The 5-Minute Clinical Consult 2017 (25th ed.). Print (The 5-Minute Consult Series). Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.). ISBN 978-0-8261-3424-0 Nursing Assignment Help 2025

2025 Professional Development Write a 500 word APA reflection essay of your experience with the Shadow Health virtual assignment s

GI A4: shadow health 2025

Professional Development Write a 500-word APA reflection essay of your experience with the Shadow Health virtual assignment(s). At least two scholarly sources in addition to your textbook should be utilized. Answers to the following questions may be included in your reflective essay: What went well in your assessment? What did not go so well? What will you change for your next assessment? What findings did you uncover? What questions yielded the most information? Why do you think these were effective? What diagnostic tests would you order based on your findings? What differential diagnoses are you currently considering? What patient teaching were you able to complete? What additional patient teaching is needed? Would you prescribe any medications at this point? Why or why not? If so, what? How did your assessment demonstrate sound critical thinking and clinical decision making?

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2025 Review this week s Learning Resources and consider the insights they provide related

Focused Exam: Cough Assignment 2025

Review this week’s Learning Resources and consider the insights they provide related to ears, nose, and throat. Review the Shadow Health Resources provided in this week’s Learning Resources specifically the tutorial to guide you through the documentation and interpretation within the Shadow Health platform. Review the examples also provided. Review the DCE (Shadow Health) Documentation Template for Focused Exam: Cough found in this week’s Learning Resources and use this template to complete your Documentation Notes for this DCE Assignment. Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis? Review the Week 5 Focused Exam: Cough Rubric provided in the Assignment submission area for details on completing t Review the Shadow Health Resources provided in this week’s Learning Resources specifically the tutorial to guide you through the documentation and interpretation within the Shadow Health platform. Review the examples also provided. Review the DCE (Shadow Health) Documentation Template for Focused Exam: Cough found in this week’s Learning Resources and use this template to complete your Documentation Notes for this DCE Assignment. Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

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2025 In addition to the topic study materials use the chart you completed and questions you answered in

week 5 Patient’s Spiritual Needs: Case Analysis 2025

In addition to the topic study materials, use the chart you completed and questions you answered in the Topic 3 about “Case Study: Healing and Autonomy” as the basis for your responses in this assignment. Answer the following questions about a patient’s spiritual needs in light of the Christian worldview. In 200-250 words, respond to the following: Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient’s autonomy? Explain your rationale. In 400-450 words, respond to the following: How ought the Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James’s care? In 200-250 words, respond to the following: How would a spiritual needs assessment help the physician assist Mike determine appropriate interventions for James and for his family or others involved in his care? Remember to support your responses with the topic study materials. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. You are required to submit this assignment to LopesWrite. Rubric: 1. Decisions that need to be made by the physician and the father are analyzed from both perspectives with a deep understanding of the complexity of the principle of autonomy. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. 20% 2. Decisions that need to be made by the physician and the father are analyzed with deep understanding of the complexity of the Christian perspective, as well as with the principles of beneficence and nonmaleficence. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. 20% 3. How a spiritual needs assessment would help the physician assist the father determine appropriate interventions for his son, his family, or others involved in the care of his son is clearly analyzed with a deep understanding of the connection between a spiritual needs assessment and providing appropriate interventions. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. 30% 4. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. 7% 5. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. 8% 6. Writer is clearly in command of standard, written, academic English. 5% 7. All format elements are correct. 5% 8. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. 5% There are three different parts to this paper: · Part one deals with Mike’s decision-making capabilities. · Part two deals with how to think issues related to sickness and health. · Part three deals with a spiritual assessment. Read “Doing a Culturally Sensitive Spiritual Assessment: Recognizing Spiritual Themes and Using the HOPE Questions,” by Anandarajah, from AMA Journal of Ethics (2005). https://journalofethics.ama-assn.org/article/doing-culturally-sensitive-spiritual-assessment-recognizing-spiritual-themes-and-using-hope/2005-05 Read “End of Life and Sanctity of Life,” by Reichman, from American Medical Association Journal of Ethics , formerly Virtual Mentor (2005). http://journalofethics.ama-assn.org/2005/05/ccas2-0505.html

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2025 Discuss the differences and similarities between Managed Care Organizations MCOs vs Accountable Care Organizations ACOs Given

Managed Care Organizations (MCOs) vs. Accountable Care Organizations (ACOs) 2025

Discuss the differences and similarities between Managed Care Organizations (MCOs) vs. Accountable Care Organizations (ACOs). Given the current health care environment, provide a solid speculation to how MCOs and ACOs may transform to meet the needs of its consumers. Be sure to support your thoughts and analysis with scholarly sources. *Will also need to respond to 3 classmate’s post, will send that after you turn in assignment.

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2025 Complete the ShadowHealth Musculoskeletal and Neurological assignments Professional Development Write a 500 word APA reflection essay

Shadow Health Reflection: Musculoskeletal and Neurological : Review transcripts attached 2025

Complete the ShadowHealth© Musculoskeletal and Neurological assignments Professional Development Write a 500-word APA reflection essay of your experience with the Shadow Health virtual assignment(s). At least two scholarly sources in addition to your textbook should be utilized. Answers to the following questions may be included in your reflective essay: What went well in your assessment? What did not go so well? What will you change for your next assessment? What findings did you uncover? What questions yielded the most information? Why do you think these were effective? What diagnostic tests would you order based on your findings? What differential diagnoses are you currently considering? What patient teaching were you able to complete? What additional patient teaching is needed? Would you prescribe any medications at this point? Why or why not? If so, what? How did your assessment demonstrate sound critical thinking and clinical decision making?

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2025 Complete the ShadowHealth Focused Exams Special Populations Chest Pain Cough and Abdominal Pain assignments After you have achieved at

Shadow Health Focused exams 2025

Complete the ShadowHealth© Focused Exams – Special Populations: Chest Pain, Cough and Abdominal Pain assignments After you have achieved at least 80% on the assignment(s) download, save and upload your LabPass document to the dropbox. Professional Development Write a 500-word APA reflection essay of your experience with the Shadow Health virtual assignment(s). At least two scholarly sources in addition to your textbook should be utilized. Answers to the following questions may be included in your reflective essay: What went well in your assessment? What did not go so well? What will you change for your next assessment? What findings did you uncover? What questions yielded the most information? Why do you think these were effective? What diagnostic tests would you order based on your findings? What differential diagnoses are you currently considering? What patient teaching were you able to complete? What additional patient teaching is needed? Would you prescribe any medications at this point? Why or why not? If so, what? How did your assessment demonstrate sound critical thinking and clinical decision making?

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2025 Gynecologic Health Select a patient that you examined as a nurse practitioner student during the last three weeks

6551 WK 3 SOAP 2025

Gynecologic Health Select a patient that you examined as a nurse practitioner student during the last three weeks of clinical on OB/GYN Issue. With this patient in mind, address the following in a SOAP Note 1 OR 2 PAGES : Subjective: What details did the patient provide regarding her personal and medical history? Objective: What observations did you make during the physical assessment? Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority. What was your primary diagnosis and why? Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters for this patient , as well as a rationale for this treatment and management plan. Very Important : Reflection notes: What would you do differently in a similar patient evaluation? Reference Gagan, M. J. (2009). The SOAP format enhances communication. Kai Tiaki Nursing New Zealand, 15(5), 15. Tharpe, N. L., Farley, C., & Jordan, R. G. (2013). Clinical practice guidelines for midwifery & Women’s health (4th ed.). Burlington, MA: Jones & Bartlett Publishers. Chapter 6, “Care of the Well Woman Across the Life Span” ,“Care of the Woman Interested in Barrier Methods of Birth Control” (pp. 275–278) Chapter 7, “Care of the Woman with Reproductive Health Problems” “Care of the Woman with Dysmenorrhea” (pp. 366–368) “Care of the Woman with Premenstrual Symptoms, Syndrome (PMS), or Dysphoric Disorder (PMDD)” (pp. 414–418)

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2025 Health Production Questions Access the Getting Started Folder Week One for the reading assignments for

Health Production Questions 2025

Health Production Questions Access the Getting Started Folder Week One for the reading assignments for this Module. After you have completed the readings, complete and submit this assignnment. You must submit written responses to these questions. Assume that health production is subject to diminishing returns and that each unit of healthcare employed entails a constant rate of iatrogenic (medically caused) disease. Would the product of health function eventually bend downward? Explain. What role did public health play in the historical decline in mortality rates? Suppose you were hired as an adviser to a developing country and you were versed in the theory of production, the historical role of medicine, and the modern-day health production functions studies. Their government seeks advice on the wisdom of a relative emphasis on health and health investment versus other forms of economic investment. What would be your advice? Contrast technical and allocative efficiency. How can technical and allocative inefficiency in healthcare firms affect patient welfare? Which of the following types of technological change in healthcare are likely to be cost increasing: (A) threats of malpractice suits cause physicians to order more diagnostic tests on average for a given set of patient symptoms; (B) a new computer-assisted scanning device that enables physician to take much more detailed pictures on the brain: (C) the introduction of penicillin earlier in this century; (D) greater emphasis on preventive care? Discuss.

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2025 What Can Nurses Do Many people most of them in tropical countries

What Can Nurses Do? 2025

What Can Nurses Do? Many people, most of them in tropical countries of the Third World, die of preventable, curable diseases. . . . Malaria, tuberculosis, acute lower-respiratory infections—in 1998, these claimed 6.1 million lives. People died because the drugs to treat those illnesses are nonexistent or are no longer effective. They died because it doesn’t pay to keep them alive. –Ken Silverstein, Millions for Viagra. Pennies for Diseases of the Poor , The Nation, July 19, 1999 Unfortunately, since 1998, little has changed. For many individuals living in impoverished underdeveloped countries, even basic medical care is difficult to obtain. Although international agencies sponsor outreach programs and corporations, and although nonprofit organizations donate goods and services, the level of health care remains far below what is necessary to meet the needs of struggling populations. Polluted water supplies, unsanitary conditions, and poor nutrition only exacerbate the poor health prevalent in these environments. Nurses working in developed nations have many opportunities/advantages that typically are not available to those in underdeveloped countries. What can nurses do to support their international colleagues and advocate for the poor and underserved of the world? In this Discussion, you will consider the challenges of providing health care for the world’s neediest citizens, as well as how nurses can advocate for these citizens. To prepare: Consider the challenges of providing health care in underdeveloped countries. Conduct research in the Walden Library and other reliable resources to determine strategies being used to address these challenges. Using this week’s Learning Resources, note the factors that impact the ability of individuals in underdeveloped nations to obtain adequate health care. Consider strategies nurses can use to advocate for health care at the global level. What can one nurse do to make a difference? Post by Day 3 a description of at least two challenges related to providing adequate health care in underdeveloped countries. Then, describe two strategies you might use to address those challenges, and explain why. Finally, describe one strategy nurses might use in advocating for health care at the global level, and explain why this would be an effective strategy. Readings Knickman, J. R., & Kovner, A. R. (Eds.). (2015). Health care delivery in the united states (11th ed.). New York, NY: Springer Publishing. Chapter 4, “Comparative Health Systems” (pp. 53-72) The chapter showcases different models of health care systems in order to help policymakers and managers critically assess and improve health care in the United States. Chapter 10, “The Health Workforce” (pp. 213-225) Review this section of Chapter 10, which details health workforce issues for nurses and nurse practitioners. Milstead, J. A. (2013). Health policy and politics: A nurse’s guide (Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers. Chapter 11, “Global Connections” (207–217) This chapter addresses how the health status of individuals and populations around the world can affect policymaking in a country. Bloch, G., Rozmovits, L., & Giambrone, B. (2011). Barriers to primary care responsiveness to poverty as a risk factor for health. BMC Family Practice , 12 (1), 62–67. Retrieved from the Walden Library databases. This article details a qualitative study that was conducted to explore the barriers to primary care responsiveness to poverty. The authors explicate a variety of health impacts attributable to poverty. Harrowing, J. N. (2009). The impact of HIV education on the lives of Ugandan nurses and nurse-midwives. Advances in Nursing Science , 32 (2), E94–E108. Retrieved from the Walden Library databases. This article explores the impact of an HIV/AIDS education program for Ugandan nurses and nurse-midwives. The author details the motivations behind the program and recommendations for the future. Koplan, J. P., Bond, C., Merson, M. H., Reddy, K. S., Rodriquez, M. H., Sewankambo, N. K., & Wasserheit, J. N. (2009). Towards a common definition of global health. The Lancet , 373 , 1993–1995. Retrieved from http://www.cfhi.org/web/fckeditor/uploaded/File/publications/intro%20page%20links/Toward%20a%20Definition%20of%20GH%20June%202009PracticalGlobal%20PublicHealth.pdf This article provides a full description of the components that comprise global health care in detail. Gapminder. (2011). Retrieved from http://www.gapminder.org This website explains statistical graphs and tables of life expectancy and incomes around the world. Global Health Council. (2012). Retrieved from http://www.globalhealth.org This website houses the productivity and efforts of the Global Health Council as the world’s largest alliance dedicated to improving health throughout the world. Henry J. Kaiser Family Foundation: U.S. Global Health Policy. (2010). Retrieved from http://kff.org/globaldata/ This website focuses on major health care issues facing the United States, as well as the U.S. role in global health policy. International Council of Nurses. (2011). Retrieved from http://www.icn.ch/ This website documents the efforts of the International Council of Nurses to ensure quality nursing care for all, as well as sound health policies globally through the advancement of nursing knowledge and presence worldwide. United Nations Statistics Division. (2011). Retrieved from http://unstats.un.org/unsd/default.htm This website examines global statistical information compiled by the United Nations Statistics Division. University of Pittsburgh Center for Global Health. (2009). Retrieved from http://www.globalhealth.pitt.edu/ This website analyzes health issues that affect populations around the globe through research at the University of Pittsburgh. The World Bank (n.d.) The costs of attaining the millennium development goals . Retrieved from http://www.worldbank.org/html/extdr/mdgassessment.pdf This article states that many countries will have to reform their policies and improve service delivery to make additional spending effective because the additional aid for education and health with not be enough.

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