2025 Identify a quality improvement opportunity in your organization or practice In a 1 250 1 500 word paper describe the problem or

Quality Improvement Proposal 2025

Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal. Include the following: Provide an overview of the problem and the setting in which the problem or issue occurs. Explain why a quality improvement initiative is needed in this area and the expected outcome. Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement proposed. Discuss steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer. Explain how the quality improvement initiative will be evaluated to determine whether there was improvement. Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded. 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. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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2025 case study A 20 year old male complains of experiencing intermittent headaches The headaches diffuse all over the head

Case Study Assignment: Assessing Neurological Symptoms 2025

case study A 20-year-old male complains of experiencing intermittent headaches. The headaches diffuse all over the head, but the greatest intensity and pressure occurs above the eyes and spreads through the nose, cheekbones, and jaw. ith regard to the case study you were assigned: Review this week’s Learning Resources, and consider the insights they provide about the case study. Consider what history would be necessary to collect from the patient in the case study you were assigned. 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 Case Study 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.

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2025 Purpose The purpose of this assignment is to provide the student an opportunity to explore the

Roles in Advanced Practice Nursing 2025

Purpose The purpose of this assignment is to provide the student an opportunity to explore the roles and competencies of the advanced practice nurse (APN). Activity Learning Outcomes Through this assignment, the student will demonstrate the ability to: Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care. (CO1) Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings. Requirements: The Roles in Advanced Nursing Practice paper is worth 150 points and will be graded on the quality of the content, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric. Submit the paper as a Microsoft Word Document, which is the required format at Chamberlain University. You are encouraged to use the APA Academic Writer and Grammarly tools when creating your assignment. Follow the directions below and the grading criteria located in the rubric closely. Any questions about this paper may be posted under the Q & A Forum or emailed to your faculty. The length of the paper should be 3-6 pages, excluding title page and reference page(s). Support ideas with a minimum of 2 scholarly resources. Scholarly resources do not include your textbook. You may need to use more than 2 scholarly resources to fully support your ideas. You may use first person voice when describing your rationale for choosing the CNP role and your plans for clinical practice. Current APA format is required with both a title page and reference page(s). Use the following as Level 1 headings to denote the sections of your paper (Level 1 headings use upper- and lower-case letters and are bold and centered): Roles in Advanced Practice Nursing (This is the paper introduction. In APA format, a restatement of the paper title, centered and not bold serves as the heading of the introduction section) Four APN Roles Rationale for Choosing CNP Role Plans for Clinical Practice Role Transition Conclusion Directions: Introduction : Provide an overview of what will be covered in the paper. Introduction should include general statements on advanced practice nursing roles, general statements on the role transition from RN to APN, and identification of the purpose of the paper. Four APN Roles : Describe the role, educational preparation, and work environment for the four APN roles (CNP, CNS, CRNA & CNM). Provide support from at least one scholarly source. Rationale for Choosing CNP Role : Describe your rationale for choosing the CNP advanced practice role versus one of the other roles. Plans for Clinical Practice : Discuss your plans for clinical practice after graduation. Explain how your understanding of NP practice has changed after researching the four ANP roles. Role Transition : Discuss your transition from the RN role to the NP role. Describe two factors that may impact your transition. Discuss two strategies you will use to support a successful transition from the RN to your NP role. Provide reference support from at least one scholarly source. The textbook is not a scholarly source. Conclusion : Provide a conclusion, including a brief summary of what you discussed in the paper. INtroduction- Provides an overview of what will be covered in the paper. Introduction should include: general statements on advanced practice nursing roles general statements on the role transition from RN to APN identification of the purpose of the paper. Four APN roles- Describes the role, educational preparation, and work environment for the four APN roles CNP CNS CRNA CNM Provides support from at least one scholarly source. Rationale for choosing CNP role- Describes the student’s rationale for choosing the CNP advanced practice role versus one of the other roles. Plans for clinical practice- Discusses the student’s plans for clinical practice after graduation. Explains how student’s understanding of NP practice has changed after researching ANP roles. Role transition- Discusses the student’s transition from the RN role to the NP role. Describes two factors that may impact the transition. Discusses two strategies student will use to support a successful transition from the RN to your NP role. Provides reference support from at least one scholarly source. The textbook is not a scholarly source. Conclusion- Provides a conclusion, including a brief summary of what was discussed in the paper.

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2025 Analyze and Apply Dashboard Data Create a presentation maximum of 20 slides with detailed speaker notes for senior leadership

4004-4 2025

Analyze and Apply Dashboard Data Create a presentation (maximum of 20 slides with detailed speaker notes) for senior leadership in which four organizational leaders analyze the impact of a health care organization’s new safety and quality dashboard. Include an analysis of what the new metrics mean and how they will inform departmental activities for the next quarter. “Being in a position of leadership is the most important job of any health professional anywhere along the continuum of care” (Ledlow & Coppola, 2013, p. 3). Leaders and ultimately the boards of directors of health care organizations are accountable for the safety of those they serve.” National quality organizations and regulatory bodies … are growing in their emphasis on leadership accountabilities for safe, reliable care as well as excellence in the experience of care” (Youngberg, 2013, p. 39). With this emphasis on leadership accountability for the delivery of safe, high-quality health care services, health care leaders need to be able to drill down on what exactly safety and quality mean in the health care environment. Likewise, they also need to be able to design measures that help to ensure their organizations are able to deliver those kinds of outcomes. Read Measurement Perspectives attached to question [PDF] to examine key elements related to this issue. In this final course assessment, you will have a unique opportunity to examine a health care organization’s safety and quality dashboard from the perspective of four organizational leaders. You will explore each leader’s specific interests regarding patient safety and quality. In particular, you will have the opportunity to perform a more in-depth analysis of the dashboard, the type of analysis a quality director might perform to further the organization’s safety and quality objectives. References Ledlow, G. R., & Coppola, M. N. (2013). Leadership for health professionals (2nd ed.). Burlington, MA: Jones & Bartlett Learning. Youngberg, B. J. (2013). Patient safety handbook (2nd ed.). Burlington, MA: Jones & Bartlett Learning. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Analyze the quality and performance improvement activities within the health care organization. Recommend evidence-based actions to improve a selected measure on a health care organization’s safety and quality dashboard. Competency 2: Explain the risk management function in the health care organization. Analyze areas of a safety and quality dashboard of concern to a risk manager. Competency 3: Analyze the importance of patient safety in health care. Describe how a health care organization chooses the metrics to include in its safety and quality dashboard. Analyze areas of a safety and quality dashboard of concern to a patient safety officer. Competency 4: Apply leadership strategies to quality improvement in a health care organization. Assess senior leadership’s role in setting a health care organization’s strategic safety and quality objectives. Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with health care professionals. Create a clear, organized, persuasive, and generally error-free presentation on a leadership team’s assessment of an organization’s safety and quality dashboard that is reflective of professional communication in the health care field. Provide citations and title and reference pages that conform to APA style and format. Preparation To help prepare for successfully completing this assessment: Download the Sample Presentation Guide [PPTX] . Use this as a starting point or guide as you develop your presentation. Instructions Your organization has just updated its safety and quality dashboard. Please review the Vila Health Mercy Hospital Safety and Quality Dashboard Attached to this question [PDF] . Note: You do not need to create a dashboard for this assessment. You are simply being asked to work with the one provided. The CEO has asked each of the organizational leaders below to prepare a joint PowerPoint presentation. In it, they are to prepare a set of slides outlining their analysis of how the new numbers will inform their particular activities for the next quarter. The organizational leaders include: The quality director. The patient safety officer. The risk manager. Senior leadership. Because of the quality director’s critical role in implementing the organization’s safety and quality strategic objectives, this individual will open the presentation and provide additional background about how the new dashboard was developed. This individual will also close the presentation. Use the following outline to organize your presentation. Be sure to include the introduction and conclusion and address all the questions listed under these headings. Also be sure to address each role and the corresponding questions. Introduction (3–4 slides) What is a safety and quality dashboard? What role do safety and quality dashboards play in helping health care organizations drive their strategic safety and quality objectives? How do health care organization determine what they want to measure? Be sure to consider: Pressures from regulators, payors, and the industry. Self-identified improvement areas. For example, one organization’s safety and quality dashboard may highlight patient falls because its rate of falls is higher than the national average. This may also have resulted in increased costs to the organization. What CQI tools did the organization use to obtain, measure, and report data? What was the quality improvement team’s role in addressing the reported measures? Quality Director (2–3 slides) Which metric on the dashboard would draw the quality director’s attention the most? What does this dashboard metric mean and why is it important? What three recommendations to leadership would help to address this metric? What (if any) quality models could be used to increase the quality of patient care and outcomes for this metric? Consider PDCA, Six Sigma, Lean, Hoshin Kanri planning, et cetera. Patient Safety Officer (2–3 slides) Which metric on the dashboard would draw the patient safety officer’s attention the most? What does this dashboard metric mean and why is it important? What role does the patient safety officer play in improving this metric? Risk Manager (2–3 slides) Which metric on the dashboard would draw the risk manager’s attention the most? What does this dashboard metric mean and why is it important? What role does the risk manager play in improving this metric? Senior Leader (1 slide) What is the role of senior leadership (for example, CEO, COO, president, senior VP) in driving safety and quality improvement initiatives? What next steps might senior leadership take given the dashboard findings and the quality director’s three improvement recommendations? Conclusion (2–3 slides) Which regulatory agency(ies) may be concerned about the findings in this dashboard? Why would regulators be concerned about these findings? Why are safety and quality dashboards important for monitoring key metrics in health care organizations? Your slides need to be concise and offer main ideas in bulleted format. Use the speaker notes to expand upon your findings as if they were the transcript of your presentation for the leadership team. In the health care environment, it is unlikely for a presentation and speaker notes to be in APA style. Do make sure they are concise, organized, clear, and free of errors in grammar, punctuation, and spelling. Do make sure they address all the required headings and all of the questions under each heading. Your senior leaders will want to know the sources of your information. Be sure to cite your sources in APA style in your speaker notes. Additional Requirements Presentation length: Your presentation should be a maximum of 20 slides, including title and reference slides. Format your title and reference slides according to APA format. Speaker notes: Be sure to include these with your slides. They provide an opportunity for you to expand on the information you are highlighting in your slides. Number of references: Cite a minimum of two references. Scoring Guide: Please read the scoring guide for this assessment so you understand how your faculty member is going to evaluate your work.

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2025 Write a Letter for Graduation to yourself if you were graduating from nursing school

Letter to your future self- LETTER FORMAT! and AN INSPIRATION PAGE 2025

Write a Letter for Graduation to yourself if you were graduating from nursing school. a. Your assignment is to write a letter to yourself on your graduation day. b. Consider the following questions as you compose your letter. i. How do you hope you have changed in terms of knowledge and skills, and personally? ii. What would you like to remind yourself about your inspiration for choosing this career? iii. You will be preparing to take the NCLEX exam and to start your first job as a baccalaureate-prepared nurse. Are there any words of encouragement that you would like to tell your future self? iv. Are there any words of caution you want to tell yourself—pitfalls to avoid? v. What kind of nurse do you hope you have become? What further growth and change do you envision for yourself? ALSO, Include an inspiration page. One page that you create that represents your inspiration for becoming a nurse. It may be a picture, a collage, a series of quotes, and so forth. Choose words and images that are meaningful to you. This should be a picture that you can post somewhere, perhaps where you study, in order to motivate yourself as you move forward on your journey to become a nurse.

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2025 Sample Selection and Application You will enter Sentinel City via the link to begin your virtual experience by

Sample Selection and Application 2025

Sample Selection and Application You will enter Sentinel City® via the link to begin your virtual experience by taking a bus tour of Sentinel City®. Sentinel City® is a city just like your neighborhood. People live there from culturally diverse backgrounds. They vary in age, gender, and income level. Nurse researchers are unable to study the entire world so they choose “groups” or populations to study that actually mirror the population of interest. Your role is to experience the city and identify the “neighborhood” or sample that would provide the best place to study: Geriatrics South East Asians Poverty Pediatrics Once you have identified the neighborhoods, complete an analysis of any evidence-based practice intervention that applies to one population of your choice and describe how you would implement this in the Sentinel City® neighborhood. Remember, use resources that are interprofessional, evidence-based and focus on improving health outcomes. Helpful tips: Don’t forget to view the Sentinel City navigation tips. After choosing an avatar you may be able to teleport to the various areas by utilizing the interactive map. How do I find out about the people who live in each neighborhood? How do I find out who lives here? How do I find the city population? As you ride through the city you will be able to access the population statistics for each neighborhood. It will open on the left. You may pause the bus to view. You may also teleport to an area and choose the information icon. Where can I find information on seniors? You may pause the bus and select the rotating icon for specifics about seniors in the city What information is available about healthcare use in Sentinel City®? The Sentinel City® Healthcare System data is accessible by selecting the rotating icon. This selection will take you to a menu that has information on dentistry, vision, emergency, ambulatory care, integrated services, inpatient, pharmacy, and elderly. How do I know whom to sample for a research study? The researcher will often choose a population that contains the most number of subjects who have the study topic. For instance, to study children choose the area with the most children Where does a nurse find evidence-based practice recommendations? Visit the American Nurses Association Question: What type of health promoting activity is interprofessional? Think broadly consider nutrition (diet), Activity (exercise), Dental health, etc. Review these core competencies: Evidence-Based Practice – Core Competencies: Demonstrate an understanding of the basic elements of the research process and models for applying evidence to clinical practice. Sample Selection: Participate in the process of retrieval, appraisal, and synthesis of evidence in collaboration with other members of the healthcare team to improve patient outcomes. Interprofessional EBP Guidelines: Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of care. Interprofessional EBP Guidelines: Collaborate in the collection, documentation, and dissemination of evidence. Explore Research Literature for EBP Guidelines: Acquire an understanding of the process for how nursing and related healthcare quality and safety measures are developed, validated, and endorsed. Application of the PICO Model to Nursing Care: Describe mechanisms to resolve identified practice discrepancies between identified standards and practice that may adversely impact patient outcomes. Suggested Reading Read: Houser, J. (2018). Nursing research: Readings, using & creating evidence (4th ed.). Burlington, MA: Jones & Bartlett Learning. Chapter 7, p. 157-185 Chapter 8, p. 189-226 Chapter 9, 229-252 Valerio, M. A., Rodriguez, N., Winkler, P., Lopez, J., Dennison, M., & Yuanyuan Liangrbara, J. T. (2016). Comparing two sampling methods to engage hard-to-reach communities in research priority setting. BMC Medical Research Methodology, 16 doi: http://dx.doi.org.americansentinel.idm.oclc.org/10.1186/s12874-016-0242-z Additional Instructions: All submissions should have a title page and reference page. Utilize a minimum of two scholarly resources. Adhere to grammar, spelling and punctuation criteria. Adhere to APA compliance guidelines. Adhere to the chosen Submission Option for Delivery of Activity guidelines. Submission Options: Choose One: Instructions: Paper 4 to 6-page paper. Include title and reference pages.

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2025 Quick Links QUESTION 1 1 A 67 year old Caucasian woman was brought to the clinic by

Kc 2025

Quick Links QUESTION 1 1. A 67-year-old Caucasian woman was brought to the clinic by her son who stated that his mother had become slightly confused over the past several days. She had been stumbling at home and had fallen once but was able to ambulate with some difficulty. She had no other obvious problems and had been eating and drinking. The son became concerned when she forgot her son’s name, so he thought he better bring her to the clinic. PMH-Type II diabetes mellitus (DM) with peripheral neuropathy x 20 years. COPD. Depression after death of spouse several months ago Social/family hx – non contributary except for 30 pack/year history tobacco use. Meds: Metformin 500 mg po BID, ASA 81 mg po qam, escitalopram (Lexapro) 5 mg po q am started 2 months ago Labs-CBC WNL; Chem 7- Glucose-92 mg/dl, BUN 18 mg/dl, Creatinine 1.1 mg/dl, Na+120 mmol/L, K+4.2 mmol/L, CO237 m mol/L, Cl-97 mmol/L. The APRN refers the patient to the ED and called endocrinology for a consult for diagnosis and management of syndrome of inappropriate antidiuretic hormone (SIADH). Question: Define SIADH and identify any patient characteristics that may have contributed to the development of SIADH. QUESTION 2 1. A 43-year-old female presents to the clinic with a chief complaint of fever, chills, nausea and vomiting and weakness. She has been unable to keep any food, liquids or medications down. The symptoms began 3 days ago and have not responded to ibuprofen, acetaminophen, or Nyquil when she tried to take them. The temperature has reached as high as 102˚F. Allergies: none known to drugs or food or environmental Medications-20 mg prednisone po qd, omeprazole 10 po qam PMH-significant for 20-year history of steroid dependent rheumatoid arthritis (RA). GERD. No other significant illnesses or surgeries. Social-denies alcohol, illicit drugs, vaping, tobacco use Physical exam Thin, ill appearing woman who is sitting in exam room chair as she said she was too weak to climb on the exam table. VS Temp 101.2˚F, BP 98/64, pulse 110, Resp 16, PaO2 96% on room air. ROS negative other than GI symptoms. Based on the patient’s clinical presentation, the APRN diagnoses the patient as having secondary hypocortisolism due to the lack of prednisone the patient was taking for her RA secondary to vomiting. Question: Explain why the patient exhibited these symptoms? QUESTION 3 1. A 64-year-old Caucasian female presents to the clinic with vague symptoms of non- specific abdominal pain, myalgias, constipation, polyuria, and says she feels “fuzzy headed” much of the time. She had about of kidney stones a few weeks ago and she fortunately was able to pass the small stones without requiring lithotripsy or other interventions. She was told by the urologist to follow up with her primary care provider after the kidney stones has resolved. The APRN examining the patient orders a Chem 7 which revealed a serum Ca++ of 13.1 mg/dl. The APN believes the patient has primary hyperparathyroidism and refers the patient to an endocrinologist who does a complete work up and concurs with the APRN’s diagnosis. Question: What is the role of parathyroid hormone in the development of primary hyperparathyroidism? QUESTION 4 1. A 64-year-old Caucasian female presents to the clinic with vague symptoms of non- specific abdominal pain, myalgias, constipation, polyuria, and says she feels “fuzzy headed” much of the time. She had a fracture of her right metatarsal without trauma and currently is wearing a walking boot. She also had a bout of kidney stones a few weeks ago and she fortunately was able to pass the small stones without requiring lithotripsy or other interventions. She was told by the urologist to follow up with her primary care provider after the kidney stones has resolved. The APRN examining the patient orders a Chem 12 which revealed a serum Ca++ of 13.1 mg/dl. The APRN believes the patient has primary hyperparathyroidism and refers the patient to an endocrinologist who does a complete work up and concurs with the APRN’s diagnosis. Question 1 of 2: Explain the processes involved in the formation of renal stones in patients with hyperparathyroidism. QUESTION 5 1. A 64-year-old Caucasian female presents to the clinic with vague symptoms of non- specific abdominal pain, myalgias, constipation, polyuria, and says she feels “fuzzy headed” much of the time. She had a fracture of her right metatarsal without trauma and currently is wearing a walking boot. She also had a bout of kidney stones a few weeks ago and she fortunately was able to pass the small stones without requiring lithotripsy or other interventions. She was told by the urologist to follow up with her primary care provider after the kidney stones has resolved. The APRN examining the patient orders a Chem 12 which revealed a serum Ca++ of 13.1 mg/dl. The APRN believes the patient has primary hyperparathyroidism and refers the patient to an endocrinologist who does a complete work up and concurs with the APRN’s diagnosis. Question 2 of 2: Explain how a patient with hyperparathyroidism is at risk for bone fractures. QUESTION 6 1. A 64-year-old Caucasian female who is 4 weeks status post total parathyroidectomy with forearm gland insertion presents to the general surgeon for her post-operative checkup. She states that her mouth feels numb and she feels “tingly all over. The surgeon suspects the patient has hypoparathyroidism secondary to the parathyroidectomy with delayed vascularization of the implanted gland. She orders a Chem 20 to determine what electrolyte abnormalities may be present. The labs reveal a serum Ca++ of 7.1 mg/dl (normal 8.5 mg/dl-10.5 mg/dl) and phosphorous level of 5.6 mg/dl (normal 2.4-4.1 mg/dl). Question: What serious consequences of hypoparathyroidism occur and why? QUESTION 7 1. A 17-year-old boy is brought to the pediatrician’s office by his parents who are concerned about their son’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with his school/work activities. He had been seemingly healthy until about 3 months ago when his parents started noticing these symptoms but put these symptoms down to his busy schedule including a part time job. He admits to sleeping more and tires very easily. He denies any other symptoms. PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child Allergies-none know Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends. Labs in office: random glucose 220 mg/dl. Based on his symptoms and the glucose level, the pediatrician makes a tentative diagnosis of Diabetes Mellitus type 1 and refers the boy and his parents to an endocrinologist for further work up and management plan. Question 1 of 6: The patient exhibited classic signs of Type 1 diabetes. Explain the pathophysiology of “polydipsia.” QUESTION 8 1. A 17-year-old boy is brought to the pediatrician’s office by his parents who are concerned about their son’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with his school/work activities. He had been seemingly healthy until about 3 months ago when his parents started noticing these symptoms but put these symptoms down to his busy schedule including a part time job. He admits to sleeping more and tires very easily. He denies any other symptoms. PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child Allergies-none know Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends. Labs in office: random glucose 220 mg/dl. Based on his symptoms and the glucose level, the pediatrician makes a tentative diagnosis of Diabetes Mellitus type 1 and refers the boy and his parents to an endocrinologist for further work up and management plan. Question 2 of 6: The patient exhibited classic signs of Type 1 diabetes. Explain the pathophysiology of “polyuria.” QUESTION 9 1. A 17-year-old boy is brought to the pediatrician’s office by his parents who are concerned about their son’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with his school/work activities. He had been seemingly healthy until about 3 months ago when his parents started noticing these symptoms but put these symptoms down to his busy schedule including a part time job. He admits to sleeping more and tires very easily. He denies any other symptoms. PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child Allergies-none know Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends. Labs in office: random glucose 220 mg/dl. Based on his symptoms and the glucose level, the pediatrician makes a tentative diagnosis of Diabetes Mellitus type 1 and refers the boy and his parents to an endocrinologist for further work up and management plan. Question 3 of 6: The patient exhibited classic signs of Type 1 diabetes. Explain the pathophysiology of “polyphagia.” QUESTION 10 1. A 17-year-old boy is brought to the pediatrician’s office by his parents who are concerned about their son’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with his school/work activities. He had been seemingly healthy until about 3 months ago when his parents started noticing these symptoms but put these symptoms down to his busy schedule including a part time job. He admits to sleeping more and tires very easily. He denies any other symptoms. PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child Allergies-none know Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends. Labs in office: random glucose 220 mg/dl. Based on his symptoms and the glucose level, the pediatrician makes a tentative diagnosis of Diabetes Mellitus type 1 and refers the boy and his parents to an endocrinologist for further work up and management plan. Question 4 of 6: The patient exhibited classic signs of Type 1 diabetes. Explain the pathophysiology of “weight loss.” 0.5 points QUESTION 11 1. A 17-year-old boy is brought to the pediatrician’s office by his parents who are concerned about their son’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with his school/work activities. He had been seemingly healthy until about 3 months ago when his parents started noticing these symptoms but put these symptoms down to his busy schedule including a part time job. He admits to sleeping more and tires very easily. He denies any other symptoms. PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child Allergies-none know Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends. Labs in office: random glucose 220 mg/dl. Based on his symptoms and the glucose level, the pediatrician makes a tentative diagnosis of Diabetes Mellitus type 1 and refers the boy and his parents to an endocrinologist for further work up and management plan. Question 5 of 6: The patient exhibited classic signs of Type 1 diabetes. Explain the pathophysiology of “fatigue.” QUESTION 12 1. A 17-year-old boy is brought to the pediatrician’s office by his parents who are concerned about their son’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with his school/work activities. He had been seemingly healthy until about 3 months ago when his parents started noticing these symptoms but put these symptoms down to his busy schedule including a part time job. He admits to sleeping more and tires very easily. He denies any other symptoms. PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child Allergies-none know Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends. Labs in office: random glucose 220 mg/dl. Based on his symptoms and the glucose level, the pediatrician makes a tentative diagnosis of Diabetes Mellitus type 1 and refers the boy and his parents to an endocrinologist for further work up and management plan. Question 6 of 6: How do genetics and environmental factors contribute to the development of Type 1 diabetes? 1 points QUESTION 13 1. A 17-year-old boy recently diagnosed with Type I diabetes is brought to the pediatrician’s office by his parents with a chief complaint of “having the flu”. His symptoms began 2 days ago, and he has vomited several times and has not eaten very much. He can’t remember if he took his prescribed insulin for several days because he felt so sick. Random glucose in the office reveals glucose 560 mg/dl and the pediatrician made arrangements for the patient to be admitted to the hospitalist service with an endocrinology consult. BP 124/80mmHg; HR 122bpm; Respirations 32 breaths/min; Temp 97.2˚F; PaO297% on RA Admission labs: Hgb 14.6 g/dl; Hct 58% CMP- Na+ 122mmol/L; K+ 5.3mmol/L; Glucose 560mg/dl; BUN 52mg/dl; Creatinine 4.9mg/dl; Cl- 95mmol/L; Ca++ 8.8mmol/L; AST (SGOT) 248U/L; ALT 198U/L; CK 34/35 IU/L; Cholesterol 198mg/dl; Phosphorus 6.8mg/dl; Acetone Moderate; LDH38U/L; Alkaline Phosphatase 132U/L. Arterial blood gas values were as follows: pH 7.09; Paco220mm Hg; Po2100mm Hg; Sao2 98% (room air) HCO3-7.5mmol/L; anion gap 19.4 A diagnosis of diabetic ketoacidosis was made, and the patient was transferred to the Intensive Care Unit (ICU) for close monitoring. Question: The hormones involved in intermediary metabolism, exclusive of insulin, that can participate in the development of diabetic ketoacidosis (DKA) are epinephrine, glucagon, cortisol, growth hormone. Describe how they participate in the development of DKA. QUESTION 14 1. A 67-year-old African American male presents to the clinic with a chief complaint that he has to “go to the bathroom all the time and I feel really weak.” He states that this has been going on for about 3 days but couldn’t come to the clinic sooner as he went to the Wound Care clinic for a dressing change to his right great toe that has been chronically infected, and he now has osteomyelitis. Patient with known Type II diabetes with poor control. His last HgA1C was 10.2 %. He says he can’t afford the insulin he was prescribed and only takes half of the oral agent he was prescribed. Random glucose in the office revealed glucose of 890 mg/dl. He was immediately referred to the ED by the APRN for evaluation of suspected hyperosmolar hyperglycemic non ketotic syndrome (HHNKS). Also called hyperglycemic hyperosmolar state (HHS). Question: Explain the underlying processes that lead to HHNKS or HHS. QUESTION 15 1. A 32-year-old woman presented to the clinic complaining of weight gain, swelling in her legs and ankles and a puffy face. She also recently developed hypertension and diabetes type 2. She noted poor short-term memory, irritability, excess hair growth (women), red-ruddy face, extra fat around her neck, fatigue, poor concentration, and menstrual irregularity in addition to muscle weakness. Given her physical appearance and history, a tentative diagnosis of hypercortical function was made. Diagnostics included serum and urinary cortisol and serum adrenocorticotropic hormone (ACTH). MRI revealed a pituitary adenoma. Question: How would you differentiate Cushing’s disease from Cushing’s syndrome? QUESTION 16 1. A 47-year-old female is referred to the endocrinologist for evaluation of her chronically elevated blood pressure, hypokalemia, and hypervolemia. The patient’s hypertension has been refractory to the usual medications such as beta blockers, diuretics, and angiotensin-converting enzyme (ACE) inhibitors. After a full work up including serum and urinary electrolyte levels, aldosterone suppression test, plasma aldosterone to renin ratio, and MRI which revealed an autonomous adenoma, the endocrinologist diagnoses the patient with primary hyper-aldosteronism. Question: What is the pathogenesis of primary hyper-aldosteronism? QUESTION 17 1. A 47-year-old African American male presents to the clinic with chief complaints of polyuria, polydipsia, polyphagia, and weight loss. He also said that his vison occasionally blurs and that his feet sometimes feel numb. He has increased hunger despite weight loss and admits to feeling unusually tired. He also complains of “swelling” and enlargement of his abdomen. Past Medical History (PMH) significant for HTN fairly well controlled with and ACE inhibitor; central obesity, and dyslipidemia treated with a statin, Review of systems negative except for chief complaint. Physical exam unremarkable except for decreased filament test both feet. Random glucose in office 290 mg/dl. The APRN diagnoses the patient with type II DM and prescribes oral medication to control the glucose level and also referred the patient to a dietician for dietary teaching. Question: What is the basic underlying pathophysiology of Type II DM? QUESTION 18 1. A 21-year-old male was involved in a motorcycle accident and sustained a closed head injury. He is waking up and interacting with his family and medical team. He complained of thirst that doesn’t seem to go away no matter how much water he drinks. The nurses note that he has had 3500 cc of pale-yellow urine in the last 24 hours. Urine was sent for osmolality which was reported as 122 mOsm/L. A diagnosis of probable neurogenic diabetes insipidus was made. Question: What causes diabetes insipidus (DI)? QUESTION 19 1. A 43-year-old female patient presents to the clinic with complaints of nervousness, racing heartbeat, anxiety, increased perspiration, heat intolerance, hyperactivity and palpitations. She states she had had the symptoms for several months but attributed the symptoms to beginning to care for her elderly mother who has Alzheimer’s Disease. She has lost 15 pounds in the last 3 months without dieting. Her past medical history is significant for rheumatoid arthritis that she has had for the last 10 years well controlled with methotrexate and prednisone. Physical exam is remarkable for periorbital edema, warm silky feeling skin, and palpable thyroid nodules in both lobes of the thyroid. Pending laboratory diagnostics, the APRN diagnoses the patient as having hyperthyroidism, also called Graves’ Disease. Question: Explain how the negative feedback loop controls thyroid levels. QUESTION 20 1. A 43-year-old female patient with known Graves’ Disease presents to the clinic with complaints of nervousness, racing heartbeat, anxiety, increased perspiration, heat intolerance, hyperactivity and severe palpitations. She states she had been given a prescription for propylthiouracil, an antithyroid medication but she did not fill the prescription as she claims she lost it. She had been given the option of thyroidectomy which she declined. She also notes that she is having trouble with her vision and often has blurry eyes. She states that her eyes seem “to bug out of her face”. She has had recurrent outs of nausea and vomiting. She was recently hospitalized for pneumonia. Physical exam is significant for obvious exophthalmos and pretibial myxedema. Vital signs are temp 101.2˚F, HR 138 and irregular, BP 160/60 mmHg. Respirations 24. Electrocardiogram revealed atrial fibrillation with rapid ventricular response. The APRN recognizes the patient is experiencing symptoms of thyrotoxic crisis, also called thyroid storm. The patient was immediately transported to a hospital for critical care management. Question: How did the patient develop thyroid storm? What were the patient factors that lead to the development of thyroid storm? QUESTION 21 1. A 44-year-old woman presents to the clinic with complaints of extreme fatigue, weight gain, decreased appetite, cold intolerance, dry skin, hair loss, and sleepiness. She also admits that she often bursts into tears without any reason and has been exceptionally forgetful. Her vision is occasionally blurry, and she admits to being depressed without any social or occupational triggers. Past medical history noncontributory. Physicalexam Temp 96.2˚F, pulse 62 and regular, BP 108/90, respirations. Dull facial expression with coarse facial features. Periorbital puffiness noted. Based on the clinical history and physical exam, and pending laboratory data, the ARNP diagnoses the patient with hypothyroidism. Question: What causes hypothyroidism? 0.5 points QUESTION 22 1. A 44-year-old woman is brought to the clinic by her husband who says his wife has had some mental status changes over the past few days. The patient had been previously diagnosed with hypothyroidism and had been placed on thyroid replacement therapy but had been lost to follow-up due to moving to another city for the husband’s work approximately 4 months ago. The patient states she lost the prescription bottle during the move and didn’t bother to have the prescription filled since she was feeling better. Physical exam revealed non-pitting, boggy edema around her eyes, hands and feet as well as the supraclavicular area. The APRN recognizes this patient had severe myxedema and referred the patient to the hospital for medical management. Question: What causes myxedema coma? QUESTION 23 1. A 53-year-old woman presents to the primary care clinic with complaints of severe headaches, palpitations, highblood pressure and diaphoresis. She relates that these symptoms come in clusters and when she has these “spells”, she also experiences, tremor, nausea, weakness, anxiety, and a sense of doom and dread, epigastric pain, and flank pain. She had one of these spells when she was at the pharmacy and the pharmacist took her blood pressure which was recorded as 200/118. The pharmacist recommended that she immediately be evaluated for these symptoms. Past medical history significant for a family history of neurofibromatosis type 1 (NF1). Based on the presenting symptoms and family history of NF1, the APRN suspects the patient has a pheochromocytoma. Laboratory data and computerized tomography of the abdomen confirms the diagnosis. Question 1 of 2: What is a pheochromocytoma and how does it cause the classic symptoms? QUESTION 24 1. A 53-year-old woman presents to the primary care clinic with complaints of severe headaches, palpitations, highblood pressure and diaphoresis. She relates that these symptoms come in clusters and when she has these “spells”, she also experiences, tremor, nausea, weakness, anxiety, and a sense of doom and dread, epigastric pain, and flank pain. She had one of these spells when she was at the pharmacy and the pharmacist took her blood pressure which was recorded as 200/118. The pharmacist recommended that she immediately be evaluated for these symptoms. Past medical history significant for a family history of neurofibromatosis type 1 (NF1). Based on the presenting symptoms and family history of NF1, the APRN suspects the patient has a pheochromocytoma. Laboratory data and computerized tomography of the abdomen confirms the diagnosis. Question 2 of 2: What are the treatment goals for managing pheochromocytoma?

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2025 Search and Evaluate This week you will find three scholarly peer reviewed research articles on your topic Remember that next

Week 4 Assignment: Searching and Evaluating Cultural and/or Ethical Resources (Weekly Written Assignment) 2025

Search and Evaluate This week, you will find three scholarly, peer-reviewed research articles on your topic. Remember that next week you will submit a paper on Cultural and/or Ethical perspectives of inquiry, so use this week’s assignment to prepare materials and collect information for that purpose. Use articles that will help you explain and describe cultural and/or ethical, legal or regulatory issues related to your topic. You will analyze and evaluate these articles in your submission, which should include: A brief introductory paragraph Three separate paragraphs, one for each of the three articles, each presenting: A brief 3–4 sentence summary of the article (use in-text citations) An explanation as to what makes this source credible (in the WCU Library go to Research Guides > Research Basics > Evaluating Resources) An explanation of why the article will be useful in addressing your problem or issue A brief conclusion paragraph An APA Style reference list on a separate page Your paper should be 1–3 pages in length (including the References page). Adhere to APA Style throughout.

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2025 Review your problem or issue and the cultural assessment Consider how the findings connect

Benchmark – Capstone Change Project Objectives 2025

Review your problem or issue and the cultural assessment. Consider how the findings connect to your topic and intervention for your capstone change project. Write a list of three to five objectives for your proposed intervention. Below each objective, provide a one or two sentence rationale. After writing your objectives, provide a rationale for how your proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations. 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 not required to submit this assignment to LopesWrite. Benchmark Information This benchmark assignment assesses the following programmatic competencies: RN to BSN 1.5 : Advocate for autonomy and social justice for individuals and diverse populations .

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2025 The Assignment Assign DSM 5 and ICD 10 codes to services based upon the patient case scenario Then

Evaluation and Management (E/M) 2025

The Assignment Assign DSM-5 and ICD-10 codes to services based upon the patient case scenario. Then, in 1–2 pages address the following. You may add your narrative answers to these questions to the bottom of the case scenario document and submit altogether as one document. Explain what pertinent information, generally, is required in documentation to support DSM-5 and ICD-10 coding. Explain what pertinent documentation is missing from the case scenario, and what other information would be helpful to narrow your coding and billing options. Finally, explain how to improve documentation to support coding and billing for maximum reimbursement. Instructions Use the following case template to complete Week 2  Assignment 1. On page 5, assign DSM-5 and ICD-10 codes to  the services documented. You will add your narrative answers to the  assignment questions to the bottom of this template and submit altogether as  one document. Identifying Information Identification was verified by stating of their name and  date of birth. Time spent for evaluation: 0900am-0957am Chief Complaint “My other provider retired. I don’t think I’m doing so  well.” HPI 25 yo Russian female evaluated for psychiatric  evaluation referred from her retiring practitioner for PTSD, ADHD,  Stimulant Use Disorder, in remission. She is currently prescribed  fluoxetine 20mg po daily for PTSD, atomoxetine 80mg po daily for ADHD. Today, client denied symptoms of depression, denied anergia, anhedonia,  amotivation, no anxiety, denied frequent worry, reports feeling  restlessness, no reported panic symptoms, no reported obsessive/compulsive  behaviors. Client denies active SI/HI ideations, plans or intent. There is  no evidence of psychosis or delusional thinking. Client denied past episodes of hypomania,  hyperactivity, erratic/excessive spending, involvement in dangerous  activities, self-inflated ego, grandiosity, or promiscuity. Client reports  increased irritability and easily frustrated, loses things easily, makes  mistakes, hard time focusing and concentrating, affecting her job. Has low  frustration tolerance, sleeping 5–6 hrs/24hrs reports nightmares of  previous rape, isolates, fearful to go outside, has missed several days of  work, appetite decreased. She has somatic concerns with GI upset and  headaches. Client denied any current  binging/purging behaviors, denied withholding food from self or engaging in  anorexic behaviors. No self-mutilation behaviors. Diagnostic Screening Results Screen of symptoms in the past 2 weeks: PHQ 9 = 0 with symptoms rated as no difficulty in functioning Interpretation of Total Score Total Score Depression Severity 1-4 Minimal depression 5-9 Mild depression  10-14 Moderate depression 15-19 Moderately severe depression 20-27 Severe  depression GAD 7 = 2 with symptoms rated as no difficulty in functioning Interpreting the Total Score: Total Score Interpretation ≥10 Possible diagnosis of GAD; confirm by  further evaluation 5 Mild Anxiety 10 Moderate anxiety 15 Severe  anxiety MDQ screen negative PCL-5 Screen 32 Past Psychiatric and Substance Use Treatment · Entered mental health system when she was  age 19 after raped by a stranger during a house burglary. · Previous Psychiatric  Hospitalizations: denied · Previous Detox/Residential treatments: one  for abuse of stimulants and cocaine in 2015 · Previous psychotropic medication trials:  sertraline (became suicidal), trazodone (worsened nightmares), bupropion  (became suicidal), Adderall (began abusing) · Previous mental health diagnosis per  client/medical record: GAD, Unspecified Trauma, PTSD, Stimulant use  disorder, ADHD confirmed by school records Substance Use History Have you used/abused any of the  following (include frequency/amt/last use): Substance Y/N Frequency/Last Use Tobacco products Y ½ ETOH Y last drink 2 weeks ago, reports drinks 1-2 times  monthly one drink socially Cannabis N Cocaine Y last use 2015 Prescription stimulants Y last use 2015 Methamphetamine N Inhalants N Sedative/sleeping pills N Hallucinogens N Street Opioids N Prescription opioids N Other: specify (spice, K2, bath salts, etc.) Y reports one-time ecstasy use in 2015 Any history of substance  related: · Blackouts: + · Tremors:  – · DUI: – · D/T’s: – · Seizures: – Longest sobriety reported  since 2015—stayed sober maintaining sponsor, sober friends, and meetings Psychosocial History Client was raised  by adoptive parents since age 6; from Russian orphanage. She has unknown  siblings. She is single; has no children. Employed at local  tanning bed salon Education: High  School Diploma Denied current  legal issues. Suicide / HOmicide Risk Assessment RISK FACTORS  FOR SUICIDE: · Suicidal Ideas or plans – no · Suicide gestures in past – no · Psychiatric diagnosis – yes · Physical Illness (chronic, medical) – no · Childhood trauma – yes · Cognition not intact – no · Support system – yes · Unemployment – no · Stressful life events – yes · Physical abuse – yes · Sexual abuse – yes · Family history of suicide – unknown · Family history of mental illness – unknown · Hopelessness – no · Gender – female · Marital status – single · White race · Access to means · Substance abuse – in remission PROTECTIVE  FACTORS FOR SUICIDE: · Absence of psychosis – yes · Access to adequate health care – yes · Advice & help seeking – yes · Resourcefulness/Survival skills – yes · Children – no · Sense of responsibility – yes · Pregnancy – no; last menses one week ago,  has Norplant · Spirituality – yes · Life satisfaction – “fair amount” · Positive coping skills – yes · Positive social support – yes · Positive therapeutic relationship – yes · Future oriented – yes Suicide Inquiry:  Denies active suicidal ideations, intentions, or plans. Denies recent  self-harm behavior. Talks futuristically. Denied history of  suicidal/homicidal ideation/gestures; denied history of self-mutilation  behaviors Global Suicide  Risk Assessment: The client is found to be at low risk of suicide or  violence, however, risk of lethality increased under context of  drugs/alcohol. No required  SAFETY PLAN related to low risk Mental Status Examination She is a 25 yo  Russian female who looks her stated age. She is cooperative with examiner.  She is neatly groomed and clean, dressed appropriately. There is mild  psychomotor restlessness. Her speech is clear, coherent, normal in volume  and tone, has strong cultural accent. Her thought process is ruminative.  There is no evidence of looseness of association or flight of ideas. Her  mood is anxious, mildly irritable, and her affect appropriate to her mood.  She was smiling at times in an appropriate manner. She denies any auditory  or visual hallucinations. There is no evidence of any delusional thinking.  She denies any current suicidal or homicidal ideation. Cognitively, She is  alert and oriented to all spheres. Her recent and remote memory is intact.  Her concentration is fair. Her insight is good. Clinical Impression Client is a 25 yo Russian female who presents with  history of treatment for PTSD, ADHD, Stimulant use Disorder, in remission. Moods are anxious and irritable. She has ongoing  reported symptoms of re-experiencing, avoidance, and hyperarousal of her  past trauma experiences; ongoing subsyndromal symptoms related to her past  ADHD diagnosis and exacerbated by her PTSD diagnosis. She denied vegetative  symptoms of depression, no evident mania/hypomania, no psychosis, denied  anxiety symptoms. Denied current cravings for drugs/alcohol, exhibits no  withdrawal symptoms, has somatic concerns of GI upset and headaches. At the time of  disposition, the client adamantly denies SI/HI ideations, plans or intent and  has the ability to determine right from wrong, and can anticipate the  potential consequences of behaviors and actions. She is a low risk for  self-harm based on her current clinical presentation and her risk and  protective factors. Diagnostic Impression [Student to provide DSM-5 and ICD-10 coding] Double click inside this text box to add/edit text.  Delete placeholder text when you add your answers. Treatment Plan 1) Medication: · Increase fluoxetine 40mg po daily for PTSD  #30 1 RF · Continue with atomoxetine 80mg po daily for  ADHD. #30 1 RF Instructed to call and report any adverse reactions. Future Plan: monitor for decrease re-experiencing, hyperarousal, and  avoidance symptoms; monitor for improved concentration, less mistakes, less  forgetful 2) Education: Risks and benefits of  medications are discussed including non-treatment. Potential side effects  of medications discussed. Verbal informed consent obtained. Not to drive or operate dangerous machinery if feeling sedated. Not to stop medication abruptly without discussing with providers. Discussed risks of mixing medications with OTC drugs, herbal, alcohol/illegal drugs.  Instructed to avoid this practice. Praised and Encouraged ongoing  abstinence. Maintain support system, sponsors, and meetings. Discussed how drugs/ETOH affects mental health, physical health, sleep  architecture. 3) Patient was educated about therapy and  services of the MHC including emergent care. Referral was sent via email to  therapy team for PET treatment. 4) Patient has emergency numbers: Emergency  Services 911, the national Crisis Line 800-273-TALK, the MHC Crisis Clinic.  Patient was instructed to go to nearest ER or call 911 if they become  actively suicidal and/or homicidal. 5) Time allowed for questions and answers provided.  Provided supportive listening. Patient appeared to understand discussion  and appears to have capacity for decision making via verbal conversation. 6) RTC in 30 days 7) Follow up with PCP for GI upset and  headaches, reviewed PCP history and physical dated one week ago and include  lab results Patient  is amenable with this plan and agrees to follow treatment regimen as  discussed. Narrative Answers [In 1-2 pages, address the following: · Explain  what pertinent information, generally, is required in documentation to  support DSM-5 and ICD-10 coding. · Explain  what pertinent documentation is missing from the case scenario, and what  other information would be helpful to narrow your coding and billing options. · Finally,  explain how to improve documentation to support coding and billing for  maximum reimbursement.] Add your answers here. Delete instructions and placeholder  text when you add your answers.

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