NURSING Care plan – 2025 Video Transcript KARI on phone This is Kari the nurse from the Emergency Department I m calling to give you

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NURSING Care plan – 2025

  

Video Transcript:

KARI (on phone): This is Kari the nurse from the Emergency Department. I’m calling to give you a transfer report on Ms. Janet Lieberman. Janet is a 36-year-old woman who came because she felt weak and dizzy. She has a history of Crohn’s disease with intermittent gastritis and six months ago she had surgery and an ileostomy. Traces of serosanguineous effluent were present in her ostomy bag upon arrival. Her Blood type is A-. She is typed and cross-matched for two units of packed RBCs, so please administer as soon as they are available. She started on Infliximab IV six months ago and the last dose was given seven weeks ago. Her vital signs were temperature 98.8, pulse 114, respiration 22, blood pressure 100/60, and oxygen saturation 95%. Her hemoglobin is seven milligrams per deciliter and her hematocrit is 21%. She has an IV of 0.9% sodium chloride 1000- milliliters infusing at 150-milliliters per hour, and has 700-milliliters remaining in the bag. We started an IV while she was in ED. Her skin has been pale, warm, and dry to the touch. She voided 500-milliliters at 1500 in the ED. A hemoccult of her stool was sent to the lab. Esther: Were the coagulation tests within normal range? KARI: Yes, her pro time is 12.2, her PT is 21 seconds, and her INR is 0.7. Esther: Okay, thanks for the report. KARI: You’re welcome. I’ll bring her up to your unit in a few minutes. Esther: Thanks. KARI: Hi Esther, this is Janet Lieberman. Esther: Hi Ms. Lieberman, my name’s Esther. I’ll be taking care of you this evening. KARI: I gave you a transfer report a couple minutes ago. Ms. Lieberman needs the two units of packed RBCs as soon as possible. Esther: Okay. Ms. Lieberman, I need to take a quick look at your ostomy bag. MS. LIEBERMAN: Sure, okay. Esther: Thank you. Do you have any family here? MS. LIEBERMAN: No, I came alone to the emergency room today, but I have a sister who’s on her way to the hospital. KARI: Do you have any questions before I leave? Esther: No, thanks for the report. I can take it from here. KARI: I am going back to the Emergency Department now. Esther’s going to be taking care of you. I hope you feel better soon. MS. LIEBERMAN: Thanks so much for taking such good care of me. Esther: Ms. Lieberman, I need to ask you some questions. MS. LIEBERMAN: Okay, what else do you need to know? Esther: I need to review your abdominal status. Are you having abdominal pain? MS. LIEBERMAN: Oh yes, it’s very sore and crampy. Esther: On a scale of 0 to 10, with 0 being no pain, and 10 being unbearable, how do you rate your pain now? MS. LIEBERMAN: I would say a 6. Esther: When did the pain begin? MS. LIEBERMAN: Uh, after I got up this morning. Esther: Can I ask you where the pain is? MS. LIEBERMAN: Yes, it’s here in the top of my stomach. Esther: Okay, Have you noticed anything that brings on the pain or makes it worse? MS. LIEBERMAN: I’m pretty sure stress makes it worse. Esther: Okay. MS. LIEBERMAN: When I get stressed I don’t eat healthy foods and then I get headaches and take Ibuprofen. Esther: Okay, when you’re feeling a little bit better I’d like to review some ways to manage your stress. For now, I need to take a listen to your bowel sounds. MS. LIEBERMAN: Sure, Okay

CRITICAL APPROVAL OF JEAN WATSON THEORY OF HUMAN CARING – 2025 Jean Watson s Theory of Human Caring is a conceptual thread in the USU

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CRITICAL APPROVAL OF JEAN WATSON THEORY OF HUMAN CARING – 2025

Jean Watson’s Theory of Human Caring is a conceptual thread in the USU College of Nursing’s curriculum framework. The purpose of this assignment is to offer students the opportunity to be exposed to Human Caring Science while providing students with the skills of critical appraisal of evidence.

  1. Students will select one nursing research article that focuses on a study that used Jean Watson’s Theory of Human Caring as a theoretical framework.
  2. Students should use as a guide, an appropriate Rapid Critical Appraisal Checklist found in Melnyk & Fineout-Overholt (2019; pp. 708-722).
  3. The critiques are to be informal, although correct grammar, spelling, etc., are expected. The critique should include a brief description of the study that was reviewed and should address elements of the study relevant to critique.
  4. Students will provide a written critique on a critical appraisal of the elements relevant to the nature of the research study such as type of study, design, quality of the study; and rationale, as well as implications for practice and further research and/or evaluation.

The grade will be based on accuracy, level of content and structure of the document.

 please use these Examples of research articles incorporating Jean Watson’s theory  in USU online library:

Durgun Ozan, Y., & Okumus, H. (2017). Effects of nursing care based on

   Watson’s theory of human caring on anxiety, distress, and coping when

    infertility treatment fails: A randomized controlled trial. Journal of Caring

   Sciences, 6(2), 95-109. 

Rossillao, K. (2018).  Caritas education: Theory to practice…2018 

  National Teaching Institute research abstracts presented at the AACN

  National Teaching Institute, Boston, Massachusetts, May 21-24, 2018. 

  American Journal of Critical Care, 27(3), e 14 – e15. 


Expectations

  • Length: 4-5 pages (including title and reference pages)
  • Format: Formal paper in APA 6th ed format
  • Citations: If used (not required) cite references according to APA 6th ed.

Leadership Style Reflective Essay – 2025 This assignment focuses on the importance of self assessment and reflection Self Assessment Self awareness is essential for

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Leadership Style Reflective Essay – 2025

This assignment focuses on the importance of self-assessment and reflection.

Self-Assessment

Self-awareness is essential for developing leadership skills. Recognizing your own strengths, weaknesses, and values, and understanding emotional intelligence and learning styles can help you to be a more effective nurse leader.

For this assignment, you have the opportunity to take a variety of self-assessments to learn more about yourself and identify your assets and weaknesses as a leader. This will assist you in discovering how you can improve your own self-leadership skills. You will be asked to think critically about your results and submit a reflection as directed below.

Select three of the following self-assessments and complete them. Be sure to document the results of each assessment to assist you in completing the reflection portion of the assignment below.

  1. Emotional Intelligence Assessment: “Emotional Intelligence Test”: https://www.psychologytoday.com/us/tests/personality/emotional-intelligence-test 
  2. Personality Assessment: “Free Personality Test”: https://www.16personalities.com/free-personality-test 
  3. Learning Styles Assessment: “Values Profile”: http://vark-learn.com/the-vark-questionnaire/ 
  4. Values Assessment: “Values Profile”: https://www.psychologytoday.com/us/tests/personality/values-profile 
  5. Values Assessment: “Rokeach Values Survey”: http://faculty.wwu.edu/tyrank/Rokeach%20Value%20Survey.pdf
  6. Diversity Assessment: “Cultural Competence Self-Test”: https://www.oregon.gov/DHS/SENIORS-DISABILITIES/DD/PROVIDERS-PARTNERS/SCPAconference/Cultural%20Competence%20Self-Test.pdf 

Self-Assessment Reflection

Becoming self-aware is an ongoing process requiring introspection. The more often people practice self-reflection, the more opportunities they have to understand their own behaviors and adapt their approaches to working with other people, which can improve both your own and other’s abilities to meet their professional goals.

In a 750-1,000 word reflective essay, address the following:

  1. Briefly summarize why you selected each self-assessment and the results you obtained on each assessment.
  2. Identify the leadership style that closely aligns to your philosophy of care, and explain what appeals to you about that style.
  3. Reflect on how you might incorporate elements of that particular style as you exercise leadership in a practice or health care organization setting.
  4. Discuss any particular areas for improvement the assessments helped you identify and some steps for improving your leadership capabilities.

You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. 

WEEK4 RESPONSE 6052 – 2025 Juliet Anyanwu RE Discussion Week 4 COLLAPSE Healthcare professionals use PICOT questions to clear

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WEEK4 RESPONSE 6052 – 2025

Juliet Anyanwu RE: Discussion – Week 4COLLAPSE

Healthcare professionals use PICOT questions to clear clinical issues in a way that assists to efficiently and quickly find the right information to answer the clinical question (Melnyk & Fineout-Overholt, 2018).  The purpose of the PICOT question is to direct the systematic search of healthcare databases to find the best available evidence to answer the question (Melnyk & Fine-out-Overholt, 2018). Understanding how to appropriately formulate a clinical question in PICOT format and using it systematically in your search is vital to efficiently begin the EBP process (Melnyk & Fine-out-Overholt, 2018). Systematically formulating a clinical question makes it possible to find an answer faster and proficiently, leading to enhanced methods and patient outcomes (Stillwell et al., 2010).  

Question– In geriatric inpatients, does hand hygiene using soap and water compared to the use of hand sanitizers help in lessening the occurrences of Hospital Acquired Infection within three months?

PICOT Question

In geriatric inpatients (P), does hand hygiene using soap and water (I) compared to the use of hand sanitizers(C), help in lessening of Hospital Acquired Infection (HAIs) incidences (O) within three months (T)?

Search Terms used

The search terms used were: Hand Hygiene, hand washing, Hospital-acquired infections, inpatient geriatrics, and hand sanitizers.

Database used

The two databases used were CINAHL Plus with Full Text and MEDLINE with Full Text. 

Search Results

CINAHL Plus with Full Text produced 120 results, while MEDLINE with Full Text, which had 80 (Walden University Library, n.d. – a). These presented both original research articles and systematic reviews. The search was restricted to articles within five years. Also, to conduct the search, the article towards the research question was used. It was all related to hand hygiene, hand washing, hand sanitizers, and hospital-acquired infections management. Two articles were from original research.

Addition of Boolean Operator

Adding the search terms using the Boolean operators changed my search significantly. The amounts of records returned were remarkably decreased and increased on the articles available based on their significance to my study. It expedited the accomplishment of more detailed results and helped save time as the results became more suitable for my desires. It also gets rid of unsuitable articles. Boolean operators and nesting help one search for combinations of words or phrases processed in a particular order (Library of Congress, n.d.).

Strategies to increase the rigor and effectiveness of a database search and example

The strategies I will make to increase the rigor and effectiveness of a database search for my PICOT question include: Using Boolean operators. The use of Boolean operators helps facilitates, confines the search to the most relevant results, and is more focused. I will also limit the search to a particular year range. Limiting the year range, this helps in returning current searches and also uses more than one database for my search, because everyone may have more articles. I will seek the help of a Librarian to assist me in the preliminary inquiry. Another strategy is using parentheses. The use of Parentheses will help me get the search I want.

References

Library of Congress. (n.d.). Search/browse help-Boolean Operator and nesting. Retrieved September 22, 2020, from https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare (4th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010). Evidence-based practice, step by step: asking the clinical question: a key step in evidence-based practice. AJN The American Journal of Nursing, 110(3), 58-61.

Walden University Library (n.d.-a). Databases A-Z. Retrieved September 22, 2020, from    https://academicguides.waldenu.edu/az.php?s=19981

Angel Brockington-Hall RE: Discussion – Week 4: Main PostCOLLAPSE

After reviewing the five types of foreground questions, it was determined that a meaning question would be the most suitable approach for posing a question using PICOT. According to Melnyk and Fineout-Overholt (2018), meaning questions explore the relationship between an experience and an outcome, the extent or range of a rare occurrence, or “the influence of culture on healthcare” (p. 39).

PICOT Component

Description

Patient population

Sexual assault survivors

Intervention/issue of interest

Ongoing treatment and support/cultivating community support culture

Comparison intervention/issue of interest

Challenging traditional beliefs and attitudes with awareness and education

Outcome

Increased rates of reporting and support networks

Time

Post-assault through three months

PICOT Question

What is the quality of life (O) for sexual assault survivors (P) who report the incident and receive treatment and ongoing community support (I) within the first three months (T), compared to their counterparts who choose not to report (C) their lived experience?

Search Terms Used and Databases Used for PICOT Question

The search terms used included sexual assault victims or sexual assault survivors, rape and quality of life, community support, and treatment, contributing factors, reporting sexual assault, sexual assault, coping behavior, and trauma.  Boolean operators and nesting were applied to “search for combinations of words or phrases processed in a specified order” (Library of Congress, n.d.), and expanders such as “apply related words” and “search with the full text of the articles” were applied to refine results. 

CINAHL Plus with Full Text, MEDLINE with Full Text, APA PsycINFO, and APA PsycArticles were databases used to research the PICOT question.  The American Psychological Association (APA) publishes articles available in the APA PsycArticles and APA PsycINFO databases.  According to Walden University Library (n.d.), both databases are “a definitive source of full text, peer-reviewed scholarly and scientific articles in psychology” (para. 1). CINHAL Plus, with full text, offers “a robust collection of full-text nursing and allied health journals” (Walden University Library, n.d., para. 1).  It provides and permits access to nearly 800 journals indexed in the original CINAHL database. According to Walden University Library (n.d.), “CINAHL Plus with Full Text is the core research tool for all areas of nursing and allied health literature” (para. 1). 

Similarly, Medline with Full text presents “the authoritative medical information” on various health professions, including nursing. Nearly 1,500 journals are indexed in MEDLINE, which offers full text (Walden University Library, n.d., para. 1).

Search Results and Changes Noted with Boolean Operators 

  Walden University’s Library “Database search skills: Set up your search” option encourages the use of one term when searching databases to return the best and broadest results.  Entering a single word can be used to determine whether the precise term aligns with “scholarly works” (Walden University Library, Database search skills: Set up your search, n.d.-b.). Applying this recommendation produced over 20,000 articles.  Limiters such as peer-reviewed scholarly journals and a publication date no older than 2015 were used, resulting in the following results:

  1. MEDLINE with Full Text (151)
  2. CINAHL Plus with Full Text (120)
  3. APA PsycArticles (35)
  4. APA PsycInfo (6)

           Without the Boolean search operators and, or, and not, a search for sexual assault survivors returned a total of 1,039 results. The number of original research articles returned within the APA PsycINFO database was five out of six, proving a high probability of finding trustworthy, scholarly, current, and original research applied to the PICOT question.  When the Boolean search operator AND was used to include reporting sexual assault, collectively, all four databases were reduced to five total search results.  Search results increased exponentially, when an additional field of the Boolean operator OR was employed.  In the second field of the database search, the terms beliefs or perceptions or views or attitudes were added. Including the Boolean connector OR, produced greater than 400,125 results.  However, the articles resulting from adding OR produced fewer articles germane to the PICOT question.  

Strategies to Increase Rigor and Effectiveness of Database Search for PICOT

Some strategies could be applied to databases that make searching a PICOT question more efficient and rigorous. These strategies include:  

  • Ensuring databases are reliable and produce trustworthy content rooted in scholarly work.
  • Apply best practices in the methodological review of data.
  • Utilize a combination of sources to establish evidence
  • Organize citations and search strategies (Hartzell & Fineout-Overholt, 2018, p. 57).
  • Solicit help from the librarian when needed.
  • Select articles most germane to the PICOT question (Hartzell & Fineout-Overholt, 2018, p. 57).

According to Hartzell and Fineout-Overholt (2018), the above represent “basic and advanced behaviors that clinicians would use to competently search bibliographic databases such as the Cumulative Index to Nursing and Allied Health Literature (CINAHL) and MEDLINE” (p. 56).  Searching databases that have relevancy to a PICOT question facilitates the evidence searching and gleaning process.  Boolean operators serve as “connectors” which can be used to expand (using OR) or narrow (using AND) searches. 

Overall, there are standard competencies expected of advanced practice clinicians, and there are various resources available to facilitate and promote honing these critical skills.

References

Hartzell, T. A. & Fineout-Overholt, E. (2018).  Chapter 3: Finding relevant evidence to answer clinical questions. In B. M. Melnyk, B. M., & E. Fineout-Overholt (Eds.), Evidence-based practice in nursing & healthcare: A guide to best practice (pp. 607-653). Philadelphia, PA: Wolters Kluwer.

Library of Congress. (n.d.). Search/browse help – Boolean operators and nesting. https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in

           nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA:

           Wolters Kluwer.

Walden University Library. (n.d.-a).  Databases A-Z: Nursing. https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.-b). Database search skills: Set up your search. https://academicguides.waldenu.edu/library/databasesearchskills/setupyoursearch

3SOURCES FOR EACH DISCUSSION

Advanced Health Assessment. SOAP – 2025 Week 5 Assessment of Head Neck Eyes Ears Nose and Throat Emily age 15 is brought to your

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Advanced Health Assessment. SOAP – 2025

  

Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat

Emily, age 15, is brought to your clinic complaining of chills, aches, and a sore throat. Without any testing, consider all of the possible diagnoses. It could be a cold, the flu, bronchitis, or even something more serious, such as meningitis or mononucleosis. Assessing the actual cause will involve much more than simple visual inspection. Some conditions are so subtle that they require the use of special instruments and tests in addition to a trained eye and ear.

This week, you will explore how to assess the head, neck, eyes, ears, nose, and throat. Whether dealing with a detached retina, sinusitis, meningitis, or even cough, advanced practice nurses need to know the proper assessment techniques in order to form accurate diagnoses.

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 11, “Head and Neck”

         This chapter reviews the anatomy and physiology of the head and neck. The      authors also describe the procedures for conducting a physical examination      of the head and neck.

  • Chapter 12, “Eyes”

         In this chapter, the authors describe the anatomy and function of the      eyes. In addition, the authors explain the steps involved in conducting a      physical examination of the eyes.

  • Chapter 13, “Ears, Nose, and Throat”

         The authors of this chapter detail the proper procedures for conducting a      physical exam of the ears, nose, and throat. The chapter also provides      pictures and descriptions of common abnormalities in the ears, nose, and      throat.

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 15, “Earache”
This chapter covers the main questions that need to be asked about the patient’s condition prior to the physical examination as well as how these questions lead to a focused physical examination.

Chapter 21, “Hoarseness”
This chapter focuses on the most common causes of hoarseness. It provides strategies for evaluating the patient, both through questions and through physical exams.

Chapter 25, “Nasal Symptoms and Sinus Congestion”

In this chapter, the authors highlight the key questions to ask about the patients symptoms, the key parts of the physical examination, and potential laboratory work that might be needed to provide an accurate diagnosis of nasal and sinus conditions.

Chapter 30, “Red Eye”

The focus of this chapter is on how to determine the cause of red eyes in a patient, including key symptoms to consider and possible diagnoses.

Chapter 32, “Sore Throat”

A sore throat is one most common concerns patients describe. This chapter includes questions to ask when taking the patient’s history, things to look for while conducting the physical exam, and possible causes for the sore throat.

Chapter 38, “Vision Loss”
This chapter highlights the causes of vision loss and how the causes of the condition can be diagnosed.

Note: Download the six documents (Student Checklists and Key Points) below, and use them as you practice conducting assessments of the head, neck, eyes, ears, nose, and throat.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Head and neck: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., & Solomon, B. S., & Stewart, R. W. (2019). Head and neck: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Eyes: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Eyes: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Ears, nose, and throat: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Ears, nose, and throat: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia, PA: F. A. Davis.

Credit Line: Advanced practice nursing procedures, 1st Edition by Colyar, M. R. Copyright 2015 by F. A. Davis Company. Reprinted by permission of F. A. Davis Company via the Copyright Clearance Center.

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

  • Chapter 2, “The Comprehensive History and      Physical Exam” (Previously read in Weeks 1, 3, 4, and 5)

Bedell, H. E., & Stevenson, S. B. (2013). Eye movement testing in clinical examination. Vision Research 90, 32–37. doi:10.1016/j.visres.2013.02.001. Retrieved from https://www.sciencedirect.com/science/article/pii/S0042698913000217 

Rubin, G. S. (2013). Measuring reading performance. Vision Research, 90, 43–51. doi:10.1016/j.visres.2013.02.015. Retrieved from http://www.sciencedirect.com/science/article/pii/S0042698913000436  

Harmes, K. M., Blackwood, R. A., Burrows, H. L., Cooke, J. M., Harrison, R. V., & Passamani, P. P. (2013). Otitis media: Diagnosis and treatment. American Family Physicians, 88(7), 435–440.

Otolaryngology Houston. (2014). Imaging of maxillary sinusitis (X-ray, CT, and MRI). Retrieved from http://www.ghorayeb.com/ImagingMaxillarySinusitis.html

This website provides medical images of sinusitis, including X-rays, CT scans, and MRIs (magnetic resonance imaging).

Focused Ear Exam

CASE STUDY: Martha brings her 11-year old grandson, James, to your clinic to have his right ear checked. He has complained to her about a mild earache for the past 2 days. His grandmother believes that he feels warm but did not verify this with a thermometer. James states that the pain was worse while he was falling asleep and that it was harder for him to hear. When you begin basic assessments, you notice that James has a prominent tan. When you ask him how he’s been spending his summer, James responds that he’s been spending a lot of time in the pool.

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources.

Provide evidence from the literature to support diagnostic tests that would be appropriate for each case.

List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.

Week 6 Discussion Forum Pathophysiology – 2025 Please refer to Chapter 28 and then answer all of the questions that follow the case study

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Week 6 Discussion Forum Pathophysiology – 2025

Please refer to Chapter 28 and then answer all of the questions that follow the case study:

J. S. is 23 years old. He was brought to the emergency department after an auto accident. He suffered a concussion and a deep laceration of his right thigh. He lost about 4 units of blood prior to effective control of bleeding and closure of the wound. Fluid resuscitation is initiated, and a urinary catheter is inserted post operation to monitor his urine output. However, he continues to have significant oozing from his sutured wound.

His 24-hour urine volume is 350 ml with a high urine osmolality and low urine sodium. A coagulation screen results indicate the following: platelet count 250,000, bleeding time and a PTT time are both extended. 

  1. What type of renal failure is J. S. developing? Why is this type of renal failure developing?
  2. If J. S. does not receive adequate treatment, what further condition may he develop? Why? What is the best treatment option to prevent this from occurring?
  3. What other laboratory data beside urine output should be collected to evaluate J. S.’s renal function?
  4. If J. S.’s renal function continues to be diminished without any improvement, what could be the subsequent stages of his renal disorder?

Cite specific areas from your readings and research to support your ideas. 
I will provide the pages of the chapter 28 for this assignment.
The reference for this book is 

Reference:  Banasik J. L. & Copstead, L. C. (2019).Pathophysiology (6th ed.). Elsevier, Inc.

also use outside sources as well please all in 7th edition format 

child development – 2025 Assignment Based on what you have learned in this week s readings and additional resources create a PowerPoint presentation

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child development – 2025

 

Assignment:

Based on what you have learned in this week’s readings and additional resources, create a PowerPoint presentation or Prezi that addresses each of the following points/questions.

Be sure to completely answer all of the prompts for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least five (5) citations throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a reference slide at the end. Follow best practices for PowerPoint and Prezi presentations related to test size, color, images, effects, wordiness, and multimedia enhancements.

  1. Title slide (1 slide)
  2. Discuss historical views of childhood and the modern study of child development (5-7 slides)
  3. Describe developmental processes, periods, and issues (5-7 slides)
  4. Theories of Child Development (5-7 slides)
  5. Describe the challenges in Child Development research (3-5 slides)
  6. References (1 slide)

Read

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 

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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.

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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

Nursing Assignment Help

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.