Soap Note Assigment – 2025 Soap Nota Assignment Please Follow the Rubrics Family Medicine 16 68 year old male with skin lesion User

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Soap Note Assigment – 2025

Soap Nota Assignment 

Please Follow the Rubrics.

Family Medicine 16: 68-year-old male with skin lesion

User: Beatriz Duque

Email: [email protected] Date: September 14, 2020 3:00AM

Learning Objectives

The student should be able to:

Describe skin lesions with accuracy.

Define terms that describe the morphology, shape, and pattern of skin lesions.

Formulate the treatment principles of topical corticosteroid and local and systemic antifungal agents.

Apply the ABCDE criteria for the evaluation of hyperpigmented lesions as possible melanoma.

Describe common biopsy procedures, including shave biopsy, punch biopsy, and incisional and excisional biopsies.

Discuss the treatment modalities for squamous cell carcinoma.

Describe the importance and methods of prevention of skin cancers.

Develop initial workup and management of benign prostatic hyperplasia.

Knowledge

Primary and Secondary Skin Lesions

Primary skin lesions are uncomplicated lesions that represent initial pathologic change, uninfluenced by secondary alterations such as infection, trauma, or therapy.

Secondary skin lesions are changes that occur as consequences of progression of the disease, scratching, or infection of the primary lesions.

Primary Skin Lesions

Macule: A macule is a change in the color of the skin. It is flat, and if you were to close your eyes and run your fingers over the surface of a purely macular lesion, you could not detect it. It is less than 1 cm in diameter. Some authors use 5 mm for size criterion. Sometimes “macule” is used for flat lesion of any size.

Patch: A patch is a macule greater than 1 cm in diameter.

Papule: A papule is a solid raised lesion that has distinct borders and is less than 1 cm in diameter.

Plaque: A plaque is a solid, raised, flat-topped lesion greater than 1 cm in diameter. It is analogous to the geological formation, the plateau.

Nodule: A nodule is a raised solid lesion and may be in the epidermis, dermis or subcutaneous tissue.

Tumor: A tumor is a solid mass of the skin or subcutaneous tissue; it is larger than a nodule.

Vesicle: A vesicle is a raised lesion less than 1 cm in diameter and is filled with clear fluid.

Bulla: A bulla is a circumscribed fluid filled lesion that is greater than 1 cm in diameter.

Pustule: A pustule is a circumscribed elevated lesion that contains pus.

Wheal: A wheal is an area of elevated edema in the upper epidermis.

Complete list of primary and secondary skin lesions with images.

Skin Cancer Screening Recommendations

The annual skin cancer screening by full body skin examination by health care provider is an I recommendation by USPSTF. I recommendation means that current evidence is insufficient to assess the balance of benefits and harms of a primary care clinician performing a whole body skin examination or a patient doing a skin self-examination for the early detection of skin cancers.

However, the American Cancer Society recommends appropriate cancer screening by a physician, including a skin examination, during a periodic health examination. The American Academy of Dermatology promotes free skin examinations by volunteer dermatologists for the general population through the Academy’s Melanoma/Skin Cancer Screening Program. It also encourages regular self-examinations by individuals.

In the context of apparently conflicting recommendations by different organizations and when there is no sufficient evidence for the benefit or harm of certain recommendations, (like USPSTF I recommendation), the best policy may be to discuss the recommendation with patients and ask their preference. Physicians, however, should be able to discuss the possible outcomes of

the patient’s choice.

Risk For Skin Cancer

Risk factors for nonmelanoma skin cancers include:

1.  Previous skin cancer of any type gives 36% to 52% five-year risk of second skin cancer

2.  80% of lifetime sun exposure is obtained before 18 years of age (single greatest risk factor) 3. Celtic ancestry

4.  Fair complexions

5.  People who burn easily

6.  People who tan poorly and freckle

7.  Red, blonde or light brown hair

8.  Increasing age

9.  Use of coal-tar products

10.  Tobacco use

11.  Psoralen use (PUVA therapy)

12.  Male >>> female

13.  Living near equator (UV exposure)

14.  Outdoor work

15.  Chronic osteomyelitis sinus tracts

16.  Burn scars

17.  Chronic skin ulcers

18.  Xeroderma pigmentosum

19.  Human papillomavirus infection

Risk factors for melanoma skin cancer include:

1.  Previous melanoma

2.  Celtic ancestry

3.  Fair complexions

4.  People who burn easily

5.  People who tan poorly and freckle

6.  Red, blonde or light brown hair

7.  Early adulthood and later in life

8.  “Intense, intermittent exposure and blistering sunburns in childhood and adolescence are associated with increased risk”

9.  Radiation exposure

10.  Melanoma in 1st or 2nd degree relative

11.  Familial atypical mole-melanoma syndrome (FAMMS)

12.  Male > female (slight)

13.  Living near equator (UV exposure)

14.  Indoor work

15.  Higher incidence in those with more education and/or income

16.  Nonfamilial dysplastic nevi

17.  Large number of benign pigmented nevi

18.  Giant pigmented congenital nevi

19.  Nondysplastic nevi (markers for risk, not precursor lesions)

20.  Xeroderma pigmentosum

21.  Immunosuppression

22.  Previous nonmelanoma skin cancer

23.  Other malignancies

While incidence of skin cancer is higher among individuals with fair skin, patients with darker skin are also at risk for developing skin cancer and should also undergo regular screenings; conduct self examinations; and protect themselves from UV radiation.

Consent Form for Procedures

A procedure consent form aims to document adherence to one of the four principles of medical ethics: respect for autonomy. Patients can not be viewed as making their own autonomous decisions if they are not adequately informed as to the true nature of the decision. An autonomous decision to allow providers to perform a procedure requires an understanding of the the reason for the procedure, the nature of the procedure, as well as its risks, benefits, and alternatives.

Thus, a consent form should contain:

the name of the procedure the diagnosis

the risks of the procedure the benefits of the procedure

the alternative to the procedure that was proposed

Patient Education for Protection Against Sun Damage

The key to preventing a skin cancer is to stay out of the sun and not to use a sunlamp. If you are going to be in the sun, you should wear clothes made from tightly woven cloth so the sun’s rays can’t get to your skin. You should also stay in the shade when you can. Wear a wide-brimmed hat to protect your face, neck, and ears.

Remember that clouds and water won’t protect you from the sun’s rays. The sun’s rays can also reflect off water, snow, and white sand.

If you can’t stay out of the sun or wear the right kind of clothing, you should use sunscreen to protect your skin. But don’t think that you are completely safe from the sun just because you are wearing sunscreen.

Use sunscreen with a sun protection factor (SPF) of 15 or more. Put the sunscreen everywhere the sun’s rays might touch you, including your ears, the back of your neck, and bald areas on your scalp. Put more on every two to three hours and after sweating or swimming.

Patient Education on Skin Examination

What’s the best way to do a skin self-examination?

The best way is to use a full-length mirror and a hand-held mirror to check every inch of your skin.

First, you need to learn where your birthmarks, moles and blemishes are and what they usually look like. Check for anything new, such as a change in the size, texture or color of a mole, or a sore that doesn’t heal.

Look at the front and back of your body in the mirror, then raise your arms and look at the left and right sides.

Bend your elbows and look carefully at your palms and forearms, including the undersides, and your upper arms. Check the back and front of your legs.

Look between your buttocks and around your genital area.

Sit and closely examine your feet, including the bottoms of your feet and the spaces between your toes.

Look at your face, neck and scalp. You may want to use a comb or a blow dryer to move hair so that you can see better.

By checking yourself regularly, you’ll get familiar with what’s normal for you. If you find anything unusual, see your doctor. The earlier skin cancer is found, the better.

Prostatitis Syndrome Symptoms

Prostatitis syndromes tend to occur in young and middle-aged males. The symptoms of prostatitis include pain (in the perineum, lower abdomen, testicles and penis, and with ejaculation), bladder irritation, bladder outlet obstruction, and sometimes blood in the semen.

Clinical Skills

Full Skin Exam

When performing a skin exam at annual visits and/or evaluating a patient presenting with a skin lesion — have the patient change into a gown so you can perform a full skin exam.

Skin Examination

Distribution

The distribution of the skin lesions is important in diagnosing skin diseases. Many conditions have typical patterns or affect specific regions of the body. For example, psoriasis commonly affects extensor surfaces of joints, and atopic eczema impacts flexor surface of joints. Involvement of the palms and soles is seen in erythema multiforme, secondary syphilis and eczema.

Shape

Descriptions like oval, round, linear etc. can be used to describe the shape of the lesions. Annular lesions are circular with normal skin in the center. Annular macules are observed in drug eruptions, secondary syphilis and lupus erythematosus. Iris lesions are a special type of annular lesion in which an erythematous annular macule or papule develops a second ring or a purplish papule or vesicle in the center (target or bull’s eye lesion).

Arrangement

A linear arrangement of lesions may indicate a contact reaction to an exogenous substance brushing across the skin. Zosterform refers to lesions arranged along the cutaneous distribution of a spinal nerve.

Size

It is important to measure some lesions, especially nevi and skin malignancies like squamous cell carcinoma. Squamous cell carcinoma of the skin greater than 2 cm in diameter is regarded to be high risk for recurrence and metastasis. Nevi larger than 6 mm in diameter are more likely to be malignant than smaller nevi.

Associated symptoms

Associated symptoms, like itching, pain, or burning sensation are helpful to make a diagnosis of certain skin diseases. Eczema tends to be itchy compared to fungal skin infections. Pain is usually associated with herpes simplex or herpes zoster.

Management

Eczema Treatment

Eczema treatment: Medium-strength corticosteroid cream to decrease inflammatory process. In addition, regular use of emollient to soften the lesion and prevent exacerbations. If the lesion is dry, ointment may be a better vehicle for the corticosteroid.

Topical Corticosteroids

Accurate diagnosis

An accurate diagnosis is essential in selecting a topical corticosteroid. Topical corticosteroids are effective for conditions that are characterized by hyperproliferation, inflammation, and immunologic involvement. They can also provide symptomatic relief for burning and pruritic lesions.

Vehicle

The vehicle, or base, is the substance in which the active ingredient is dispersed. The base determines the rate at which the active ingredient is absorbed through the skin. There are several types of vehicles:

Creams: The cream base is a mixture of several different organic chemicals (oils) and water, and usually contains a preservative. It can be used in nearly any area and therefore most often prescribed. It is cosmetically most acceptable. It has a drying effect with continuous use, therefore best for acute exudative inflammation.

Ointments: The ointment base contains a limited number of organic compounds consisting primarily of grease such as petroleum jelly, with little or no water. Ointment is desirable for drier skin and has a greater penetration of medicine than a cream and therefore has enhanced potency.

Lotions and gels: Lotions contain alcohol, which has drying effect on an oozing lesion. Lotions are most useful in the scalp area because they penetrate easily and leave little residue. Gels have a jelly-like consistency and are beneficial for exudative inflammation, such as poison ivy.

Potency

The anti-inflammatory properties of topical corticosteroids result in part from their ability to induce vasoconstriction to the small blood vessels in the upper dermis. The potency of corticosteroids are tabulated in seven groups, with group I the strongest and group VII the weakest.

Potency

Examples

Use to treat

Group I

Augmented betamethasone dipropionate 0.05%, Halobetasol propionate

0.05%

Psoriasis, lichen planus, severe hand eczema, and alopecia areata.

Group II

Desoximetasone, Fluocinonide 0.05%

Psoriasis, lichen planus, severe hand eczema, and alopecia areata.

Group III

Betamethasone dipropionate 0.05%, Triamcinolone acetonide 0.5% (ointment or cream)

Atopic dermatitis, nummular eczema, stasis dermatitis, and seborrheic dermatitis.

Group IV

Floucinolone acetonide 0.025% (ointment), Triamcinolone acetonide

0.1% (ointment)

Atopic dermatitis, nummular eczema, stasis dermatitis, and seborrheic dermatitis.

Group V

Floucinolone acetonide 0.025% (cream), Triamcinolone acetonide 0.1%

(lotion) or Triamcinolone acetonide 0.025% (ointment)

Atopic dermatitis, nummular eczema, stasis dermatitis, and seborrheic dermatitis.

Group VI

Alclometasone dipropionate 0.05%, Desonide 0.05%

Dermatitis in eyelids and diaper area, mild dermatitis on face, and mild intertrigo.

Group

VII

Hydrocortisone 1%, 2.5%

Dermatitis in eyelids and diaper area, mild dermatitis on face, and mild intertrigo.

Administration

Once or twice daily application is recommended for most preparations. More frequent administration does not provide better results.

Side effects

The most common side effect of topical corticosteroid is skin atrophy. It also can cause hypopigmentation. This is more apparent with darker skin tones. Topically applied high and ultra high potency corticosteroids can be absorbed well enough to cause systemic side effects. Hypothalamic-pituitary-adrenal suppression, glaucoma, septic necrosis of the femoral head, hyperglycemia, hypertension and other systemic side effects have been reported.

When to Treat with Systemic vs Local Antifungal Agents

Systemic Therapy

Tinea capitis

Oral therapy is required to adequately treat tinea capitis, as they are able to penetrate the infected hair shaft where topical therapies cannot.

Griseofulvin is the first-line oral antifungal treatment approved for use. Suggested dosing is 20-25 mg/kg/day using the microsize formulation, for 6-12 weeks. Where the ultramicrosize formulation is used, a dose of 10-15 mg/kg/day is suggested, as it is more rapidly absorbed than the microsize form.

Terbinafine hydrochloide was also approved by FDA in 2007 for tinea capitis for children ages 4 years and older. The approved pediatric dose of terbinafine granule is 125 mg, 187.5 mg, or 250 mg for children weighing less than 25 kg, 25 to 35 kg, and more than 35 kg, respectively, once daily for 6 weeks.

In multiple studies, terbinafine was consistently more effective than griseofulvin against tinea capitis caused by Trichophyton tonsurans. However, in children with microsporum infection, new evidence suggests that the effect of griseofulvin is better than that of terbinafine.

Tinea unguium

Though griseofulvin is approved for tinea infection of the nails, its affinity for keratin is low and long-term therapy is required. The oral therapy regimens for tinea unguium (onychomycosis)are as follows:

terbinafine 250 mg/day for 12 weeks (toenails) or 6 weeks (fingernails only) itraconazole 200 mg twice daily as pulse therapy one pulse: 1 week of itraconazole followed by 3 weeks without itraconazole two pulses: fingernails three pulses: toenails Local Therapy

Tinea pedis, tinea manuum, tinea corporis, and tinea cruris can be treated with topical antifungal medications.

A wide variety of topical agents are available, in cream, gel, lotion, and shampoo formulations. A majority of the agents are of the ‘azole’ antifungal family (clotrimazole, miconazole, econazole, coiconazole, ticonazole, etc.). Terbinafine and naftifine represent the ‘allylamine’ family of agents. Both families of drugs are known for their high efficacy against the dermatophytes.

Cure rates of tinea corporis/tinea cruris/tinea pedis are high, with infections resolving with two to four weeks of topical therapy.

Skin Biopsy

Type of biopsy

Procedure

Tool & specimen size

Incisional /

punch biopsy

Incisional biopsy means taking out a part of the skin lesion

Punch biopsy is a specific incisional biopsy using a cylindrical dermal biopsy tool.

Disposable punches are very convenient and available from two to eight millimeters in size.

A full thickness of skin can easily be obtained with a punch biopsy.

If a lesion is less than three millimeters in size, it does not need stitches after biopsy.

Excisional biopsy

Excisional biopsy involves removing the whole lesion with a two to three millimeter margin, depending on the nature of the lesion.

Larger-sized punches may be useful for excisional punch biopsies.

Diagnostic method of choice if there is a strong suspicion of malignant melanoma.

Shave biopsy

Shave biopsy is feasible when the lesion is elevated above the surface.

Some experts occasionally elevate the lesion with lidocaine and shave in certain circumstances in order to avoid stitches.

Skin Lesion Therapy

Therapy

Conditions treated

More details

Surgical excision

Most widely used treatment for cutaneous squamous-cell carcinomas (SCCs), particularly high risk lesions.

Well defined, small (< 2 centimeters) SCC lacking any high-risk features requires a four millimeter margin of normal tissue around the visible tumor to result in 95% histologic cure rate.

Patients with any nonmelanoma skin cancer greater than two centimeters,

The surgeon can immediately review the pathology to confirm complete excision during a staged excision. Since this allows removal of the least

Mohs

microscopic surgery

lesions with indistinct margins, recurrent lesions, and those close to important structures, including the eyes, nose, and mouth, should be considered for referral for complete excision via Mohs micrographic surgery, with possible plastic repair.

necessary amount of tissue, this procedure is indicated in cosmetically sensitive areas. This ability to immediately confirm pathology is also useful in lesions with indistinct margins where more tissue than clinically apparent may require removal. If a difficult repair is anticipated or a poor cosmetic result is expected, referral is appropriate. To learn more about Mohs surgery, read an article from the American Academy of Family Physicians.

Topical 5fluorouracil

(5-FU)

Approved by the United States Food and Drug Administration (FDA) for the treatment of actinic keratoses.

Although topical 5 -FU is not approved for the treatment of Bowen’s disease (squamous-cell carcinoma in-situ) and superficial SCCs, it is widely used in these diseases when other treatment modalities are impractical and for patients who refuse surgical treatment.

Cryotherapy

Useful for small, well defined, low risk invasive SCCs and Bowen’s disease.

Destroys malignant cells by freezing and thawing. Cryotherapy does not permit histologic confirmation of the adequacy of treatment margins; thus, a substantial amount of training and experience is required to achieve consistently high cure rates.

Radiation therapy

An option for the initial management of small, well-defined, primary SCCs, especially older patients and those who are not surgical candidates.

However radiation therapy is contraindicated on tumors located on trunk and extremities. These areas are subjected to greater trauma and tension than skin on the head and neck, and they are more prone to break down and ulcerate as a result of the atrophy and poor vascularity of irradiated tissue.

Management of Symptomatic Benign Prostatic Hyperplasia (BPH)

Behavior modifications to decrease lower urinary tract symptoms:

avoiding fluids prior to bedtime or before going out

reducing consumption of mild diuretics such as caffeine and alcohol limiting the use of salt and spices maintaining voiding schedules

Alpha-adrenergic antagonists decrease urinary symptoms in most males with mild to moderate BPH. Alpha-adrenergic antagonists include tamsulosin, alfuzosin, terazosin and doxazosin. The American Urology Association (AUA) Guidelines Committee believes that all four medications are equally effective.

5-alpha-reductase inhibitors are more effective in males with larger prostates. Their effect on preventing acute urinary retention and reduction in need of surgery require long term treatment for more than a year. There are two 5-alpha-reductase inhibitors approved in the United States: finasteride and dutasteride.

In males with severe symptoms, those with a large prostate (>40 g), and in those who do not get an adequate response to maximal dose monotherapy with an alpha-adrenergic antagonist, combination treatment with an alpha-adrenergic antagonist and a 5-alpha-reductase inhibitor may be desirable.

In general, if bladder outlet obstruction is creating a risk for upper urinary tract injury such as hydronephrosis, renal insufficiency, or lower urinary tract injury such as urinary retention, recurrent urinary tract infection, or bladder decompensation; surgical intervention is needed. Surgery also should be considered if combination treatment fails to improve symptoms of BPH.

Benign Prostatic Hyperplasia (BPH) Treatment

BPH treatment focuses on relieving symptoms.

Instruct patients to:

Give yourself time to urinate completely.

Do not drink alcohol, drinks with caffeine in them (coffee, tea, colas), or other fluids in the evening. Do not take decongestants like Sudafed.

Do not take antihistamines like Benadryl.

For moderate to severe symptoms (AUA score of 8 or more), prescribe alpha blockers to cause the muscles of the urethra to relax. Side effects of alpha blockers: feeling tired or sleepy.

Studies

Clinical manifestation

Lower urinary tract symptoms (LUTS)

hesitancy urgency weak urinary stream

These symptoms typically appear slowly and progressively over a period of years.

Other conditions with similar symptoms

urinary tract and prostatic infections medication side effects, overactive bladder prostate cancer

Complications of untreated BPH

urinary tract infections acute urinary retention obstructive nephropathy

When evaluating for BPH, perform:

Digital rectal exam should be done to assess prostate size and consistency and to detect nodules, indurations, and asymmetry — all of which raise suspicion for malignancy. Rectal sphincter tone should also be determined.

Urinalysis should be done to detect urinary tract infection and blood, which could indicate bladder cancer or stones. Serum prostate specific antigen (PSA) level determination is recommended for males with a life expectancy of 10 years or longer and for those whose PSA level may influence BPH treatment. This includes most patients who are considering treatment with a 5-alpha reductase inhibitor. This practice should be distinguished from recommendations about utilizing the PSA as a screening test. In this case, the patient actually has symptoms that could represent prostate cancer; screening is only for asymptomatic individuals.

Clinical Reasoning

Differential of Oval-Shaped, Erythematous 18 x 16 mm Patch

Most Likely Diagnoses

Eczema

Eczema can appear erythematous and is often pruritic.

Typically occurs behind the ears and on flexural areas.

Squamous cell

carcinomas

Squamous cell carcinomas are scaly and erythematous but, unlike actinic keratoses, tend have a raised base.

Lesions may take the form of a patch, plaque, or nodule, sometimes with scaling and/or an ulcerated center.

Borders are often irregular and bleed easily.

Unlike basal cell carcinomas, the heaped-up edges of a squamous cell carcinoma are fleshy rather than clear in appearance.

Squamous cell carcinoma comprises 20 percent of all cases of skin cancer.

History of significant sun exposure is a risk factor for squamous cell carcinoma and it typically occurs on areas of the skin that have been exposed to sunlight for many years, such as the extremities or face.

Actinic keratoses

Actinic keratoses are scaly keratotic patches that are often more easily felt than seen.

A history of significant sun exposure is a risk factor for actinic keratosis.

Basal cell carcinomas

Basal cell carcinomas may be plaque-like or nodular with a waxy, translucent appearance, often with ulceration and/or telangiectasia.

Usually there is no associated itching or change in skin color.

Basal cell carcinoma is common on the face and on other exposed skin surfaces but may occur anywhere.

Comprising 60 percent of primary skin cancers, basal cell carcinomas are typically slow-growing lesions that invade local tissues but rarely metastasize.

A long history of sun exposure is a risk factor for basal cell carcinoma.

In the United States, the median age at diagnosis of melanoma is 53, with about one in four new cases

Melanoma

occurring in those younger than 40 years.

Lesions that are growing, spreading or pigmented, or those that occur on exposed areas of skin are of particular concern for melanoma.

Although it comprises only 1 percent of all skin cancers, malignant melanoma accounts for over 60 percent of skin cancer deaths.

The lesions of superficial spreading melanoma are dark brown or black.

Slowly spreading irregular outline in the initial phase. Some areas may be a lighter shade.

Since not all malignant melanomas are visibly pigmented, physicians should be suspicious of any lesion that is growing or that bleeds with minor trauma.

More than half of melanoma in females occurs on the legs.

Sun exposure is a risk factor for melanoma; studies have shown that the prevalence of melanoma increases with proximity to the equator.

Persons with skin types that burns easily and tans with difficulty, and with red or blond hair, and freckles are at higher risk.

Although cumulative sun exposure is linked to nonmelanoma skin cancer, intermittent intense sun exposure seems to be more related to melanoma risk.

Fungal infection

Can have acute, erythematous appearance.

Less Likely Diagnoses

Psoriasis

Psoriasis is usually bilateral and involves extensor surfaces of elbows and knees.

Although psoriasis can present with involvement in patches, it usually plaque-like, with scaly, elevated lesions.

Lichen planus

Lichen planus typically presents as 2-10 mm flat-topped papules with an irregular, angulated border (polygonal papules) that are commonly located on the flexor surface of wrists and and on the legs immediately above the ankles.

Most of the times, the lesions are multiple.

Lichen planus is common in middle age.

Seborrheic keratoses

Elevated hyperpigmented lesions with a well-circumscribed border, stuck-on appearance, and variable tanbrown-black color and are most commonly located on the face and trunk.

References

AUA Practice Guideline Committee. AUA guideline on management of benign prostate hyperplasia. (Updated 2010). https://www.auanet.org/guidelines/benign-prostatic-hyperplasia-(2010-reviewed-and-validity-confirmed-2014). Accessed June 7, 2017.

Alam M, Ratner D. Cutaneous squmaous-cell carcinoma. NEJM. 2001;344 (13)975-983.

American Cancer Society. Cancer Facts and Figures 2014. Atlanta, GA: American Cancer Society; 20014. http://www.cancer.org/research/cancerfactsstatistics/cancerfactsfigures2016/index. Accessed February 11, 2019.

Athlete’s Foot (Tinea Pedis). Skinsight. Accessed February 11, 2019.

Benign Prostatic Hyperplasia (BPH). American Academy of Family Physicians Website: familydoctor.org. Accessed February 11, 2019.

Bowen GE, White Jr. GL, Gerwels JW. Mohs microscopic surgery: Am Fam Physician. 2005;72:845-848

Chen X, Jiang X, Yang M, González U, Lin X, Hua X, et. al. Systemic antifungal therapy for tinea capitis in children. Cochrane Database Syst Rev. 2016;(5):CD004685. Accessed February 11, 2019.

Cutaneous malignant melanoma: A primary care perspective: Am Fam Physician. 2012;85(2):161-168.

Dermatology Glossary. UCSF School of Medicine Website. Accessed February 11, 2019.

Division of Cancer Prevention and Control, Centers for Disease Control and Prevention. What Are the Risk Factors for Skin Cancer? August 25, 2016. https://www.cdc.gov/cancer/skin/basic_info/risk_factors.htm. Accessed February 11, 2019.

Ely JW, Rosenfeld S, Seabury Stone M. Diagnosis and management of tinea infections. Am Fam Physician. November 2014;90(10):70210.

Geller AC, Zhang Z, Sober AJ, Halpern AC, Weinstock MA, Daniels S, et al. The first 15 years of the American Academy of Dermatology skin cancer screening programs: 1985-1999. J Am Acad Dermatol 2003;48:34-41. [PMID: 12522368].

Goldstein, BG; Goldstein, AO. Diagnosis and Management of Malignant Melanoma. Am Fam Physician. April 2001;63(7):1359-69. Accessed February 11, 2019.

Gupta AK, Cooper EA. Update in antifungal therapy of dermatophytosis. Mycopathologia. Nov-Dec 2008;166(5-6):353-67. Accessed February 11, 2019.

Habif, Thomas P. Clinical Dermatology: A Color Guide to Diagnosis and Therapy. 6th ed. Edinburgh; New York: Mosby; 2016; 1-74.

Hainer BL. Dermatophyte infections. Am Fam Physician. January 2003;67(1):101-8.

Information from your family doctor. BPH — a problem with your prostate. Am Fam Physician. 2002 Jul 1;66(1):77-84.

International Prostate Symptom Score (IPSS)​ Questionnaire. Urological Sciences Research Foundation​ Website.​ Accessed February 11, 2019.

Jerant AF, Johnson JT, Sheridan CD, Caffrey TJ. Early detection and treatment of skin cancer. Am Fam Physician. 2000 Jul 15;62(2):35768, 375-6, 381-2. Accessed February 11, 2019.

Kaplan SA. Update on the American Urological Association guidelines for the treatment of benign prostatic hyperplasia. Reviews in urology. 2006;8(Suppl 4):S10.

Kim JYS, Kozlow JH, Mittal B, Moyer J, Olenecki T, Rodgers P. Guidelines of care for the management of cutaneous squamous cell carcinoma. J Am AcadDermatol.. March 2018;78(3):560-578.

Kreijkamp-Kaspers S, Hawke K, Guo L, Kerin G, et al. Oral antifungal medication for toenail onychomycosis. Cochrane Database Syst Rev. 2017 Jul 14;7:CD010031. doi: 10.1002/14651858.CD010031.pub2.

Pearson R, Williams PM. Common questions about the diagnosis and management of benign prostatic hyperplasia. Am Fam Physician. 2014 Dec 1;90(11):769-74.

Perkins A, Duffy RL. Atypical moles: diagnosis and management. Am Fam Physician. 2015 Jun 1;91(11):762-7. Accessed February 11, 2019.

Pickett H. Shave and punch biopsy for skin lesions. Am Fam Physician. November 2011;84(9):995-1002. Accessed February 11, 2019.

Skin cancer. American Academy of Family Physicians Website: familydoctor.org.. Updated July 26, 2017. Accessed February 11, 2019.

Stulberg DL, Crandell, B, Fawcett RS. Diagnosis and treatment of basal cell and squamous cell carcinomas. Am Fam Physician. 2004 Oct 15;70(8):1481-8.

Thomas L, Tranchand P, Berard F, Secchi T, Colin C, Moulin G. Semiological value of ABCDE criteria in the diagnosis of cutaneous pigmented tumors. Dermatology. 1998;197:11-17.

U.S. Department of Health and Human Services, Office of the Surgeon General. Call to Action to Prevent Skin Cancer. https://www.surgeongeneral.gov/library/calls/prevent-skin-cancer/call-to-action-prevent-skin-cancer.pdf. Accessed February 27, 2017.

U.S. Preventive Services Task Force. Screening for Skin Cancer, Topic Page. July 2016.

https://www.uspreventiveservicestaskforce.org/Page/Document/UpdateSummaryFinal/skin-cancer-screening2? ds=1&s=skin%20cancer Accessed Accessed February 11, 2019.

Westerberg DP, Voyack MJ. Onychomycosis: Current trends in diagnosis and treatment. Am Fam Physician. 2013 Dec 1;88(11):762-70. Accessed February 11, 2019.

What Is Athlete’s Foot? Healthline Media. Accessed February 11, 2019.

Outcome Measures, Issues, and Opportunities – 2025 Draft a 6 page report on outcome measures issues and opportunities for the executive leadership team or applicable stakeholder group Note

Nursing Assignment Help

Outcome Measures, Issues, and Opportunities – 2025

 

Draft a 6-page report on outcome measures, issues, and opportunities for the executive leadership team or applicable stakeholder group.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

SHOW LESS

As a nurse leader, you may be called upon to submit a detailed report to your executive leadership team and key stakeholders that describes a quality or safety problem and its effects on outcomes, fully supported by relevant and credible data.

This assessment provides an opportunity to draft such a report in which you can call attention to quality and safety issues and opportunities, effectively support your position, and lay out a plan for change.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Analyze quality and safety outcomes from an administrative and systems perspective.
    • Identify typical quality and safety outcomes and their associated measures.
  • Competency 3: Determine how specific organizational functions, policies, processes, procedures, norms, and behaviors can be used to build reliability and high-performing organizations.
    • Analyze organizational functions, processes, and behaviors in high-performing organizations.
    • Determine how organizational functions, processes, and behaviors support and affect outcome measures for an organization.
    • Identify performance issues or opportunities associated with particular organizational functions, processes, and behaviors and the quality and safety outcomes they affect.
  • Competency 4: Synthesize the various aspects of the nurse leader’s role in developing, promoting, and sustaining a culture of quality and safety.
    • Outline a strategy for ensuring that all aspects of patient care are measured and that knowledge is shared with the staff.
  • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
    • Write coherently and with purpose, for a specific audience, using correct grammar and mechanics.
    • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

  

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

Organizational functions, processes, and behaviors can include leadership practices, communications, quality processes, financial management, safety and risk management, interprofessional collaboration, strategic planning, using the best available evidence, and questioning the status quo on all levels.

  • What are some examples of organizational functions, processes, and behaviors related to the outcome measures and performance issues discussed in your executive summary?
  • How would you implement change in addressing particular issues and opportunities?
  • In what ways do stakeholders support outcome success?

Assessment Instructions

This assessment is based on the executive summary you prepared in the previous assessment.

Preparation

Your executive summary captured the attention and interest of the executive leadership team, who have asked you to provide them with a detailed report addressing outcome measures and performance issues or opportunities, including a strategy for ensuring that all aspects of patient care are measured.

Note: Remember that you can submit all or a portion of your draft report to Smarthinking for feedback before you submit the final version for this assessment. However, be mindful of the turnaround time of 24–48 hours for receiving feedback, if you plan on using this free service.

Requirements

Note: The requirements outlined below correspond to the grading criteria in the Outcome Measures, Issues, and Opportunities Scoring Guide. Be sure that your written analysis addresses each point, at a minimum. You may also want to read the Outcome Measures, Issues, and Opportunities Scoring Guide and Guiding Questions: Outcome Measures, Issues, and Opportunities (linked in the Resources) to better understand how each criterion will be assessed.

Drafting the Report
  • Analyze organizational functions, processes, and behaviors in high-performing health care organizations or practice settings.
  • Determine how organizational functions, processes, and behaviors affect outcome measures associated with the systemic problem identified in your gap analysis.
  • Identify the quality and safety outcomes and associated measures relevant to the performance gap you intend to close. Create a spreadsheet showing the outcome measures.
  • Identify performance issues or opportunities associated with particular organizational functions, processes, and behaviors and the quality and safety outcomes they affect.
  • Outline a strategy, using a selected change model, for ensuring that all aspects of patient care are measured and that knowledge is shared with the staff.
Writing and Supporting Evidence
  • Write coherently and with purpose, for a specific audience, using correct grammar and mechanics.
  • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

Additional Requirements

Format your document using APA style.

  • Use the APA paper template linked in the resources. Be sure to include:
    • A title page and reference page. An abstract is not required.
    • A running head on all pages.
    • Appropriate section headings.
    • Properly-formatted citations and references.
  • Your report should be 6 pages in length, not including the title page and reference page.
  • Add your Quality and Safety Outcomes spreadsheet to your report as an addendum.

Grading Rubric: 

1-  Analyze organizational functions, processes, and behaviors in high-performing organizations. 

Passing Grade:  Analyzes organizational functions, processes, and behaviors in high-performing organizations, and identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis). 

2-  Determine how organizational functions, processes, and behaviors support and affect outcome measures for an organization. 

Passing Grade:  Determines how organizational functions, processes, and behaviors support and affect outcome measures for an organization, and identifies assumptions and reasons on which determination is based. 

3-  Identify typical quality and safety outcomes and their associated measures. 

Passing Grade:  Identifies typical quality and safety outcomes and their associated measures, and evaluates the quality of the data. 

4-  Identify performance issues or opportunities associated with particular organizational functions, processes, and behaviors and the quality and safety outcomes they affect. 

Passing Grade:  Identifies performance issues or opportunities associated with particular organizational functions, processes, and behaviors and the quality and safety outcomes they affect, and identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty. 

5-  Outline a strategy for ensuring that all aspects of patient care are measured and that knowledge is shared with the staff. 

Passing Grade:  Outlines a strategy, using a selected change model, for ensuring that all aspects of patient care are measured and that knowledge is shared with the staff, highlighting opportunities for interprofessional collaboration. 

6-  Write coherently and with purpose, for a specific audience, using correct grammar and mechanics. 

Passing Grade:  Writes coherently and with purpose. Grammar and mechanics are error-free. 

7-  Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. 

Passing Grade:  Integrates relevant, credible, and convincing sources of evidence to support assertions. Sources are current, and citations and references are error-free. 

Rough Draft Qualitative Research Critique and Ethical Considerations – 2025 Write a critical appraisal that demonstrates comprehension of two qualitative research studies Use the Research Critique Guidelines Part

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Rough Draft Qualitative Research Critique and Ethical Considerations – 2025

 

Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the “Research Critique Guidelines – Part 1” document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in your responses.

Use the practice problem and two qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment.

In a 1,000–1,250 word essay, summarize two qualitative studies, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.

Prepare this assignment according to the guidelines found in the APA Style Guide. 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.

Evidence-Based Project, Part 1: Identifying Research Methodologies – 2025 PLEASE FOLLOW THE INSTRUCTIONS BELOW 5 REFERENCES ZERO PLAGIARISM Is there a difference between

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Evidence-Based Project, Part 1: Identifying Research Methodologies – 2025

 PLEASE FOLLOW THE INSTRUCTIONS BELOW

5 REFERENCES

ZERO PLAGIARISM

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

To Prepare:

  • Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course. 
  • Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.
  • Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
  • Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

  • The full citation of each peer-reviewed article in APA format.
  • A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
  • A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
  • A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
  • A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selec

Assessing the Quantitative Analytical Approaches in Health Care Literature – 2025 For this assessment you will develop a 3 4 page critique of the quantitative design methods and results of a scholarly

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Assessing the Quantitative Analytical Approaches in Health Care Literature – 2025

For this assessment, you will develop a 3-4 page critique of the quantitative design, methods, and results of a scholarly study.

The ability to use quantitative approaches to analyze health care data is a vital skill for today’s doctoral prepared professional. You will be expected to have the skills to critically assess the deeper analytical qualities of an article and ultimately comment on its overall validity and practical relevance. This assessment will provide you with an opportunity to demonstrate and hone your ability to analyze and critique the quantitative methods of a research study using an example from the literature.

For the learner who has finished the data collection process for the doctoral project, analysis of that data offers an exciting (and sometimes challenging) opportunity of discovery. One of the most common statistical techniques for examining the relationship of two variables is correlation analysis. The specific kind of correlational technique depends on the combination of the measurement level (that is, categorical, ordinal, or interval or ratio) of the two data variables being examined. Correlation analysis can tell us the direction and strength of relationships between two variables.

Overview

Whether preparing a scholarly document for your doctoral program or simply trying to stay current in your professional field, you must continuously grow in your ability to read research. As an undergraduate, you probably just skimmed over an article’s abstract and introduction, focusing most of your attention on the interpretation of the results at the conclusion. As a doctoral-level professional, your colleagues will expect you to have the skills to critically assess the deeper analytical qualities of an article and ultimately comment on its overall validity and practical relevance.

Using the readings, media, and various resources in this course, you have an opportunity to engage in critical thinking to assess the analytical results of a peer-reviewed quantitative study. This assessment parallels and complements the literature critique skill set you have developed previously in your program.

The following will help provide you with potential approaches and frameworks to completing the critique and assessment portions of this assessment:

Demonstration of Proficiency

By successfully completing this assessment you will address the following scoring guide criteria, which align to the indicated course competencies.

  • Competency 1: Describe underlying concepts and reasoning related to the collection and evaluation of quantitative data in health care research. 
    • Describe the study results for a quantitative study published in scholarly literature.
  • Competency 3: Interpret the results and practical significance of statistical health care data analyses. 
    • Interpret and critique the analytical testing approach used in a quantitative study described in scholarly literature.
  • Competency 4: Assess the quality of quantitative research methods reported in peer-reviewed health care literature. 
    • Cite and summarize a selected article.
    • Assess the overall methodological quality of an article using critique guidelines.
  • Competency 5: Address assignment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences. 
    • Articulate meaning relevant to the main topic, scope, and purpose of the prompt. 
    • Apply APA formatting to in-text citations and references.

Instructions

  1. Read the article by Shahnazi et al. linked earlier in these instructions.
  2. Cite and summarize the article. 
    • Include study PICO, goals, intervention, and assessment data collected.
  3. Describe, interpret, and critique the statistical testing approach. 
    • Include preanalytic normal distribution and post-intervention analytical testing. The article by Shahnazi et al. may be a helpful reference.
  4. Describe, interpret, and critique the study’s results from the analysis. 
    • Address issues of significance; type I and II errors, confidence intervals, and effect sizes.
  5. Assess the overall methodological quality of the article using the step-by-step critique guidelines in the article by Coughlan, Cronin, and Ryan, linked above.

Additional Requirements

  • Length: Your paper will be 3–4 double-spaced pages of content plus title and reference pages.
  • Font: Times New Roman, 12 points.
  • APA Format: Your title and reference pages must follow APA format and style guidelines. See the APA Module for more information. The body of your paper does not need to conform to APA guidelines. Do make sure that it is clear, persuasive, organized, and well written, without grammatical, punctuation, or spelling errors. You also must cite your sources according to APA guidelines.

Assessment 2: 6030 PICOT – 2025 Overview Develop a 5 9 page problem statement that presents information related to the problem intervention comparison outcome time PICOT approach to nursing

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Assessment 2: 6030 PICOT – 2025

  • Overview:
  • Develop a 5–9-page problem statement that presents information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. 

    Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

  • For the first section of your final capstone project you will develop a proposal for an intervention plan to fulfill a need within a specific population. This assessment is meant to capture your initial thoughts about the need and impacting factors to help focus your in-depth analysis later on in the course.
    First you will brainstorm and crystallize some of your ideas for this assessment, specifically ideas around needs, a target population, and some initial support from the literature and other sources of evidence. The problem statement is an important part of your capstone project as it will help illustrate the importance of your project, as well as help to clarify your project’s scope.
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
    • Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care. 
      • Explain an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting.
    • Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making. 
      • Analyze a health promotion, quality improvement, prevention, education, or management need.
      • Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
    • Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes. 
      • Describe a quality improvement method that could impact a patient, population, or systems outcome.
    • Competency 4: Design patient- and population-centered care to improve health outcomes. 
      • Propose a rough time frame for the development and implementation of an intervention to address an identified need.
    • Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care. 
      • Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
    • Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost. 
      • Evaluate and synthesize resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach taken to address an identified need.
    • Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care. 
      • Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
    • Note: You will also be assessed on two additional criteria unaligned to a course competency:
    • Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.
    • Demonstrate completion of hours toward the practicum experience.
    • See the scoring guide for specific grading criteria related to these additional requirements.
      Competency Map
  • Assessment Instructions
  • Instructions
    Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.
    Your problem statement will focus on presenting information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. You will also present a brief literature review that supports the need you identified in your problem statement and the appropriateness of your broad intervention approach. Provide enough detail so that the faculty member assessing your problem statement will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as into the final draft of your project.
    At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and the Guiding Questions: Problem Statement (PICOT) document (linked in the Resources) to better understand how each criterion will be assessed.
    Reminder: these instructions are an outline. Your heading for this this section should be titled Problem Statement and not Part 1: Problem Statement.
    Your Problem Statement (PICOT) should be structured as follows:
    PART 1: PROBLEM STATEMENT (2–3 PAGES)
    Need Statement (1 paragraph).
    • Analyze a health promotion, quality improvement, prevention, education or management need.
    • Population and Setting (1–2 paragraphs).
    • Describe a target population and setting in which an identified need will be addressed.
    • Intervention Overview (1–2 paragraphs).
    • Explain an overview of one or more interventions that would help address an identified need within a target population and setting.
    • Comparison of Approaches (1–2 paragraphs).
    • Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
    • Initial Outcome Draft (1 paragraph).
    • Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
    • Time Estimate (1 paragraph).
    • Propose a rough time frame for the development and implementation of an intervention to address and identified need.
    • PART 2: LITERATURE REVIEW (10–15 RESOURCES, 3–6 PAGES)
    • Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
    • Evaluate and synthesize resource from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need.
    • ADDRESS GENERALLY THROUGHOUT
    • Communicate problem statement and literature review in way that helps the audience understand the importance and validity of a proposed project.

Reflection on Achievement of Outcomes Concept Map – 2025 Requirements The Concept Map must visually connect all of the specified objectives Program Outcomes MSN Essentials

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Reflection on Achievement of Outcomes Concept Map – 2025

 

Requirements

  1. The Concept Map must visually connect all of the specified objectives  (Program Outcomes, MSN Essentials, and NONPF Competencies) to course work (such as specific discussion board topics, written assignments, exams, lessons, and reading content).    
  2. All items should be labeled, for instance, label the objectives and label the course work you select with name of the assignment/reading/discussion board topic and which week it was introduced.
  3. Use Microsoft Word or a PowerPoint to create a Concept Map. You can use the features found on the “Insert” tab of a Word doc (in the horizontal ribbon on the top of a Word doc page). For instance, if you click on “insert” you will see shapes and SmartArt. You can use a PowerPoint slide with shapes and lines to create a concept/mind map. This is not a PowerPoint presentation, but a PowerPoint slide can be used to “draw” the Map.

Outcomes/Competencies to be connected with course learning: 

MSN Program Outcome #2:

Create a caring environment for achieving quality health outcomes (Care-Focused).

MSN Essential VIII:

Clinical Prevention and Population Health for Improving Health

National Organization of Nurse Practitioner Competencies #4: Practice Inquiry Competencies

  • Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations.

Your Concept Map will visually depict how you see the assignments of the course meeting the outcomes above.

Preparing the Assignment

ViewHow to Create a Concept Map (Links to an external site.)

textbook:  Curley, A.L. & Vitale, P.A. (2016). Population-Based Nursing: Concepts and Competencies for Advanced Practice (2nd ed.). New York, NY: Springer Publishing. 

 

Description 

MSN Program Outcome #2 

  • The Map visually connects the Category to a minimum of two (2) assignments. 
  • Each assignment is clearly labeled with week and content topic. 

MSN Essential VIII

  • The Map visually connects the Category to a minimum of two (2) assignments. 
  • Each assignment is clearly labeled with week and content topic. 

NONPF Competencies #4 

  • The Map visually connects the Category to a minimum of two (2) assignments. 
  • Each assignment is clearly labeled with week and content topic. 

Humanities – 2025 Instructions Develop Essay Evaluation Title Instructions Develop Essay Evaluation Title Analyze and Infer Watch

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Humanities – 2025

 Instructions

Develop Essay Evaluation Title: 

 

Instructions

Develop: Essay

Evaluation Title: Analyze and Infer

Watch: Hold On (Negro Spiritual)

As you watch and listen to the video, consider the following:

  • The unit 5 learning map material discusses a number of key musical elements. Which can you identify?
  • Of the musical genres discussed in the learning map material, which does this piece belong to? Can you explain why you feel as you do?
  • The learning map material says the work of the humanities involves “looking at the impact and meaning the work of art has upon the human experience.”
    • As you listen to the song, compare and contrast the impact and meaning of it for you with those that originally sang it in the 19th century.
    • How does the meaning of this song differ for you versus those that originally sang it? Alternately, how is its meaning the same?

  • “Hold On” (Negro Spiritual): https://www.youtube.com/watch?list=RDTfvLZjofEXA&v=TfvLZjofEXA&feature=emb_rel_end05:38

  • After listening to the video, please write a response composed of two parts. In the first part, identify key musical elements you can detect in the song, and then explain what genre you feel it belongs to. In the second part, provide a substantive analysis of the similarities and differences between the culture this song was originally a reflection of to the world that you now live in. In your response, please refer to specific aspects of the song. You may also draw from personal experience as well as from stories you have heard from your family members or others in your community.

Please be sure to validate your opinions and ideas with citations and references in APA format.

Pancreatic Cancer case study – 2025 Case Study A 51 year old male presents to the emergency department for epigastric pain that has lasted for

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Pancreatic Cancer case study – 2025

  

Case Study: 

A 51 year old male presents to the emergency department for epigastric pain that has lasted for 1 week. On a scale of 1 to 10, patient describes pain as a 10. The pain is constant, sharp and radiate to the right upper quadrant. It is associated with nausea, vomiting, and fatty stools with liquid consistency. It is also associated with severe puritus (itching). He denies melena or hematochezia. He has jaundice. He has no other medical problems and takes no medications. Patient’s father died of pancreatic cancer. He has weight loss of 40 lbs in 4 weeks. He denies drinking of alcohol and illicit drug use. He smokes 1-2 packs of cigarette every day for the past twenty years.

Medical diagnosis: Pancreatic cancer stage IV.

Using APA format style (6th edition): Write 3-5 pages on:

1. Treatment options for the disease process (pancreatic cancer)

2. Dedicate 2 of the pages to pathophysiology of pancreatic cancer. (Pathophysiology, 2 pages)

3. Patient’s education

Good, good – 2025 Purpose PICO questions are used by practicing nurses and researchers to focus research questions and develop an efficient literature

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Good, good – 2025

 

Purpose: PICO questions are used by practicing nurses and researchers to focus research questions and develop an efficient literature search strategy.  It is essential that future nurses learn how to do this to develop evidenced-based solutions to patient care problems in a healthcare organization. 

Assessment:  This assignment is worth 68 points and represents 20% of your final course grade.  It is graded according to the embedded rubric in this submission folder.  Late submissions will incur a 10% deduction per day, unless a Late Pass is used.

Instructions:

  1. Write a PICO question based on a scenario you choose from the list of scenarios attached below.  Use the templates in the EBP Step by Step 3 article to help create your questions. You may need to do a pre-search to finding an intervention (the “I”) that has been studied and published to solve the problem.
  2. Identify the PICO elements for each question. 
  3. Develop a search strategy using at least 3 keywords from the P, I, and O parts of your PICO, 1 synonym for one of the keywords, and 1 MeSH term for one of your keywords. 
  4. Locate 4 articles that help answer your PICO question.  The articles must meet the following requirements: 
    • must be primary source quantitative research articles.  
    • No article can be older than 2016. 
  5. Obtain pdfs of the four articles you selected from the ResU database.  If not available for the ResU database, you may request access from the ResU Library, or you can email me the citation for the article, and I will attempt to locate a pdf of it. 
  6. On a Word document, include your scenario; write your PICO question as a sentence; identify the P, I, C, and O for each question; and list the search terms (3 keywords, 1 synonym, 1 MeSH term) for each. You may use the template attached here. See also the link to the MeSH terms website below.
  7. Provide a properly formatted APA reference page for your selected articles from Step 4 of these instructions. See the link to the APA and Writing LibGuide below.
  8. Name each document (one Word doc and 4 article pdfs) as follows and upload to the appropriate submission folder in Brightspace: