Critical Thinking Incident 2025

Critical Thinking Incident Think about and analyze a specific situation that has occurred in your work setting and the impact critical thinking had on that specific situation. Think back to a critical incident in your workplace that affected patient safety, had an unintended outcome, or did not contribute to the well-being of the patient. Reflect on the incident to identify why the breakdowns in quality and safety occurred. Refer to Box 5-4, Guidelines for Analyzing CT (Rubenfeld & Scheffer, 2015) to examine an event/incidence, to synthesize what happened, and how to prevent it in the future. In the format you have chosen to show mastery: A description of a critical incident that occurred in your workplace that had an unintended outcome or did not contribute to the well-being of the patient. An analysis of the event using the questions from box 5-4. Use these questions to analyze the event- it is not necessary to use all of them, but the ones that pertain to your event. You can then use the information from your answers to identify and talk about the incident, what worked well and what did not. Your reflection of the incident, what the breakdowns were and why they occurred. What steps a leader/manager can take to prevent future incidents or describe how you would create an environment where these incidences are less likely to happen; for example, what would you do differently? Reading and Resources Read Chapter 7 In Rubenfeld, M. G., & Scheffer, B.K. (2015). Critical thinking TACTICS for nurses: Achieving the IOM competencies (3rd ed.). Sudbury, MA: Jones and Bartlett. 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. Think about and analyze a specific situation that has occurred in your work setting and the impact critical thinking had on that specific situation. Think back to a critical incident in your workplace that affected patient safety, had an unintended outcome, or did not contribute to the well-being of the patient. Reflect on the incident to identify why the breakdowns in quality and safety occurred. Refer to Box 5-4, Guidelines for Analyzing CT (Rubenfeld & Scheffer, 2015) to examine an event/incidence, to synthesize what happened, and how to prevent it in the future. In the format you have chosen to show mastery: A description of a critical incident that occurred in your workplace that had an unintended outcome or did not contribute to the well-being of the patient. An analysis of the event using the questions from box 5-4. Use these questions to analyze the event- it is not necessary to use all of them, but the ones that pertain to your event. You can then use the information from your answers to identify and talk about the incident, what worked well and what did not. Your reflection of the incident, what the breakdowns were and why they occurred. What steps a leader/manager can take to prevent future incidents or describe how you would create an environment where these incidences are less likely to happen; for example, what would you do differently? Reading and Resources Read Chapter 7 In Rubenfeld, M. G., & Scheffer, B.K. (2015). Critical thinking TACTICS for nurses: Achieving the IOM competencies (3rd ed.). Sudbury, MA: Jones and Bartlett. 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 3 to 4-page paper. Include title and reference pages.

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WK10 NURS 6512 ASSIGN 2025

Assignment: Lab Assignment: Assessing the Genitalia and Rectum Photo Credit: Getty Images Patients are frequently uncomfortable discussing with healthcare professional’s issues that involve the genitalia and rectum; however, gathering an adequate history and properly conducting a physical exam are vital. Examining case studies of genital and rectal abnormalities can help prepare advanced practice nurses to accurately assess patients with problems in these areas. In this Lab Assignment, you will analyze an Episodic note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions. To Prepare Review the Episodic note case study your instructor provides you for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your Episodic note case study. Based on the Episodic note case study: Review this week’s Learning Resources, and consider the insights they provide about the case study. Refer to Chapter 3 of the Sullivan resource to guide you as you complete your Lab Assignment. Search the Walden library or the Internet for evidence-based resources to support your answers to the questions provided. Consider what history would be necessary to collect from the patient in the case study. 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 Lab Assignment Using evidence-based resources from your search, answer the following questions and support your answers using current evidence from the literature. Analyze the subjective portion of the note. List additional information that should be included in the documentation. Analyze the objective portion of the note. List additional information that should be included in the documentation. Is the assessment supported by the subjective and objective information? Why or why not? Would diagnostics be appropriate for this case, and how would the results be used to make a diagnosis? Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature. In this Lab Assignment, you will analyze an Episodic note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions. 1- Review this week’s Learning Resources, and consider the insights they provide about the case study. Refer to Chapter 3 of the Sullivan resource to guide you as you complete your Lab Assignment. 2- Search the Walden library or the Internet for evidence-based resources to support your answers to the questions provided. 3- 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? 4-Identify at least five possible conditions that may be considered in a differential diagnosis for the patient. Using evidence-based resources from your search, answer the following questions and support your answers using current evidence from the literature. Analyze the subjective portion of the note. List additional information that should be included in the documentation. Analyze the objective portion of the note. List additional information that should be included in the documentation. Is the assessment supported by the subjective and objective information? Why or why not? Would diagnostics be appropriate for this case, and how would the results be used to make a diagnosis? Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature. Post the assignment By Day 7 of Week 10. Follow the rubric! We grade by the rubric! GENITALIA ASSESSMENT Subjective: CC: “I have bumps on my bottom that I want to have checked out.” HPI: AB, a 21-year-old WF college student reports to your clinic with external bumps on her genital area. She states the bumps are painless and feel rough. She states she is sexually active and has had more than one partner during the past year. Her initial sexual contact occurred at age 18. She reports no abnormal vaginal discharge. She is unsure how long the bumps have been there but noticed them about a week ago. Her last Pap smear exam was 3 years ago, and no dysplasia was found; the exam results were normal. She reports one sexually transmitted infection (chlamydia) about 2 years ago. She completed the treatment for chlamydia as prescribed. PMH: Asthma Medications: Symbicort 160/4.5mcg Allergies: NKDA FH: No hx of breast or cervical cancer, Father hx HTN, Mother hx HTN, GERD Social: Denies tobacco use; occasional ETOH married, 3 children (1 girl, 2 boys) Objective: VS: Temp 98.6; BP 120/86; RR 16; P 92; HT 5’10”; WT 169lbs Heart: RRR, no murmurs Lungs: CTA, chest wall symmetrical Genital: Normal female hair pattern distribution; no masses or swelling. Urethral meatus intact without erythema or discharge. Perineum intact. Vaginal mucosa pink and moist with rugae present, pos for firm, round, small, painless ulcer noted on external labia. Abd: soft, normoactive bowel sounds, neg rebound, neg murphy’s, neg McBurney Diagnostics: HSV specimen obtained Assessment: Chancre Learning Resources Required Readings (click to expand/reduce) Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. Chapter 17, “Breasts and Axillae” This chapter focuses on examining the breasts and axillae. The authors describe the examination procedures and the anatomy and physiology of breasts. Chapter 19, “Female Genitalia” In this chapter, the authors explain how to conduct an examination of female genitalia. The chapter also describes the form and function of female genitalia. Chapter 20, “Male Genitalia” The authors explain the biology of the penis, testicles, epididymides, scrotum, prostate gland, and seminal vesicles. Additionally, the chapter explains how to perform an exam of these areas. Chapter 21, “Anus, Rectum, and Prostate” This chapter focuses on performing an exam of the anus, rectum, and prostate. The authors also explain the anatomy and physiology of the anus, rectum, and prostate. Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center. Chapter 5, “Amenorrhea” Amenorrhea, or the absence of menstruation, is the focus of this chapter. The authors include key questions to ask patients when taking histories and explain what to look for in the physical exam. Chapter 6, “Breast Lumps and Nipple Discharge” This chapter focuses on the important topic of breast lumps and nipple discharge. Because breast cancer is the most common type of cancer in women, it is important to get an accurate diagnosis. Information in the chapter includes key questions to ask and what to look for in the physical exam. Chapter 7, “Breast Pain” Determining the cause of breast pain can be difficult. This chapter examines how to determine the likely cause of the pain through diagnostic tests, physical examination, and careful analysis of a patient’s health history. Chapter 27, “Penile Discharge” The focus of this chapter is on how to diagnose the causes of penile discharge. The authors include specific questions to ask when gathering a patient’s history to narrow down the likely diagnosis. They also give advice on performing a focused physical exam. Chapter 36, “Vaginal Bleeding” In this chapter, the causes of vaginal bleeding are explored. The authors focus on symptoms outside the regular menstrual cycle. The authors discuss key questions to ask the patient as well as specific physical examination procedures and laboratory studies that may be useful in reaching a diagnosis. Chapter 37, “Vaginal Discharge and Itching” This chapter examines the process of identifying causes of vaginal discharge and itching. The authors include questions on the characteristics of the discharge, the possibility of the issues being the result of a sexually transmitted infection, and how often the discharge occurs. A chart highlights potential diagnoses based on patient history, physical findings, and diagnostic studies. Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis. Chapter 3, “SOAP Notes” (Previously read in Week 8) Cucci, E., Santoro, A., DiGesu, C., DiCerce, R., & Sallustio, G. (2015). Sclerosing adenosis of the breast: Report of two cases and review of the literature. Polish Journal of Radiology, 80 , 122–127. doi:10.12659/PJR.892706. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4356184/ Sabbagh , C., Mauvis, F., Vecten, A., Ainseba, N., Cosse, C., Diouf, M., & Regimbeau, J. M. (2014). What is the best position for analyzing the lower and middle rectum and sphincter function in a digital rectal examination? A randomized, controlled study in men. Digestive and Liver Disease, 46 (12), 1082–1085. doi:10.1016/j.dld.2014.08.045 Westhoff , C. L., Jones, H. E., & Guiahi, M. (2011). Do new guidelines and technology make the routine pelvic examination obsolete? Journal of Women’s Health, 20 (1), 5–10. This article describes the benefits of new technology and guidelines for pelvic exams. The authors also detail which guidelines and technology may become obsolete. Centers for Disease Control and Prevention. (2019). Sexually transmitted diseases (STDs). Retrieved from http://www.cdc.gov/std/# This section of the CDC website provides a range of information on sexually transmitted diseases (STDs). The website includes reports on STDs, related projects and initiatives, treatment information, and program tools. Document: Final Exam Review (Word document) Optional Resource LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical. Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular Systems; The Breasts” (Section 2, “The Breasts,” pp. 434–444) Section 2 of this chapter focuses on the anatomy and physiology of breasts. The section provides descriptions of breast examinations and common breast conditions. Chapter 11, “The Female Genitalia and Reproductive System” (pp. 541–562) In this chapter, the authors provide an overview of the female reproductive system. The authors also describe symptoms of disorders in the reproductive system. Chapter 12, “The Male Genitalia and Reproductive System” (pp. 563–584) The authors of this chapter detail the anatomy of the male reproductive system. Additionally, the authors describe how to conduct an exam of the male reproductive system. Review of Chapter 9, “The Abdomen, Perineum, Anus, and Rectosigmoid” (pp. 445–527) Required Media (click to expand/reduce) Special Examinations – Breast, Genital, Prostate, and Rectal – Week 10 (14m) Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript Online media for Seidel’s Guide to Physical Examination It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination . Focus on the videos and animations in Chapters 16 and 18–20 that relate to special examinations, including breast, genital, prostate, and rectal. Refer to the Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/ Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6512_Week_10_Assignment_Rubric Grid View List View ExcellentGoodFairPoorWith regard to the SOAP note case study provided and using evidence-based resources from your search, answer the following questions and support your answers using current evidence from the literature: · Analyze the subjective portion of the note. List additional information that should be included in the documentation. 10 (10%) – 12 (12%)The response clearly, accurately, and thoroughly analyzes the subjective portion of the SOAP note and lists detailed additional information to be included in the documentation.7 (7%) – 9 (9%)The response accurately analyzes the subjective portion of the SOAP note and lists additional information to be included in the documentation.4 (4%) – 6 (6%)The response vaguely analyzes the subjective portion of the SOAP note and vaguely and/or inaccurately lists additional information to be included in the documentation.0 (0%) – 3 (3%)The response inaccurately analyzes the subjective portion of the SOAP note, with inaccurate and/or missing additional information included in the documentation. · Analyze the objective portion of the note. List additional information that should be included in the documentation. 10 (10%) – 12 (12%)The response clearly, accurately, and thoroughly analyzes the objective portion of the SOAP note and lists detailed additional information to be included in the documentation.7 (7%) – 9 (9%)The response accurately analyzes the objective portion of the SOAP note and lists additional information to be included in the documentation.4 (4%) – 6 (6%)The response vaguely analyzes the objective portion of the SOAP note and vaguely and/or inaccurately lists additional information to be included in the documentation.0 (0%) – 3 (3%)The response inaccurately analyzes the objective portion of the SOAP note, with inaccurate and/or missing additional information included in the documentation. · Is the assessment supported by the subjective and objective information? Why or why not? 14 (14%) – 16 (16%)The response clearly and accurately identifies whether or not the assessment is supported by the subjective and/or objective information, with a thorough and detailed explanation.11 (11%) – 13 (13%)The response accurately identifies whether or not the assessment is supported by the subjective and/or objective information, with a clear explanation.8 (8%) – 10 (10%)The response vaguely identifies whether or not the assessment is supported by the subjective and/or objective information, with a vague explanation.0 (0%) – 7 (7%)The response inaccurately identifies whether or not the assessment is supported by the subjective and/or objective information, with an inaccurate or missing explanation. · What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis? 18 (18%) – 20 (20%)The response thoroughly and accurately describes appropriate diagnostic tests for the case and explains clearly, thoroughly, and accurately how the test results would be used to make a diagnosis.15 (15%) – 17 (17%)The response accurately describes appropriate diagnostic tests for the case and explains how the test results would be used to make a diagnosis.12 (12%) – 14 (14%)The response vaguely and/or with some inaccuracy describes appropriate diagnostic tests for the case and vaguely and/or with some inaccuracy explains how the test results would be used to make a diagnosis.0 (0%) – 11 (11%)The response inaccurately describes appropriate diagnostic tests for the case, with an inaccurate or missing explanation of how the test results would be used to make a diagnosis. · Would you reject or accept the current diagnosis? Why or why not? · Identify three possible conditions that may be considered as a differenial diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature. 23 (23%) – 25 (25%)The response states clearly whether to accept or reject the current diagnosis, with a thorough, accurate, and detailed explanation of sound reasoning. The response clearly, thoroughly, and accurately identifies three conditions as a differential diagnosis, with reasoning that is explained clearly, accurately, and thoroughly using three or more different references from current evidence-based literature.20 (20%) – 22 (22%)The response states whether to accept or reject the current diagnosis, with an accurate explanation of sound reasoning. The response accurately identifies three conditions as a differential diagnosis, with reasoning that is explained using three different references from current evidence-based literature.17 (17%) – 19 (19%)The response states whether to accept or reject the current diagnosis, with a vague explanation of the reasoning. The response identifies two to three conditions as a differential diagnosis, with reasoning that is explained vaguely and/or inaccurately using three or fewer references from current evidence-based literature.0 (0%) – 16 (16%)The response inaccurately states or is missing a statement of whether to accept or reject the current diagnosis, with an explanation that is inaccurate and/or missing. The response identifies three or fewer conditions as a differential diagnosis, with reasoning that is missing or explained inaccurately using two or fewer references from current evidence-based literature. Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. 5 (5%) – 5 (5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.4 (4%) – 4 (4%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.3 (3%) – 3 (3%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.0 (0%) – 2 (2%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. Written Expression and Formatting - English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) - 5 (5%)Uses correct grammar, spelling, and punctuation with no errors.4 (4%) - 4 (4%)Contains a few (1 or 2) grammar, spelling, and punctuation errors.3 (3%) - 3 (3%)Contains several (3 or 4) grammar, spelling, and punctuation errors.0 (0%) - 2 (2%)Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting - The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. 5 (5%) - 5 (5%)Uses correct APA format with no errors.4 (4%) - 4 (4%)Contains a few (1 or 2) APA format errors.3 (3%) - 3 (3%)Contains several (3 or 4) APA format errors.0 (0%) - 2 (2%)Contains many (≥ 5) APA format errors. Total Points: 100 Name: NURS_6512_Week_10_Assignment_Rubric Nursing Assignment Help 2025

RUA: Health History Paper 2025

Everything you are going to need is the attachment and don’t forget to do as it ask. P.S please follow the instructions in the instructions box images. This paper is very important. Use the scholarly articles that are less than 5 years published and one from the book we are using in the class. Don’t forget to go over the rubric while you write the paper. I need 4-5 pages not including title and references page Thank you

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Lifestyle and Health Practices Profile Guidelines 2025

This assignment is to help you gain insight regarding the influence of an individual’s lifestyle and health-related practices, on their opportunities for health promotion. You are to obtain a lifestyle and health practices profile using yourself as the client, and then practice analyzing the data to formulate a health promotion nursing diagnosis

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