Each week, you are required to enter your patient encounters into CORE. Your faculty will be checking to ensure you are seeing the right number and mix of patients for a good learning experience. You will also need to include a minimum of one complete SOAP note using the Pediatric SOAP Note template. The SOAP note should be related to the content covered in this week, and the completed note should be submitted to the Dropbox. When submitting your note, be sure to include the reference number from CORE. 

There is no limit on the number of slides but, as a rule, anticipate around 15 to 17.

• Be sure you have a title page on the presentation including your name and the title of the project
• Describe the population group then their health problem providing data to support
  • We are interested in learning the focus of the project—the problem, and the group you determined was at highest risk for developing that problem. For example: The overall rate of chlamydia in my community is XX%; however, the highest risk group in my community for contracting chlamydia is 15-24-year-old Native American women at XX%. Or the rate of obesity in my state is XX% but the group at highest risk for developing obesity in my state are White men aged 45-59. Their rate of obesity is XX%, which is higher than the other groups.
• Describe the results of your community assessment and how this information impacts the health of the highest risk group.
  • You will rely primarily on the results of the windshield survey and the resources you located from the community assessment to determine the impact upon the highest risk group. Perhaps you found that there are no STD clinics in your community or few to no physicians/mid-levels who accept Medicaid and your highest risk population is low income. Let us know strengths and weaknesses and how the population at highest risk is impacted. What gaps are present?
  • Identify any interviews or collaborative efforts that you engaged in to bolster your assertions. These should be noted as personal communications in the body of the PPP and not in references.
• Developed possible evidence-based culturally appropriate interventions aimed at primary prevention specific to the community and the population at highest risk.
  • This takes some creative thinking. If you are working on lowering the prevalence of heart disease, for example, we don’t need a review of the American Heart Association website information. We all know eating more fruits and vegetables is better than consuming processed foods, and that exercise benefits virtually everyone, so don’t just regurgitate that information. Think of something that is specific to the high-risk population that you have identified. Maybe the parents of boys need more information about the benefits of HPV vaccination since the girls’ parents are already getting the immunization for their daughters. You would educate the boys’ parents differently than the girls’ parents. You will approach young African American men at high risk for stroke due to early onset hypertension differently than you will explain the risks of untreated hypertension to a group of Hispanic or Asian women. Tell us something unique that applies to the problem in your community. If you have one super unique idea, that is good enough. It is not enough to restate one idea from the American Diabetes Association website that we all know by heart.
• Choose a way to measure the success of your intervention. We are looking for how much effect you believe your intervention might have on decreasing prevalence in the rate of disease you identified. Let us know how this new intervention might work and how you might define success. This discussion is based on the notion that all PH offices work on slim budgets and often don’t want to keep funding a program that is ineffective or change in behavior can’t be measured. We understand it often takes years for significant changes in prevalence rates but need to talk about it anyway.
• Presented to a community professional. The name of your mentor should be on this slide.
• Described role as a health care leader in the community. Any time we improve the health of the community membership, it is a good thing. How would you describe your impact on the community as you lead the citizens at high risk for disease or condition to better health? How do you see yourself as a health care leader?
• The references you used in the development of the project belong at the end of the presentation in APA format. 

Points from the rubric will be assigned according to how completely all the rubric points are addressed and explained.

  Focused Thyroid Exam Chantal, a 32-year-old female, comes into your office with complaints of “feeling tired” and “hair falling out”. She has gained 30 pounds in the last year but notes markedly decreased appetite. On ROS, she reports not sleeping well and feels cold all the time. She is still able to enjoy her hobbies and does not believe that she is depressed. 

Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes but would probably perform a simple strep test.

In this Case Study Assignment, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions.

To Prepare

• By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
• Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case.

With regard to the case study you were assigned:

• Review this week’s Learning Resources and consider the insights they provide.
• Consider what history would be necessary to collect from the patient.
• 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?
• Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

The Assignment

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.

This week’s discussion post asks you to consider what a DPI project is and how you are incorporating the Christian worldview into the project. As a Christian university, GCU integrates faith, learning, work, and service in an effort to honor God in all that it does, and encourages others to join in these endeavors. In what ways does your project reflect this?

While the implementation plan prepares students to apply their research to the problem or issue they have identified for their capstone project change proposal, the literature review enables students to map out and move into the active planning and development stages of the project.

A literature review analyzes how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. Students will use the information from the earlier PICOT Question Paper and Literature Evaluation Table assignments to develop a 750-1,000 word review that includes the following sections:

1. Title page
2. Introduction section
3. A comparison of research questions
4. A comparison of sample populations
5. A comparison of the limitations of the study
6. A conclusion section, incorporating recommendations for further research

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. Refer to the LopesWrite Technical Support articles for assistance.