Tag: Care Plans

  • [Solved] Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.

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    In-depth study guidance and analytical solution covering Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience..

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Reflections on Evidence-Based Practice, Clinical Practice Guidelines, and Standards of Care

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    see instructions attached. Assignemnt is based on Psychiatric Nurse practictioner roations. – 2 years ago **files (1)** – ## Weekn10instructionds.docx **## Weekn10instructionds.docx** To Prepare · Identify a Case: · Choose/Create a patient case from your clinical experience where you and your precep…

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    Assignment Prompt & Instructions

    see instructions attached.

    Assignemnt is  based on Psychiatric Nurse practictioner roations.

    – 2 years ago

    **files (1)**

    – ## Weekn10instructionds.docx

    **## Weekn10instructionds.docx**

    To Prepare

    · Identify a Case:

    · Choose/Create a patient case from your clinical experience where you and your preceptor approached the treatment plan differently.

    · Research evidence-based information pertinent to your chosen patient for treatment Clinical Practice Guidelines and Standards of Care.

    **Submission Requirements:**

    · Length: 3-4 pages, double-spaced, APA format.

    · Cite at least 3 peer-reviewed sources to support your analysis.

    **Evaluation Criteria:**

    · Clarity and completeness of the case summary.

    · Depth of analysis and comparison between treatment plans.

    · Use of evidence-based rationale for your alternative plan.

    · Reflection on learning and future application.

    · Proper use of APA formatting and references.

    Assignment

    Write a paper:

    **Briefly summarize:**

    · The patient case, including all relevant information: the patient's history, assessment findings, medications, any pertinent testing, presenting symptoms, and the final diagnosis (ensure patient confidentiality).

    **Compare Treatment Plans:**

    · Describe your preceptor’s recommended treatment plan and interventions.

    · Explain the alternative treatment plan you would have recommended as a nurse practitioner based upon Clinical Practice Guidelines and Standards of Care.

    **Justify Your Approach:**

    · Use evidence-based guidelines, clinical research, and relevant literature to support your alternative plan.

    · Discuss why you believe your approach would be effective, considering the patient’s history, condition, and individual needs.
    Reflect on Differences:

    · Analyze the differences between your plan and your preceptor’s.

    · Consider factors such as clinical experience, knowledge, patient-centered care, and the influence of evidence-based practice in decision-making.

    Lessons Learned:

    · Reflect on how this experience has influenced your clinical practice and approach to treatment planning.

    · Discuss how you can apply what you learned to future patient care.

    · How might you approach another provider professionally in the future when you find treatment plans differing during collaboration on the patient case?

    **## Weekn10instructionds.docx**

    To Prepare

    · Identify a Case:

    · Choose/Create a patient case from your clinical experience where you and your preceptor approached the treatment plan differently.

    · Research evidence-based information pertinent to your chosen patient for treatment Clinical Practice Guidelines and Standards of Care.

    **Submission Requirements:**

    · Length: 3-4 pages, double-spaced, APA format.

    · Cite at least 3 peer-reviewed sources to support your analysis.

    **Evaluation Criteria:**

    · Clarity and completeness of the case summary.

    · Depth of analysis and comparison between treatment plans.

    · Use of evidence-based rationale for your alternative plan.

    · Reflection on learning and future application.

    · Proper use of APA formatting and references.

    Assignment

    Write a paper:

    **Briefly summarize:**

    · The patient case, including all relevant information: the patient's history, assessment findings, medications, any pertinent testing, presenting symptoms, and the final diagnosis (ensure patient confidentiality).

    **Compare Treatment Plans:**

    · Describe your preceptor’s recommended treatment plan and interventions.

    · Explain the alternative treatment plan you would have recommended as a nurse practitioner based upon Clinical Practice Guidelines and Standards of Care.

    **Justify Your Approach:**

    · Use evidence-based guidelines, clinical research, and relevant literature to support your alternative plan.

    · Discuss why you believe your approach would be effective, considering the patient’s history, condition, and individual needs.
    Reflect on Differences:

    · Analyze the differences between your plan and your preceptor’s.

    · Consider factors such as clinical experience, knowledge, patient-centered care, and the influence of evidence-based practice in decision-making.

    Lessons Learned:

    · Reflect on how this experience has influenced your clinical practice and approach to treatment planning.

    · Discuss how you can apply what you learned to future patient care.

    · How might you approach another provider professionally in the future when you find treatment plans differing during collaboration on the patient case?

  • [Solved] Nursing report 4 pages

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    Nursing 4 pages – 2 years ago

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    Nursing 4 pages

    – 2 years ago

  • [Solved] Nursing BYR-ASSIGNMENT

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    PLEASE SEE THE ATTACHED DOCUMENT FOR INSTRUCTIONS AND RUBRIC EACH INSTRUCTION MUST BE FOLLOWED AS INDICATED NO MORE THAN 10% PLAGIO ALLOWED CHECK YOUR SPELLING AND GRAMMAR IN THE SLIDES AND SPEAKER NOTES SLIDES MUST BE CONDENSED NEED HAVE PROPER INFORMATION , NOT ALLOWED WITH FEW SENTENCES 14 SLIDES…

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    Assignment Prompt & Instructions

    PLEASE SEE THE ATTACHED DOCUMENT FOR INSTRUCTIONS AND RUBRIC

    EACH INSTRUCTION MUST BE FOLLOWED AS INDICATED

    NO MORE THAN 10% PLAGIO ALLOWED

    CHECK YOUR SPELLING AND GRAMMAR IN THE SLIDES AND SPEAKER NOTES

    SLIDES MUST BE CONDENSED NEED HAVE PROPER INFORMATION , NOT ALLOWED WITH FEW SENTENCES

    14 SLIDES

    DUE DATE JANUARY 29, 2025

    – [\
    \
    INSTRUCTIONSANDRUBRIC.docx](https://www.sweetstudy.com/files/instructionsandrubric-docx-10169937 "INSTRUCTIONSANDRUBRIC.docx")

    – 2 years ago

  • [Solved] NUR502 week 3

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    – 2 years ago **files (1)** – ## DISCUSSION3Module3SweetPATHO.docx **## DISCUSSION3Module3SweetPATHO.docx** ![A screenshot of a medical discussion Description automatically generated](https://www.sweetstudy.com/questions/nur502-week-3) ![A white text on a white background Description automatically g…

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    – 2 years ago

    **files (1)**

    – ## DISCUSSION3Module3SweetPATHO.docx

    **## DISCUSSION3Module3SweetPATHO.docx**

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  • [Solved] nur 691 week4

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    – 2 years ago **files (1)** – ## NUR691week4.docx **## NUR691week4.docx** This section of your change project paper should include: 1. A reference to the project’s benefits in terms of cost, time, and/or quality that address needs or changes, results, impacts, or consequences that the project has o…

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    – 2 years ago

    **files (1)**

    – ## NUR691week4.docx

    **## NUR691week4.docx**

    This section of your change project paper should include:

    1. A reference to the project’s benefits in terms of cost, time, and/or quality that address needs or changes, results, impacts, or consequences that the project has on people, programs, or institutions.

    2. Goals and objectives that are measurable, shared, and hypothetically agreed on by all key stakeholders. They are directly linked to the concept of project success factors.

    3. What variables need to be considered and and whether or not you have control over them.

    · For example, if you were to implement a clinic-wide practice change, would budget be an issue and how would you address that variable?

    · If you were to implement your study, consider how would you gather data. Would you choose the qualitative or quantitative method?

    4. An explanation of what your research will provide to the community, or to social change.

    5. A description of the desired outcomes: Specifically, state the purpose, focus, and viewpoint of the project as well as its expected accomplishments.

    · While you may not be implementing your project, you should have a goal in mind that relates to solving your problem.

    · Establish a timeline for accomplishing your project goal(s).

    This section should be 3–4 pages in length, not including the cover or reference page, and should address the intended outcomes of your project. You must reference a minimum of 3 scholarly articles.

    Use current APA format to style your paper and to cite your sources. Review the rubric for more information on how the assignment will be graded.

    **## NUR691week4.docx**

    This section of your change project paper should include:

    1. A reference to the project’s benefits in terms of cost, time, and/or quality that address needs or changes, results, impacts, or consequences that the project has on people, programs, or institutions.

    2. Goals and objectives that are measurable, shared, and hypothetically agreed on by all key stakeholders. They are directly linked to the concept of project success factors.

    3. What variables need to be considered and and whether or not you have control over them.

    · For example, if you were to implement a clinic-wide practice change, would budget be an issue and how would you address that variable?

    · If you were to implement your study, consider how would you gather data. Would you choose the qualitative or quantitative method?

    4. An explanation of what your research will provide to the community, or to social change.

    5. A description of the desired outcomes: Specifically, state the purpose, focus, and viewpoint of the project as well as its expected accomplishments.

    · While you may not be implementing your project, you should have a goal in mind that relates to solving your problem.

    · Establish a timeline for accomplishing your project goal(s).

    This section should be 3–4 pages in length, not including the cover or reference page, and should address the intended outcomes of your project. You must reference a minimum of 3 scholarly articles.

    Use current APA format to style your paper and to cite your sources. Review the rubric for more information on how the assignment will be graded.

  • [Solved] NUR 682 week4

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    Submit a Problem-Focused SOAP note here for grading. You must use an actual patient from your clinical practicum. Review the rubric for more information on how your assignment will be graded. Be sure to use the SOAP note template for your program and view the rubric associated with your program for …

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    Assignment Prompt & Instructions

    Submit a Problem-Focused SOAP note here for grading. You must use an actual patient from your clinical practicum. Review the rubric for more information on how your assignment will be graded. Be sure to use the SOAP note template for your program and view the rubric associated with your program for details on how your assignment will be graded.

    – [\
    \
    NURS682L-APMHNPSOAPNoteTemplate-1-1.docx](https://www.sweetstudy.com/files/nurs682l-apmhnpsoapnotetemplate-1-1-docx "NURS682L-APMHNPSOAPNoteTemplate-1-1.docx")

    – 2 years ago

  • [Solved] NUR 514 Lecture Discussion 3-2

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    – 2 years ago **files (1)** – ## NUR514Case3-2.docx **## NUR514Case3-2.docx** Case #2 R.T. is a 35-year-old female patient who was seen in the clinic because she has been trying to get pregnant for about 7 months but she has not been successful. Only positive gynecologic history for R.T. has been th…

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    – 2 years ago

    **files (1)**

    – ## NUR514Case3-2.docx

    **## NUR514Case3-2.docx**

    Case #2

    R.T. is a 35-year-old female patient who was seen in the clinic because she has been trying to get pregnant for about 7 months but she has not been successful.

    Only positive gynecologic history for R.T. has been three episodes of pelvic inflammatory disease in the last five years.

    · Discuss a diagnostic plan for R.T. and the rationale.

    · Discuss your presumptive diagnoses and ICD 10 number.

    · Develop the management plan (pharmacological and nonpharmacological).

    · Name some of the complications of PID

    Once you received your case number; answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case:

    1.
    **An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**

    2.
    **Name the different family developmental stages and give examples of each one.**

    3.
    **Describe family structure and function and the relationship with health care.**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    **## NUR514Case3-2.docx**

    Case #2

    R.T. is a 35-year-old female patient who was seen in the clinic because she has been trying to get pregnant for about 7 months but she has not been successful.

    Only positive gynecologic history for R.T. has been three episodes of pelvic inflammatory disease in the last five years.

    · Discuss a diagnostic plan for R.T. and the rationale.

    · Discuss your presumptive diagnoses and ICD 10 number.

    · Develop the management plan (pharmacological and nonpharmacological).

    · Name some of the complications of PID

    Once you received your case number; answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case:

    1.
    **An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**

    2.
    **Name the different family developmental stages and give examples of each one.**

    3.
    **Describe family structure and function and the relationship with health care.**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

  • [Solved] SOAP Note 2 Comprehensive SOAP Cardio/Respiratory

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    – 2 years ago **files (4)** – ## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx – ## EvaluationandManagementEMScoreSheet8985-2-1.pdf – GroupSOAPRubricandTemplate.docx – ComprehensiveSOAPNoteExample.doc2.pdf **## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx** **Please follow APA format, add cit…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx

    – ## EvaluationandManagementEMScoreSheet8985-2-1.pdf

    – GroupSOAPRubricandTemplate.docx
    – ComprehensiveSOAPNoteExample.doc2.pdf

    **## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    **Directions: Read over the SOAP note and formulate a primary diagnosis.  Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and management for the diagnosis. Include other peer review resources and and journal articles to support the development of your SOAP note. Complete and attach the evaluation & management score sheet to show how you coded the note for billing in each section.**

    ·
    **Upload a copy of your completed SOAP note.**

    ·
    **Upload a copy of the evaluation & management score sheet.**

    **Case Study:** A 47-year-old African-American man presents to your office for a follow-up visit. He was seen 3 weeks ago for an upper respiratory infection and noted incidentally to have a blood pressure of 164/98 mm Hg. He vaguely remembered being told in the past that his blood pressure was “borderline.” He feels fine, has no complaints, and his review of systems is entirely negative. He does not smoke cigarettes, drinks “a couple of beers on the weekends,” and does not exercise regularly. He has a sedentary job. His father died of a stroke at the age of 69. His mother is alive and in good health at the age of 72. He has two siblings and is not aware of any chronic medical issues that they have. In the office today, his blood pressure is 156/96 mm Hg in his left arm and 152/98 mm Hg in the right arm. He is afebrile, his pulse is 78 beats/min, respiratory rate 14 breaths/min, he is 70-in tall, and weighs 210 lb. A general physical examination is normal.

    **## EvaluationandManagementEMScoreSheet8985-2-1.pdf**

    E/M Documentation Auditor’s Instructions

    1. History
    Refer to data section (table below) in order to quantify. After referring to data, circle the entry farthest to the RIGHT in the table, which
    best describes the HPI, ROS and PFSH. If one column contains three circles, draw a line down that column to the bottom row to
    identify the type of history. If no column contains three circles, the column containing a circle farthest to the LEFT, identifies the type
    of history.

    After completing this table which classifies the history, circle the type of history within the appropriate grid in Section 5.

    HPI: Status of chronic conditions:
    q 1 condition q 2 conditions q 3 conditions

    q
    Status of
    1-2 chronic

    Status of 3
    chronic

    conditions conditionsOR

    HPI (history of present illness) elements:
    q Location q Severity q Timing q Modifying factors

    q Quality q Duration q Context q Associated signs and symptoms

    q
    Brief
    (1-3)

    Extended
    (4 or more)

    ROS (review of systems):

    q Constitutional q Ears,nose, q GI q Integumentaryq Endo
    (wt loss, etc) mouth, throat q GU (skin, breast) q Hem/lymph

    q Eyes q Card/vasc q Musculo q Neuro q All/immuno
    q Resp q Psych q All others negative

    q
    None

    q
    Pertinent to
    problem

    (1 system)

    q

    Extended
    (2-9 systems)

    *Complete

    PFSH (past medical, family, social history) areas:
    q Past history ( the patient's past experiences with illnesses, operation, injuries and treatments)
    q Family history (a review of medical events in the patient's family, including diseases which may be

    hereditary or place the patient at risk)
    q Social history (an age appropriate review of past and current activities)

    plete ROS: 10 or more systems or the pertinent positives and/or negatives of

    q
    None

    q
    Pertinent

    (1 history area)
    e**Complet
    y(2 or 3 histor

    areas)

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED -COMPRE

    HENSIVE

    q

    T
    O

    R
    Y

    I
    S

    H

    *Com
    some systems with a statement “all others negative”.

    **Complete PFSH: 2 history areas: a) Established Patients – Office (Outpatient) Care; b) Emergency Department.

    3 history areas: a) New Patients – Office (Outpatient) Care, Domiciliary Care, Home Care; b) Initial Hospital Care;
    c) Initial Hospital Observation; d) Initial Nursing Facility Care.

    NOTE:For certain categories of E/M services that include only an interval history, it is not necessary to record
    information about the PFSH. Please refer to procedure code descriptions.

    2. Examination

    Refer to data section (table below) in order to quantify. After referring to data, identify the type of examination.
    Circle the type of examination within the appropriate grid in Section 5.

    Limited to affected body area or organ system (one body area or system related to problem) PROBLEM FOCUSED EXAM

    Affected body area or organ system and other symptomatic or related organ system(s)
    (additional systems up to total of 7)

    EXPANDED PROBLEM
    FOCUSED EXAM

    Extended exam of affected area(s) and other symptomatic or related organ system(s)
    (additional systems up to total of 7 or more depth than above) DETAILED EXAM

    General multi-system exam (8 or more systems) or complete exam of a single organ system
    (complete single exam not defined in these instructions) COMPREHENSIVE EXAM

    A
    M

    E
    X

    Body areas:
    q Head, including face q Chest, including breasts and axillae
    q Back, including spine qGenitalia, groin, buttocks

    Organ systems:

    q

    q

    Abdomen q Neck
    Each extremity

    q q q
    1 body
    area or
    system

    Up to 7
    systems

    Up to 7 8 or more
    systems systems

    q Constitutional q Ears,nose, q Resp q Musculo q Psych
    ) (e.g., vitals, gen app mouth, throat q GI q Skin

    q Eyes q Cardiovascular q GU q Neuro
    q Hem/lymph/imm

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED COMPRE-

    HENSIVE

    q

    – 1 –

    q

    q

    q

    3. Medical Decision Making

    Number of Diagnoses or Treatment Options

    Identify each problem or treatment option mentioned in the record.
    Enter the number in each of the categories in Column B in the table
    below. (There are maximum number in two categories.)

    Number of Diagnoses or Treatment Options
    A B X C = D

    Problem(s) Status Number Points Result

    Self-limited or minor
    (stable, improved or worsening) Max = 2 1
    Est. problem (to examiner); stable, improved 1

    Est. problem (to examiner); worsening 2

    New problem (to examiner); no additional
    workup planned

    Max = 1

    3

    New prob. (to examiner); add. workup planned 4

    TOTAL
    Multiply the number in columns B & C and put the product in column D.
    Enter a total for column D.

    Bring total to line A in Final Result for Complexity (table below)

    Amount and/or Complexity of Data Reviewed

    For each category of reviewed data identified, circle the number in the points
    column. Total the points.

    Amount and/or Complexity of Data Reviewed
    Reviewed Data Points

    1

    1

    1

    1

    1

    2

    2

    Review and/or order of clinical lab tests

    Review and/or order of tests in the radiology section of CPT

    Review and/or order of tests in the medicine section of CPT

    Discussion of test results with performing physician

    Decision to obtain old records and/or obtain history from
    someone other than patient

    Review and summarization of old records and/or obtaining
    history from someone other than patient and/or discussion of
    case with another health care provider

    Independent visualization of image, tracing or specimen itself
    (not simply review of report)

    TOTAL
    Bring total to line C in Final Result for Complexity (table below)

    Use the risk table below as a guide to assign risk factors. It is understood that the table below does not
    contain all specific instances of medical care; the table is intended to be used as a guide. Circle the
    most appropriate factor(s) in each category. The overall measure of risk is the highest level circled.
    Enter the level of risk identified in Final Result for Complexity (table below).Risk of Complications and/or Morbidity or Mortality

    Level of
    Risk

    Presenting Problem(s) Diagnostic Procedure(s)
    Ordered

    Management Options
    Selected

    Minimal
    • One self-limited or minor problem,

    e.g., cold, insect bite, tinea corporis

    • Laboratory tests requiring venipuncture
    • Chest x-rays
    • EKG/EEG
    • Urinalysis
    • Ultrasound, e.g., echo
    • KOH prep

    • Rest
    • Gargles
    • Elastic bandages
    • Superficial dressings

    Low

    • Two or more self-limited or minor problems
    • One stable chronic illness, e.g., well controlled

    hypertension or non-insulin dependent diabetes,
    cataract, BPH

    • Acute uncomplicated illness or injury, e.g., cystitis, allergic
    rhinitis, simple sprain

    • Physiologic tests not under stress, e.g.,pulmonary
    function tests

    • Non-cardiovascular imaging studies with contrast,
    e.g., barium enema

    • Superficial needle biopsies
    • Clincal laboratory tests requiring arterial puncture
    • Skin biopsies

    • Over-the-counter drugs
    • Minor surgery with no identified risk factors
    • Physical therapy
    • Occupational therapy
    • IV fluids without additives

    Moderate

    • One or more chronic illnesses with mild exacerbation,
    progression, or side effects of treatment

    • Two or more stable chronic illnesses
    • Undiagnosed new problem with uncertain prognosis,
    e.g., lump in breast

    • Acute illness with systemic symptoms, e.g.,
    pyelonephritis, pneumonitis, colitis

    • Acute complicated injury, e.g., head injury with brief loss
    of consciousness

    • Physiologic tests under stress, e.g., cardiac stress test,
    fetal contraction stress test

    • Diagnostic endoscopies with no identified risk factors
    • Deep needle or incisional biopsy
    • Cardiovascular imaging studies with contrast and no

    identified risk factors, e.g., arteriogram cardiac cath
    • Obtain fluid from body cavity, e.g., lumbar puncture,

    thoracentesis, culdocentesis

    • Minor surgery with identified risk factors
    • Elective major surgery (open, percutaneous or

    endoscopic) with no identified risk factors
    • Prescription drug management
    • Therapeutic nuclear medicine
    • IV fluids with addititives
    • Closed treatment of fracture or dislocation without

    manipulation

    High

    • One or more chronic illnesses with severe exacerbation,
    progression, or side effects of treatment

    • Acute or chronic illnesses or injuries that may pose a threat to
    life or bodily function, e.g., multiple trauma, acute MI,
    pulmonary embolus, severe respiratory distress, progressive
    severe rheumatoid arthritis, psychiatric illness with potential
    threat to self or others, peritonitis, acute renal failure

    • An abrupt change in neurologic status, e.g., seizure, TIA,
    weakness or sensory loss

    • Cardiovascular imaging studies with contrast with
    identified risk factors

    • Cardiac electrophysiological tests
    • Diagnostic endoscopies with identified risk factors
    • Discography

    • Elective major surgery (open, percutaneous or
    endoscopic with identified risk factors)

    • Emergency major surgery (open, percutaneous or
    endoscopic)

    • Parenteral controlled substances
    • Drug therapy requiring intensive monitoring for toxicity
    • Decision not to resuscitate or to de-escalate care

    because of poor prognosis

    Final Result for Complexity
    Draw a line down any column with 2 or 3 circles to identify the type of decision making in
    that column. Otherwise, draw a line down the column with the 2nd circle from the left.
    After completing this table, which classifies complexity, circle the type of decision
    making within the appropriate grid in Section 5.

    Final Result for Complexity

    A Number diagnoses or
    treatment options

    ≤ 1
    Minimal

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    B Highest Risk Minimal Low Moderate High

    C Amount and complexity
    of data

    ≤ 1
    Minimal
    or low

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    Type of decision making STRAIGHT-
    FORWARD

    LOW
    COMPLEX.

    MODERATE
    COMPLEX.

    HIGH
    COMPLEX.

    4. Time

    If the physician documents total time and suggests that counseling or coordinating care dominates
    (more than 50%) the encounter, time may determine level of service. Documentation may refer to:
    prognosis, differential diagnosis, risks, benefits of treatment, instructions, compliance, risk
    reduction or discussion with another health care provider.

    Face-to-face in outpatient setting
    Does documentation reveal total time? Time: Unit/floor in inpatient setting Yes No

    Does documentation describe the content of counseling or coordinating care? Yes No

    Does documentation reveal that more than half of the time was counseling or
    coordinating care? Yes No

    If all answers are "yes", select level based on time.

    – 2 –

    M
    E
    D
    I
    C
    A
    L

    D
    E
    C
    I
    S
    I
    O

    N

    M

    A
    K
    I
    N
    G

    5. L E V E L O F S E R V I C E

    New Office, Outpatient and Emergency Room
    New Office / Outpatient / ER Established Office / Outpatient
    Requires 3 components within shaded area Requires 2 components within shaded area

    History
    PF

    ER: PF
    EPF

    ER: EPF
    D

    ER: EPF
    C

    ER: D
    C

    ER: C Minimal
    problem
    that may
    not
    require
    presence
    of
    physician

    PF EPF D C

    Examination
    PF

    ER: PF

    EPF

    ER: EPF

    D

    ER: EPF

    C

    ER: D

    C

    ER: C
    PF EPF D C

    Complexity
    of medical
    decision

    SF
    ER: SF

    SF
    ER: L

    L
    ER: M

    M
    ER: M

    H
    ER: H SF L M H

    Average time
    (minutes)

    ER has no average
    time

    10 New (99201)

    ER (99281)

    20 New (99202)

    ER (99282)

    30 New (99203)

    ER (99283)

    45 New (99204)

    ER (99284)

    60 New (99205)

    ER (99285)

    5
    (99211)

    10
    (99212)

    15
    (99213)

    25
    (99214)

    40
    (99215)

    Level I II III IV V I II III IV V

    Hospital Care Initial Hospital/Observation Subsequent Hospital/Observation
    Requires 3 components within shaded area Requires 2 components within shaded area

    History D/C C C PF interval EPF interval D interval

    Examination D/C C C PF EPF D
    Complexity of medical

    decision SF/L M H SF/L M H

    Average time (minutes)
    30 Init hosp (99221)
    30 Init observ Care

    (99218)

    50 Init hosp (99222)
    50 Init observ Care

    (99219)

    70 Init hosp (99223)
    70 Init observ Care

    (99220)

    15 Sub hosp (99231)
    15 Sub observ care

    (99224)

    25 Sub hosp (99232)
    25 Sub observ care

    (99225)

    35 Sub hosp (99233)
    35 Sub observ care

    (99226)

    Level I II III I II III

    Nursing Facility
    Care Initial Nursing Facility

    Requires 3 components within shaded area
    Subsequent Nursing Facility
    Requires 2 components within shaded area

    Other Nursing Facility
    (Annual Assessment)

    Requires 3 components within shaded area

    History D/C C C PF interval EPF interval D interval C interval D interval

    Examination D/C C C PF EPF D C C

    Complexity of medical
    decision SF/L M H SF L M H L/M

    Average time (minutes) 25
    99304

    35
    99305

    45
    99306

    10
    99307

    15
    99308

    25
    99309

    35
    99310

    30
    99318

    Level I II III I II III IV

    Domiciliary, Rest Home (eg, Boarding Home), or Custodial Care Services and Home Care

    Requires 3 components within shaded area Requires 2 onents within shaded area

    History PF EPF D C C PF interval EPF interval D interval C interval

    Examination PF EPF D C C PF EPF D C
    Complexity of

    medical decision SF L M M H SF L M M/H
    Average time
    (minutes)

    20
    Domiciliary (99324)
    Home care (99341)

    30
    Domiciliary (99325)
    Home care (99342)

    45
    Domiciliary (99326)
    Home care (99343)

    60
    Domiciliary (99327)
    Home care (99344)

    75
    Domiciliary (99328)
    Home care (99345)

    15
    Domiciliary (99334)
    Home care (99347)

    25
    Domiciliary (99335)
    Home care (99348)

    40
    Domiciliary (99336)
    Home care (99349)

    60
    Domiciliary (99337)
    Home care (99350)

    Level I II III IV V I II III IV
    PF = Problem focused EPF = Expanded problem focused D = Detailed C = Comprehensive SF = Straightforward L = Low M = Moderate H = High

    – 3 –

    Establishe
    dcomp

    New

    – Novitas Solutions Documentation Worksheet
    – History Section
    – Examination Section
    – Medical Decision Making Section
    – Time Section
    – Level of Service Grids

    **GroupSOAPRubricandTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/groupsoaprubricandtemplate-docx-10170163)

    **ComprehensiveSOAPNoteExample.doc2.pdf**

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    **## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    **Directions: Read over the SOAP note and formulate a primary diagnosis.  Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and management for the diagnosis. Include other peer review resources and and journal articles to support the development of your SOAP note. Complete and attach the evaluation & management score sheet to show how you coded the note for billing in each section.**

    ·
    **Upload a copy of your completed SOAP note.**

    ·
    **Upload a copy of the evaluation & management score sheet.**

    **Case Study:** A 47-year-old African-American man presents to your office for a follow-up visit. He was seen 3 weeks ago for an upper respiratory infection and noted incidentally to have a blood pressure of 164/98 mm Hg. He vaguely remembered being told in the past that his blood pressure was “borderline.” He feels fine, has no complaints, and his review of systems is entirely negative. He does not smoke cigarettes, drinks “a couple of beers on the weekends,” and does not exercise regularly. He has a sedentary job. His father died of a stroke at the age of 69. His mother is alive and in good health at the age of 72. He has two siblings and is not aware of any chronic medical issues that they have. In the office today, his blood pressure is 156/96 mm Hg in his left arm and 152/98 mm Hg in the right arm. He is afebrile, his pulse is 78 beats/min, respiratory rate 14 breaths/min, he is 70-in tall, and weighs 210 lb. A general physical examination is normal.

    **## EvaluationandManagementEMScoreSheet8985-2-1.pdf**

    E/M Documentation Auditor’s Instructions

    1. History
    Refer to data section (table below) in order to quantify. After referring to data, circle the entry farthest to the RIGHT in the table, which
    best describes the HPI, ROS and PFSH. If one column contains three circles, draw a line down that column to the bottom row to
    identify the type of history. If no column contains three circles, the column containing a circle farthest to the LEFT, identifies the type
    of history.

    After completing this table which classifies the history, circle the type of history within the appropriate grid in Section 5.

    HPI: Status of chronic conditions:
    q 1 condition q 2 conditions q 3 conditions

    q
    Status of
    1-2 chronic

    Status of 3
    chronic

    conditions conditionsOR

    HPI (history of present illness) elements:
    q Location q Severity q Timing q Modifying factors

    q Quality q Duration q Context q Associated signs and symptoms

    q
    Brief
    (1-3)

    Extended
    (4 or more)

    ROS (review of systems):

    q Constitutional q Ears,nose, q GI q Integumentaryq Endo
    (wt loss, etc) mouth, throat q GU (skin, breast) q Hem/lymph

    q Eyes q Card/vasc q Musculo q Neuro q All/immuno
    q Resp q Psych q All others negative

    q
    None

    q
    Pertinent to
    problem

    (1 system)

    q

    Extended
    (2-9 systems)

    *Complete

    PFSH (past medical, family, social history) areas:
    q Past history ( the patient's past experiences with illnesses, operation, injuries and treatments)
    q Family history (a review of medical events in the patient's family, including diseases which may be

    hereditary or place the patient at risk)
    q Social history (an age appropriate review of past and current activities)

    plete ROS: 10 or more systems or the pertinent positives and/or negatives of

    q
    None

    q
    Pertinent

    (1 history area)
    e**Complet
    y(2 or 3 histor

    areas)

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED -COMPRE

    HENSIVE

    q

    T
    O

    R
    Y

    I
    S

    H

    *Com
    some systems with a statement “all others negative”.

    **Complete PFSH: 2 history areas: a) Established Patients – Office (Outpatient) Care; b) Emergency Department.

    3 history areas: a) New Patients – Office (Outpatient) Care, Domiciliary Care, Home Care; b) Initial Hospital Care;
    c) Initial Hospital Observation; d) Initial Nursing Facility Care.

    NOTE:For certain categories of E/M services that include only an interval history, it is not necessary to record
    information about the PFSH. Please refer to procedure code descriptions.

    2. Examination

    Refer to data section (table below) in order to quantify. After referring to data, identify the type of examination.
    Circle the type of examination within the appropriate grid in Section 5.

    Limited to affected body area or organ system (one body area or system related to problem) PROBLEM FOCUSED EXAM

    Affected body area or organ system and other symptomatic or related organ system(s)
    (additional systems up to total of 7)

    EXPANDED PROBLEM
    FOCUSED EXAM

    Extended exam of affected area(s) and other symptomatic or related organ system(s)
    (additional systems up to total of 7 or more depth than above) DETAILED EXAM

    General multi-system exam (8 or more systems) or complete exam of a single organ system
    (complete single exam not defined in these instructions) COMPREHENSIVE EXAM

    A
    M

    E
    X

    Body areas:
    q Head, including face q Chest, including breasts and axillae
    q Back, including spine qGenitalia, groin, buttocks

    Organ systems:

    q

    q

    Abdomen q Neck
    Each extremity

    q q q
    1 body
    area or
    system

    Up to 7
    systems

    Up to 7 8 or more
    systems systems

    q Constitutional q Ears,nose, q Resp q Musculo q Psych
    ) (e.g., vitals, gen app mouth, throat q GI q Skin

    q Eyes q Cardiovascular q GU q Neuro
    q Hem/lymph/imm

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED COMPRE-

    HENSIVE

    q

    – 1 –

    q

    q

    q

    3. Medical Decision Making

    Number of Diagnoses or Treatment Options

    Identify each problem or treatment option mentioned in the record.
    Enter the number in each of the categories in Column B in the table
    below. (There are maximum number in two categories.)

    Number of Diagnoses or Treatment Options
    A B X C = D

    Problem(s) Status Number Points Result

    Self-limited or minor
    (stable, improved or worsening) Max = 2 1
    Est. problem (to examiner); stable, improved 1

    Est. problem (to examiner); worsening 2

    New problem (to examiner); no additional
    workup planned

    Max = 1

    3

    New prob. (to examiner); add. workup planned 4

    TOTAL
    Multiply the number in columns B & C and put the product in column D.
    Enter a total for column D.

    Bring total to line A in Final Result for Complexity (table below)

    Amount and/or Complexity of Data Reviewed

    For each category of reviewed data identified, circle the number in the points
    column. Total the points.

    Amount and/or Complexity of Data Reviewed
    Reviewed Data Points

    1

    1

    1

    1

    1

    2

    2

    Review and/or order of clinical lab tests

    Review and/or order of tests in the radiology section of CPT

    Review and/or order of tests in the medicine section of CPT

    Discussion of test results with performing physician

    Decision to obtain old records and/or obtain history from
    someone other than patient

    Review and summarization of old records and/or obtaining
    history from someone other than patient and/or discussion of
    case with another health care provider

    Independent visualization of image, tracing or specimen itself
    (not simply review of report)

    TOTAL
    Bring total to line C in Final Result for Complexity (table below)

    Use the risk table below as a guide to assign risk factors. It is understood that the table below does not
    contain all specific instances of medical care; the table is intended to be used as a guide. Circle the
    most appropriate factor(s) in each category. The overall measure of risk is the highest level circled.
    Enter the level of risk identified in Final Result for Complexity (table below).Risk of Complications and/or Morbidity or Mortality

    Level of
    Risk

    Presenting Problem(s) Diagnostic Procedure(s)
    Ordered

    Management Options
    Selected

    Minimal
    • One self-limited or minor problem,

    e.g., cold, insect bite, tinea corporis

    • Laboratory tests requiring venipuncture
    • Chest x-rays
    • EKG/EEG
    • Urinalysis
    • Ultrasound, e.g., echo
    • KOH prep

    • Rest
    • Gargles
    • Elastic bandages
    • Superficial dressings

    Low

    • Two or more self-limited or minor problems
    • One stable chronic illness, e.g., well controlled

    hypertension or non-insulin dependent diabetes,
    cataract, BPH

    • Acute uncomplicated illness or injury, e.g., cystitis, allergic
    rhinitis, simple sprain

    • Physiologic tests not under stress, e.g.,pulmonary
    function tests

    • Non-cardiovascular imaging studies with contrast,
    e.g., barium enema

    • Superficial needle biopsies
    • Clincal laboratory tests requiring arterial puncture
    • Skin biopsies

    • Over-the-counter drugs
    • Minor surgery with no identified risk factors
    • Physical therapy
    • Occupational therapy
    • IV fluids without additives

    Moderate

    • One or more chronic illnesses with mild exacerbation,
    progression, or side effects of treatment

    • Two or more stable chronic illnesses
    • Undiagnosed new problem with uncertain prognosis,
    e.g., lump in breast

    • Acute illness with systemic symptoms, e.g.,
    pyelonephritis, pneumonitis, colitis

    • Acute complicated injury, e.g., head injury with brief loss
    of consciousness

    • Physiologic tests under stress, e.g., cardiac stress test,
    fetal contraction stress test

    • Diagnostic endoscopies with no identified risk factors
    • Deep needle or incisional biopsy
    • Cardiovascular imaging studies with contrast and no

    identified risk factors, e.g., arteriogram cardiac cath
    • Obtain fluid from body cavity, e.g., lumbar puncture,

    thoracentesis, culdocentesis

    • Minor surgery with identified risk factors
    • Elective major surgery (open, percutaneous or

    endoscopic) with no identified risk factors
    • Prescription drug management
    • Therapeutic nuclear medicine
    • IV fluids with addititives
    • Closed treatment of fracture or dislocation without

    manipulation

    High

    • One or more chronic illnesses with severe exacerbation,
    progression, or side effects of treatment

    • Acute or chronic illnesses or injuries that may pose a threat to
    life or bodily function, e.g., multiple trauma, acute MI,
    pulmonary embolus, severe respiratory distress, progressive
    severe rheumatoid arthritis, psychiatric illness with potential
    threat to self or others, peritonitis, acute renal failure

    • An abrupt change in neurologic status, e.g., seizure, TIA,
    weakness or sensory loss

    • Cardiovascular imaging studies with contrast with
    identified risk factors

    • Cardiac electrophysiological tests
    • Diagnostic endoscopies with identified risk factors
    • Discography

    • Elective major surgery (open, percutaneous or
    endoscopic with identified risk factors)

    • Emergency major surgery (open, percutaneous or
    endoscopic)

    • Parenteral controlled substances
    • Drug therapy requiring intensive monitoring for toxicity
    • Decision not to resuscitate or to de-escalate care

    because of poor prognosis

    Final Result for Complexity
    Draw a line down any column with 2 or 3 circles to identify the type of decision making in
    that column. Otherwise, draw a line down the column with the 2nd circle from the left.
    After completing this table, which classifies complexity, circle the type of decision
    making within the appropriate grid in Section 5.

    Final Result for Complexity

    A Number diagnoses or
    treatment options

    ≤ 1
    Minimal

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    B Highest Risk Minimal Low Moderate High

    C Amount and complexity
    of data

    ≤ 1
    Minimal
    or low

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    Type of decision making STRAIGHT-
    FORWARD

    LOW
    COMPLEX.

    MODERATE
    COMPLEX.

    HIGH
    COMPLEX.

    4. Time

    If the physician documents total time and suggests that counseling or coordinating care dominates
    (more than 50%) the encounter, time may determine level of service. Documentation may refer to:
    prognosis, differential diagnosis, risks, benefits of treatment, instructions, compliance, risk
    reduction or discussion with another health care provider.

    Face-to-face in outpatient setting
    Does documentation reveal total time? Time: Unit/floor in inpatient setting Yes No

    Does documentation describe the content of counseling or coordinating care? Yes No

    Does documentation reveal that more than half of the time was counseling or
    coordinating care? Yes No

    If all answers are "yes", select level based on time.

    – 2 –

    M
    E
    D
    I
    C
    A
    L

    D
    E
    C
    I
    S
    I
    O

    N

    M

    A
    K
    I
    N
    G

    5. L E V E L O F S E R V I C E

    New Office, Outpatient and Emergency Room
    New Office / Outpatient / ER Established Office / Outpatient
    Requires 3 components within shaded area Requires 2 components within shaded area

    History
    PF

    ER: PF
    EPF

    ER: EPF
    D

    ER: EPF
    C

    ER: D
    C

    ER: C Minimal
    problem
    that may
    not
    require
    presence
    of
    physician

    PF EPF D C

    Examination
    PF

    ER: PF

    EPF

    ER: EPF

    D

    ER: EPF

    C

    ER: D

    C

    ER: C
    PF EPF D C

    Complexity
    of medical
    decision

    SF
    ER: SF

    SF
    ER: L

    L
    ER: M

    M
    ER: M

    H
    ER: H SF L M H

    Average time
    (minutes)

    ER has no average
    time

    10 New (99201)

    ER (99281)

    20 New (99202)

    ER (99282)

    30 New (99203)

    ER (99283)

    45 New (99204)

    ER (99284)

    60 New (99205)

    ER (99285)

    5
    (99211)

    10
    (99212)

    15
    (99213)

    25
    (99214)

    40
    (99215)

    Level I II III IV V I II III IV V

    Hospital Care Initial Hospital/Observation Subsequent Hospital/Observation
    Requires 3 components within shaded area Requires 2 components within shaded area

    History D/C C C PF interval EPF interval D interval

    Examination D/C C C PF EPF D
    Complexity of medical

    decision SF/L M H SF/L M H

    Average time (minutes)
    30 Init hosp (99221)
    30 Init observ Care

    (99218)

    50 Init hosp (99222)
    50 Init observ Care

    (99219)

    70 Init hosp (99223)
    70 Init observ Care

    (99220)

    15 Sub hosp (99231)
    15 Sub observ care

    (99224)

    25 Sub hosp (99232)
    25 Sub observ care

    (99225)

    35 Sub hosp (99233)
    35 Sub observ care

    (99226)

    Level I II III I II III

    Nursing Facility
    Care Initial Nursing Facility

    Requires 3 components within shaded area
    Subsequent Nursing Facility
    Requires 2 components within shaded area

    Other Nursing Facility
    (Annual Assessment)

    Requires 3 components within shaded area

    History D/C C C PF interval EPF interval D interval C interval D interval

    Examination D/C C C PF EPF D C C

    Complexity of medical
    decision SF/L M H SF L M H L/M

    Average time (minutes) 25
    99304

    35
    99305

    45
    99306

    10
    99307

    15
    99308

    25
    99309

    35
    99310

    30
    99318

    Level I II III I II III IV

    Domiciliary, Rest Home (eg, Boarding Home), or Custodial Care Services and Home Care

    Requires 3 components within shaded area Requires 2 onents within shaded area

    History PF EPF D C C PF interval EPF interval D interval C interval

    Examination PF EPF D C C PF EPF D C
    Complexity of

    medical decision SF L M M H SF L M M/H
    Average time
    (minutes)

    20
    Domiciliary (99324)
    Home care (99341)

    30
    Domiciliary (99325)
    Home care (99342)

    45
    Domiciliary (99326)
    Home care (99343)

    60
    Domiciliary (99327)
    Home care (99344)

    75
    Domiciliary (99328)
    Home care (99345)

    15
    Domiciliary (99334)
    Home care (99347)

    25
    Domiciliary (99335)
    Home care (99348)

    40
    Domiciliary (99336)
    Home care (99349)

    60
    Domiciliary (99337)
    Home care (99350)

    Level I II III IV V I II III IV
    PF = Problem focused EPF = Expanded problem focused D = Detailed C = Comprehensive SF = Straightforward L = Low M = Moderate H = High

    – 3 –

    Establishe
    dcomp

    New

    – Novitas Solutions Documentation Worksheet
    – History Section
    – Examination Section
    – Medical Decision Making Section
    – Time Section
    – Level of Service Grids

    **GroupSOAPRubricandTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/groupsoaprubricandtemplate-docx-10170163)

    **ComprehensiveSOAPNoteExample.doc2.pdf**

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    **## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    **Directions: Read over the SOAP note and formulate a primary diagnosis.  Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and management for the diagnosis. Include other peer review resources and and journal articles to support the development of your SOAP note. Complete and attach the evaluation & management score sheet to show how you coded the note for billing in each section.**

    ·
    **Upload a copy of your completed SOAP note.**

    ·
    **Upload a copy of the evaluation & management score sheet.**

    **Case Study:** A 47-year-old African-American man presents to your office for a follow-up visit. He was seen 3 weeks ago for an upper respiratory infection and noted incidentally to have a blood pressure of 164/98 mm Hg. He vaguely remembered being told in the past that his blood pressure was “borderline.” He feels fine, has no complaints, and his review of systems is entirely negative. He does not smoke cigarettes, drinks “a couple of beers on the weekends,” and does not exercise regularly. He has a sedentary job. His father died of a stroke at the age of 69. His mother is alive and in good health at the age of 72. He has two siblings and is not aware of any chronic medical issues that they have. In the office today, his blood pressure is 156/96 mm Hg in his left arm and 152/98 mm Hg in the right arm. He is afebrile, his pulse is 78 beats/min, respiratory rate 14 breaths/min, he is 70-in tall, and weighs 210 lb. A general physical examination is normal.

    **## EvaluationandManagementEMScoreSheet8985-2-1.pdf**

    E/M Documentation Auditor’s Instructions

    1. History
    Refer to data section (table below) in order to quantify. After referring to data, circle the entry farthest to the RIGHT in the table, which
    best describes the HPI, ROS and PFSH. If one column contains three circles, draw a line down that column to the bottom row to
    identify the type of history. If no column contains three circles, the column containing a circle farthest to the LEFT, identifies the type
    of history.

    After completing this table which classifies the history, circle the type of history within the appropriate grid in Section 5.

    HPI: Status of chronic conditions:
    q 1 condition q 2 conditions q 3 conditions

    q
    Status of
    1-2 chronic

    Status of 3
    chronic

    conditions conditionsOR

    HPI (history of present illness) elements:
    q Location q Severity q Timing q Modifying factors

    q Quality q Duration q Context q Associated signs and symptoms

    q
    Brief
    (1-3)

    Extended
    (4 or more)

    ROS (review of systems):

    q Constitutional q Ears,nose, q GI q Integumentaryq Endo
    (wt loss, etc) mouth, throat q GU (skin, breast) q Hem/lymph

    q Eyes q Card/vasc q Musculo q Neuro q All/immuno
    q Resp q Psych q All others negative

    q
    None

    q
    Pertinent to
    problem

    (1 system)

    q

    Extended
    (2-9 systems)

    *Complete

    PFSH (past medical, family, social history) areas:
    q Past history ( the patient's past experiences with illnesses, operation, injuries and treatments)
    q Family history (a review of medical events in the patient's family, including diseases which may be

    hereditary or place the patient at risk)
    q Social history (an age appropriate review of past and current activities)

    plete ROS: 10 or more systems or the pertinent positives and/or negatives of

    q
    None

    q
    Pertinent

    (1 history area)
    e**Complet
    y(2 or 3 histor

    areas)

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED -COMPRE

    HENSIVE

    q

    T
    O

    R
    Y

    I
    S

    H

    *Com
    some systems with a statement “all others negative”.

    **Complete PFSH: 2 history areas: a) Established Patients – Office (Outpatient) Care; b) Emergency Department.

    3 history areas: a) New Patients – Office (Outpatient) Care, Domiciliary Care, Home Care; b) Initial Hospital Care;
    c) Initial Hospital Observation; d) Initial Nursing Facility Care.

    NOTE:For certain categories of E/M services that include only an interval history, it is not necessary to record
    information about the PFSH. Please refer to procedure code descriptions.

    2. Examination

    Refer to data section (table below) in order to quantify. After referring to data, identify the type of examination.
    Circle the type of examination within the appropriate grid in Section 5.

    Limited to affected body area or organ system (one body area or system related to problem) PROBLEM FOCUSED EXAM

    Affected body area or organ system and other symptomatic or related organ system(s)
    (additional systems up to total of 7)

    EXPANDED PROBLEM
    FOCUSED EXAM

    Extended exam of affected area(s) and other symptomatic or related organ system(s)
    (additional systems up to total of 7 or more depth than above) DETAILED EXAM

    General multi-system exam (8 or more systems) or complete exam of a single organ system
    (complete single exam not defined in these instructions) COMPREHENSIVE EXAM

    A
    M

    E
    X

    Body areas:
    q Head, including face q Chest, including breasts and axillae
    q Back, including spine qGenitalia, groin, buttocks

    Organ systems:

    q

    q

    Abdomen q Neck
    Each extremity

    q q q
    1 body
    area or
    system

    Up to 7
    systems

    Up to 7 8 or more
    systems systems

    q Constitutional q Ears,nose, q Resp q Musculo q Psych
    ) (e.g., vitals, gen app mouth, throat q GI q Skin

    q Eyes q Cardiovascular q GU q Neuro
    q Hem/lymph/imm

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED COMPRE-

    HENSIVE

    q

    – 1 –

    q

    q

    q

    3. Medical Decision Making

    Number of Diagnoses or Treatment Options

    Identify each problem or treatment option mentioned in the record.
    Enter the number in each of the categories in Column B in the table
    below. (There are maximum number in two categories.)

    Number of Diagnoses or Treatment Options
    A B X C = D

    Problem(s) Status Number Points Result

    Self-limited or minor
    (stable, improved or worsening) Max = 2 1
    Est. problem (to examiner); stable, improved 1

    Est. problem (to examiner); worsening 2

    New problem (to examiner); no additional
    workup planned

    Max = 1

    3

    New prob. (to examiner); add. workup planned 4

    TOTAL
    Multiply the number in columns B & C and put the product in column D.
    Enter a total for column D.

    Bring total to line A in Final Result for Complexity (table below)

    Amount and/or Complexity of Data Reviewed

    For each category of reviewed data identified, circle the number in the points
    column. Total the points.

    Amount and/or Complexity of Data Reviewed
    Reviewed Data Points

    1

    1

    1

    1

    1

    2

    2

    Review and/or order of clinical lab tests

    Review and/or order of tests in the radiology section of CPT

    Review and/or order of tests in the medicine section of CPT

    Discussion of test results with performing physician

    Decision to obtain old records and/or obtain history from
    someone other than patient

    Review and summarization of old records and/or obtaining
    history from someone other than patient and/or discussion of
    case with another health care provider

    Independent visualization of image, tracing or specimen itself
    (not simply review of report)

    TOTAL
    Bring total to line C in Final Result for Complexity (table below)

    Use the risk table below as a guide to assign risk factors. It is understood that the table below does not
    contain all specific instances of medical care; the table is intended to be used as a guide. Circle the
    most appropriate factor(s) in each category. The overall measure of risk is the highest level circled.
    Enter the level of risk identified in Final Result for Complexity (table below).Risk of Complications and/or Morbidity or Mortality

    Level of
    Risk

    Presenting Problem(s) Diagnostic Procedure(s)
    Ordered

    Management Options
    Selected

    Minimal
    • One self-limited or minor problem,

    e.g., cold, insect bite, tinea corporis

    • Laboratory tests requiring venipuncture
    • Chest x-rays
    • EKG/EEG
    • Urinalysis
    • Ultrasound, e.g., echo
    • KOH prep

    • Rest
    • Gargles
    • Elastic bandages
    • Superficial dressings

    Low

    • Two or more self-limited or minor problems
    • One stable chronic illness, e.g., well controlled

    hypertension or non-insulin dependent diabetes,
    cataract, BPH

    • Acute uncomplicated illness or injury, e.g., cystitis, allergic
    rhinitis, simple sprain

    • Physiologic tests not under stress, e.g.,pulmonary
    function tests

    • Non-cardiovascular imaging studies with contrast,
    e.g., barium enema

    • Superficial needle biopsies
    • Clincal laboratory tests requiring arterial puncture
    • Skin biopsies

    • Over-the-counter drugs
    • Minor surgery with no identified risk factors
    • Physical therapy
    • Occupational therapy
    • IV fluids without additives

    Moderate

    • One or more chronic illnesses with mild exacerbation,
    progression, or side effects of treatment

    • Two or more stable chronic illnesses
    • Undiagnosed new problem with uncertain prognosis,
    e.g., lump in breast

    • Acute illness with systemic symptoms, e.g.,
    pyelonephritis, pneumonitis, colitis

    • Acute complicated injury, e.g., head injury with brief loss
    of consciousness

    • Physiologic tests under stress, e.g., cardiac stress test,
    fetal contraction stress test

    • Diagnostic endoscopies with no identified risk factors
    • Deep needle or incisional biopsy
    • Cardiovascular imaging studies with contrast and no

    identified risk factors, e.g., arteriogram cardiac cath
    • Obtain fluid from body cavity, e.g., lumbar puncture,

    thoracentesis, culdocentesis

    • Minor surgery with identified risk factors
    • Elective major surgery (open, percutaneous or

    endoscopic) with no identified risk factors
    • Prescription drug management
    • Therapeutic nuclear medicine
    • IV fluids with addititives
    • Closed treatment of fracture or dislocation without

    manipulation

    High

    • One or more chronic illnesses with severe exacerbation,
    progression, or side effects of treatment

    • Acute or chronic illnesses or injuries that may pose a threat to
    life or bodily function, e.g., multiple trauma, acute MI,
    pulmonary embolus, severe respiratory distress, progressive
    severe rheumatoid arthritis, psychiatric illness with potential
    threat to self or others, peritonitis, acute renal failure

    • An abrupt change in neurologic status, e.g., seizure, TIA,
    weakness or sensory loss

    • Cardiovascular imaging studies with contrast with
    identified risk factors

    • Cardiac electrophysiological tests
    • Diagnostic endoscopies with identified risk factors
    • Discography

    • Elective major surgery (open, percutaneous or
    endoscopic with identified risk factors)

    • Emergency major surgery (open, percutaneous or
    endoscopic)

    • Parenteral controlled substances
    • Drug therapy requiring intensive monitoring for toxicity
    • Decision not to resuscitate or to de-escalate care

    because of poor prognosis

    Final Result for Complexity
    Draw a line down any column with 2 or 3 circles to identify the type of decision making in
    that column. Otherwise, draw a line down the column with the 2nd circle from the left.
    After completing this table, which classifies complexity, circle the type of decision
    making within the appropriate grid in Section 5.

    Final Result for Complexity

    A Number diagnoses or
    treatment options

    ≤ 1
    Minimal

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    B Highest Risk Minimal Low Moderate High

    C Amount and complexity
    of data

    ≤ 1
    Minimal
    or low

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    Type of decision making STRAIGHT-
    FORWARD

    LOW
    COMPLEX.

    MODERATE
    COMPLEX.

    HIGH
    COMPLEX.

    4. Time

    If the physician documents total time and suggests that counseling or coordinating care dominates
    (more than 50%) the encounter, time may determine level of service. Documentation may refer to:
    prognosis, differential diagnosis, risks, benefits of treatment, instructions, compliance, risk
    reduction or discussion with another health care provider.

    Face-to-face in outpatient setting
    Does documentation reveal total time? Time: Unit/floor in inpatient setting Yes No

    Does documentation describe the content of counseling or coordinating care? Yes No

    Does documentation reveal that more than half of the time was counseling or
    coordinating care? Yes No

    If all answers are "yes", select level based on time.

    – 2 –

    M
    E
    D
    I
    C
    A
    L

    D
    E
    C
    I
    S
    I
    O

    N

    M

    A
    K
    I
    N
    G

    5. L E V E L O F S E R V I C E

    New Office, Outpatient and Emergency Room
    New Office / Outpatient / ER Established Office / Outpatient
    Requires 3 components within shaded area Requires 2 components within shaded area

    History
    PF

    ER: PF
    EPF

    ER: EPF
    D

    ER: EPF
    C

    ER: D
    C

    ER: C Minimal
    problem
    that may
    not
    require
    presence
    of
    physician

    PF EPF D C

    Examination
    PF

    ER: PF

    EPF

    ER: EPF

    D

    ER: EPF

    C

    ER: D

    C

    ER: C
    PF EPF D C

    Complexity
    of medical
    decision

    SF
    ER: SF

    SF
    ER: L

    L
    ER: M

    M
    ER: M

    H
    ER: H SF L M H

    Average time
    (minutes)

    ER has no average
    time

    10 New (99201)

    ER (99281)

    20 New (99202)

    ER (99282)

    30 New (99203)

    ER (99283)

    45 New (99204)

    ER (99284)

    60 New (99205)

    ER (99285)

    5
    (99211)

    10
    (99212)

    15
    (99213)

    25
    (99214)

    40
    (99215)

    Level I II III IV V I II III IV V

    Hospital Care Initial Hospital/Observation Subsequent Hospital/Observation
    Requires 3 components within shaded area Requires 2 components within shaded area

    History D/C C C PF interval EPF interval D interval

    Examination D/C C C PF EPF D
    Complexity of medical

    decision SF/L M H SF/L M H

    Average time (minutes)
    30 Init hosp (99221)
    30 Init observ Care

    (99218)

    50 Init hosp (99222)
    50 Init observ Care

    (99219)

    70 Init hosp (99223)
    70 Init observ Care

    (99220)

    15 Sub hosp (99231)
    15 Sub observ care

    (99224)

    25 Sub hosp (99232)
    25 Sub observ care

    (99225)

    35 Sub hosp (99233)
    35 Sub observ care

    (99226)

    Level I II III I II III

    Nursing Facility
    Care Initial Nursing Facility

    Requires 3 components within shaded area
    Subsequent Nursing Facility
    Requires 2 components within shaded area

    Other Nursing Facility
    (Annual Assessment)

    Requires 3 components within shaded area

    History D/C C C PF interval EPF interval D interval C interval D interval

    Examination D/C C C PF EPF D C C

    Complexity of medical
    decision SF/L M H SF L M H L/M

    Average time (minutes) 25
    99304

    35
    99305

    45
    99306

    10
    99307

    15
    99308

    25
    99309

    35
    99310

    30
    99318

    Level I II III I II III IV

    Domiciliary, Rest Home (eg, Boarding Home), or Custodial Care Services and Home Care

    Requires 3 components within shaded area Requires 2 onents within shaded area

    History PF EPF D C C PF interval EPF interval D interval C interval

    Examination PF EPF D C C PF EPF D C
    Complexity of

    medical decision SF L M M H SF L M M/H
    Average time
    (minutes)

    20
    Domiciliary (99324)
    Home care (99341)

    30
    Domiciliary (99325)
    Home care (99342)

    45
    Domiciliary (99326)
    Home care (99343)

    60
    Domiciliary (99327)
    Home care (99344)

    75
    Domiciliary (99328)
    Home care (99345)

    15
    Domiciliary (99334)
    Home care (99347)

    25
    Domiciliary (99335)
    Home care (99348)

    40
    Domiciliary (99336)
    Home care (99349)

    60
    Domiciliary (99337)
    Home care (99350)

    Level I II III IV V I II III IV
    PF = Problem focused EPF = Expanded problem focused D = Detailed C = Comprehensive SF = Straightforward L = Low M = Moderate H = High

    – 3 –

    Establishe
    dcomp

    New

    – Novitas Solutions Documentation Worksheet
    – History Section
    – Examination Section
    – Medical Decision Making Section
    – Time Section
    – Level of Service Grids

    **GroupSOAPRubricandTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/groupsoaprubricandtemplate-docx-10170163)

    **ComprehensiveSOAPNoteExample.doc2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensivesoapnoteexample-doc2-pdf-10170161)

  • [Solved] leadership

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    – 2 years ago **files (1)** – ## leadership.docx **## leadership.docx** Change Implementation and Management Plan It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare fie…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## leadership.docx

    **## leadership.docx**

    Change Implementation and Management Plan

    It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival.

    As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change. In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/147149/modules/items/5667991)

    **To Prepare:**

    · Review the Resources and identify one change that you believe is called for in your organization/workplace.

    · This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4. It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas.

    · Reflect on how you might implement this change and how you might communicate this change to organizational leadership.

    **The Assignment (5-6-minute narrated PowerPoint presentation):**

    **Change Implementation and Management Plan**

    Create a 5- or 6-slide narrated PowerPoint that presents a comprehensive plan to implement changes you propose.

    Your narrated presentation should be 5–6 minutes in length.

    Your Change Implementation and Management Plan should include the following:

    · An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant.)

    · A description of the change being proposed

    · Justifications for the change, including why addressing it will have a positive impact on your organization/workplace

    · Details about the type and scope of the proposed change

    · Identification of the stakeholders impacted by the change

    · Identification of a change management team (by title/role)

    · A plan for communicating the change you propose

    · A description of risk mitigation plans you would recommend to address the risks anticipated by the change you propose

    **Alternate Submission Method**

    You may also use Kaltura Personal Capture to record your narrated PowerPoint. This option will require you to create your PowerPoint slides first. Then, follow the Personal Capture instructions outlined on the
    [Kaltura Media UploaderLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/kaltura/index.html) page. This page will walk you through downloading the tool and help you become familiar with the features of Personal Capture. When you are ready to begin recording, you may turn off the webcam option so that only "Screen" and "Audio" are enabled. Start your recording and then open your PowerPoint to slide show view. Once the recording is complete, follow the instructions found on the "Posting Your Video in the Classroom Guide" found on the Kaltura Media page for instructions on how to submit your video. For this option, in addition to submitting your video, you must also upload your PowerPoint file which must include your speaker notes.

    By Day 2 of Week 11

    **Submit** your narrated Change Implementation and Management Plan. Review the following submission instructions for the type of submission you choose.

    submission information – Narrated PowerPOint

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK11Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    submission information – Kaltura Personal Capture

    To submit your Kaltura media:

    1. Click on
    **Start Assignment** near the top of the page.

    2. Next, click
    **Text Entry** and then click the
    **Embed Kaltura Media** button.

    3. Select your recorded video under My Media.

    4. Check the box for the End-User License Agreement and select
    **Submit Assignment** for review.

    _Congratulations! After you have finished all of the assignments for this module, you have completed the course. Please submit your Student Evaluation of Learning and Teaching by Day 7._

    Rubric

    **NURS_6053_Module05_Week11_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | NURS_6053_Module05_Week11_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCreate a 5- or 6-slide PowerPoint that presents a comprehensive plan to implement changes you propose. Your Change Implementation and Management Plan should include the following:· An executive summary of the issues that are currently affecting your organization/workplace (this can include the work you completed in your Workplace Environment Assessment).· A description of the changes being proposed.· Justifications for the changes, including why addressing them will have a positive impact on your organization/workplace. | | | | | |
    | — | — | — | — |
    | **40 to >35.0 pts**<br>**Excellent**<br>The narrated presentation accurately and completely presents a comprehensive plan to implement proposed changes. … The narrated presentation accurately and thoroughly describes the issues currently affecting the organization in an executive summary. … The narrated presentation accurately and clearly describes the proposed changes. … The narrated presentation accurately and clearly provides justifications for the changes, including why addressing them will have a positive impact on the organization. | **35 to >31.0 pts**<br>**Good**<br>The narrated presentation adequately presents a comprehensive plan to implement proposed changes. … The narrated presentation adequately describes the issues currently affecting the organization in an executive summary. … The narrated presentation adequately describes the proposed changes. … The narrated presentation adequately provides justifications for the changes, including why addressing them will have a positive impact on the organization. | **31 to >27.0 pts**<br>**Fair**<br>The narrated presentation vaguely, inaccurately, or incompletely presents a plan to implement proposed changes. … The narrated presentation inaccurately or vaguely describes the issues currently affecting the organization in an executive summary. … The narrated presentation inaccurately or vaguely describes the proposed changes. … The narrated presentation inaccurately or vaguely provides justifications for the changes, including why addressing them will have a positive impact on the organization. | **27 to >0 pts**<br>**Poor**<br>The narrated presentation vaguely, inaccurately, and incompletely presents a plan to implement proposed changes. … The narrated presentation inaccurately and vaguely describes the issues currently affecting the organization in an executive summary or executive summary is missing. … The narrated presentation inaccurately and vaguely describes the proposed changes or proposed changes are missing. … The narrated presentation inaccurately and vaguely provides justifications for the changes, including why addressing them will have a positive impact on the organization or justifications are missing. | | 40 pts |
    | This criterion is linked to a Learning Outcome· Details about the type and scope of the proposed changes.· Identification of the stakeholders impacted by the changes.· Identification of a change management team (by title/role).· A plan for communicating the changes you propose.· A description of risk mitigation plans you would recommend to address the risks anticipated by the changes you propose. | | | | | |
    | — | — | — | — |
    | **30 to >26.0 pts**<br>**Excellent**<br>The narrated presentation accurately and thoroughly details the type and scope of the proposed changes. … The narrated presentation accurately and clearly identifies the stakeholders impacted by the changes. … The narrated presentation accurately and completely identifies a change management team by title/ role. … The narrated presentation accurately and thoroughly proposes a detailed plan for communicating the changes proposed. … The narrated presentation accurately and thoroughly describes recommended risk mitigation plans that address the risks anticipated by the changes proposed. | **26 to >23.0 pts**<br>**Good**<br>The narrated presentation adequately details the type and scope of the proposed changes. … The narrated presentation adequately identifies the stakeholders impacted by the changes. … The narrated presentation adequately identifies a change management team by title/ role. … The narrated presentation adequately proposes a detailed plan for communicating the changes proposed. … The narrated presentation adequately describes recommended risk mitigation plans that address the risks anticipated by the changes proposed. | **23 to >20.0 pts**<br>**Fair**<br>The narrated presentation vaguely or inaccurately details the type and scope of the proposed changes. … The narrated presentation vaguely or inaccurately identifies the stakeholders impacted by the changes. … The narrated presentation vaguely or inaccurately identifies a change management team by title/ role. … The narrated presentation vaguely or inaccurately proposes a detailed plan for communicating the changes proposed. … The narrated presentation vaguely or inaccurately describes recommended risk mitigation plans that address the risks anticipated by the changes proposed. | **20 to >0 pts**<br>**Poor**<br>The narrated presentation vaguely and inaccurately details the type and scope of the proposed changes or proposed changes are missing. … The narrated presentation vaguely and inaccurately identifies the stakeholders impacted by the changes or stakeholders are missing. … The narrated presentation vaguely and inaccurately identifies a change management team by title/ role or change management team is missing. … The narrated presentation vaguely and inaccurately proposes a detailed plan for communicating the changes proposed or communication plan is missing. … The narrated presentation vaguely and inaccurately describes recommended risk mitigation plans that address the risks anticipated by the changes proposed or recommendations are missing. | | 30 pts |
    | This criterion is linked to a Learning OutcomeResource Synthesis | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Using proper in-text citations, the response fully integrates at least 2 outside resources and 2 or 3 course-specific resources. … PowerPoint presentation includes references slide. | **4 to >3.0 pts**<br>**Good**<br>Using proper in-text citations, the response fully integrates at least 2 outside resources and 1 course-specific resource. … PowerPoint presentation includes references slide. | **3 to >2.0 pts**<br>**Fair**<br>Using proper in-text citations, the response minimally integrates outside and course-specific resources. … PowerPoint presentation includes references slide. | **2 to >0 pts**<br>**Poor**<br>The response does not integrate outside and course-specific resources or no in-text citations are used. … References slide is incomplete or missing. | | 5 pts |
    | This criterion is linked to a Learning OutcomePresentation Narration | | | | | |
    | — | — | — | — |
    | **10 to >0.0 pts**<br>**Excellent**<br>Narration is present. | **0 pts**<br>**Fair** | **0 pts**<br>**Good** | **0 pts**<br>**Poor**<br>Narration is missing. | | 10 pts |
    | This criterion is linked to a Learning OutcomePowerPoint Presentation: The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | | | | | |
    | — | — | — | — |
    | **10 to >8.0 pts**<br>**Excellent**<br>The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | **8 to >7.0 pts**<br>**Good**<br>Eighty percent of the presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | **7 to >6.0 pts**<br>**Fair**<br>Sixty to seventy nine percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | **6 to >0 pts**<br>**Poor**<br>Less than sixty percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors. | **4 to >3.0 pts**<br>**Good**<br>Contains a few (one or two) grammar, spelling, and punctuation errors. | **3 to >2.0 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors. | **2 to >0 pts**<br>**Poor**<br>Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | | 5 pts |
    | Total Points: 100 |

    [Previous](https://waldenu.instructure.com/courses/147149/modules/items/5667977) [Next](https://waldenu.instructure.com/courses/147149/modules/items/5667991)

    **## leadership.docx**

    Change Implementation and Management Plan

    It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival.

    As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change. In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/147149/modules/items/5667991)

    **To Prepare:**

    · Review the Resources and identify one change that you believe is called for in your organization/workplace.

    · This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4. It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas.

    · Reflect on how you might implement this change and how you might communicate this change to organizational leadership.

    **The Assignment (5-6-minute narrated PowerPoint presentation):**

    **Change Implementation and Management Plan**

    Create a 5- or 6-slide narrated PowerPoint that presents a comprehensive plan to implement changes you propose.

    Your narrated presentation should be 5–6 minutes in length.

    Your Change Implementation and Management Plan should include the following:

    · An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant.)

    · A description of the change being proposed

    · Justifications for the change, including why addressing it will have a positive impact on your organization/workplace

    · Details about the type and scope of the proposed change

    · Identification of the stakeholders impacted by the change

    · Identification of a change management team (by title/role)

    · A plan for communicating the change you propose

    · A description of risk mitigation plans you would recommend to address the risks anticipated by the change you propose

    **Alternate Submission Method**

    You may also use Kaltura Personal Capture to record your narrated PowerPoint. This option will require you to create your PowerPoint slides first. Then, follow the Personal Capture instructions outlined on the
    [Kaltura Media UploaderLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/kaltura/index.html) page. This page will walk you through downloading the tool and help you become familiar with the features of Personal Capture. When you are ready to begin recording, you may turn off the webcam option so that only "Screen" and "Audio" are enabled. Start your recording and then open your PowerPoint to slide show view. Once the recording is complete, follow the instructions found on the "Posting Your Video in the Classroom Guide" found on the Kaltura Media page for instructions on how to submit your video. For this option, in addition to submitting your video, you must also upload your PowerPoint file which must include your speaker notes.

    By Day 2 of Week 11

    **Submit** your narrated Change Implementation and Management Plan. Review the following submission instructions for the type of submission you choose.

    submission information – Narrated PowerPOint

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK11Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    submission information – Kaltura Personal Capture

    To submit your Kaltura media:

    1. Click on
    **Start Assignment** near the top of the page.

    2. Next, click
    **Text Entry** and then click the
    **Embed Kaltura Media** button.

    3. Select your recorded video under My Media.

    4. Check the box for the End-User License Agreement and select
    **Submit Assignment** for review.

    _Congratulations! After you have finished all of the assignments for this module, you have completed the course. Please submit your Student Evaluation of Learning and Teaching by Day 7._

    Rubric

    **NURS_6053_Module05_Week11_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | NURS_6053_Module05_Week11_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCreate a 5- or 6-slide PowerPoint that presents a comprehensive plan to implement changes you propose. Your Change Implementation and Management Plan should include the following:· An executive summary of the issues that are currently affecting your organization/workplace (this can include the work you completed in your Workplace Environment Assessment).· A description of the changes being proposed.· Justifications for the changes, including why addressing them will have a positive impact on your organization/workplace. | | | | | |
    | — | — | — | — |
    | **40 to >35.0 pts**<br>**Excellent**<br>The narrated presentation accurately and completely presents a comprehensive plan to implement proposed changes. … The narrated presentation accurately and thoroughly describes the issues currently affecting the organization in an executive summary. … The narrated presentation accurately and clearly describes the proposed changes. … The narrated presentation accurately and clearly provides justifications for the changes, including why addressing them will have a positive impact on the organization. | **35 to >31.0 pts**<br>**Good**<br>The narrated presentation adequately presents a comprehensive plan to implement proposed changes. … The narrated presentation adequately describes the issues currently affecting the organization in an executive summary. … The narrated presentation adequately describes the proposed changes. … The narrated presentation adequately provides justifications for the changes, including why addressing them will have a positive impact on the organization. | **31 to >27.0 pts**<br>**Fair**<br>The narrated presentation vaguely, inaccurately, or incompletely presents a plan to implement proposed changes. … The narrated presentation inaccurately or vaguely describes the issues currently affecting the organization in an executive summary. … The narrated presentation inaccurately or vaguely describes the proposed changes. … The narrated presentation inaccurately or vaguely provides justifications for the changes, including why addressing them will have a positive impact on the organization. | **27 to >0 pts**<br>**Poor**<br>The narrated presentation vaguely, inaccurately, and incompletely presents a plan to implement proposed changes. … The narrated presentation inaccurately and vaguely describes the issues currently affecting the organization in an executive summary or executive summary is missing. … The narrated presentation inaccurately and vaguely describes the proposed changes or proposed changes are missing. … The narrated presentation inaccurately and vaguely provides justifications for the changes, including why addressing them will have a positive impact on the organization or justifications are missing. | | 40 pts |
    | This criterion is linked to a Learning Outcome· Details about the type and scope of the proposed changes.· Identification of the stakeholders impacted by the changes.· Identification of a change management team (by title/role).· A plan for communicating the changes you propose.· A description of risk mitigation plans you would recommend to address the risks anticipated by the changes you propose. | | | | | |
    | — | — | — | — |
    | **30 to >26.0 pts**<br>**Excellent**<br>The narrated presentation accurately and thoroughly details the type and scope of the proposed changes. … The narrated presentation accurately and clearly identifies the stakeholders impacted by the changes. … The narrated presentation accurately and completely identifies a change management team by title/ role. … The narrated presentation accurately and thoroughly proposes a detailed plan for communicating the changes proposed. … The narrated presentation accurately and thoroughly describes recommended risk mitigation plans that address the risks anticipated by the changes proposed. | **26 to >23.0 pts**<br>**Good**<br>The narrated presentation adequately details the type and scope of the proposed changes. … The narrated presentation adequately identifies the stakeholders impacted by the changes. … The narrated presentation adequately identifies a change management team by title/ role. … The narrated presentation adequately proposes a detailed plan for communicating the changes proposed. … The narrated presentation adequately describes recommended risk mitigation plans that address the risks anticipated by the changes proposed. | **23 to >20.0 pts**<br>**Fair**<br>The narrated presentation vaguely or inaccurately details the type and scope of the proposed changes. … The narrated presentation vaguely or inaccurately identifies the stakeholders impacted by the changes. … The narrated presentation vaguely or inaccurately identifies a change management team by title/ role. … The narrated presentation vaguely or inaccurately proposes a detailed plan for communicating the changes proposed. … The narrated presentation vaguely or inaccurately describes recommended risk mitigation plans that address the risks anticipated by the changes proposed. | **20 to >0 pts**<br>**Poor**<br>The narrated presentation vaguely and inaccurately details the type and scope of the proposed changes or proposed changes are missing. … The narrated presentation vaguely and inaccurately identifies the stakeholders impacted by the changes or stakeholders are missing. … The narrated presentation vaguely and inaccurately identifies a change management team by title/ role or change management team is missing. … The narrated presentation vaguely and inaccurately proposes a detailed plan for communicating the changes proposed or communication plan is missing. … The narrated presentation vaguely and inaccurately describes recommended risk mitigation plans that address the risks anticipated by the changes proposed or recommendations are missing. | | 30 pts |
    | This criterion is linked to a Learning OutcomeResource Synthesis | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Using proper in-text citations, the response fully integrates at least 2 outside resources and 2 or 3 course-specific resources. … PowerPoint presentation includes references slide. | **4 to >3.0 pts**<br>**Good**<br>Using proper in-text citations, the response fully integrates at least 2 outside resources and 1 course-specific resource. … PowerPoint presentation includes references slide. | **3 to >2.0 pts**<br>**Fair**<br>Using proper in-text citations, the response minimally integrates outside and course-specific resources. … PowerPoint presentation includes references slide. | **2 to >0 pts**<br>**Poor**<br>The response does not integrate outside and course-specific resources or no in-text citations are used. … References slide is incomplete or missing. | | 5 pts |
    | This criterion is linked to a Learning OutcomePresentation Narration | | | | | |
    | — | — | — | — |
    | **10 to >0.0 pts**<br>**Excellent**<br>Narration is present. | **0 pts**<br>**Fair** | **0 pts**<br>**Good** | **0 pts**<br>**Poor**<br>Narration is missing. | | 10 pts |
    | This criterion is linked to a Learning OutcomePowerPoint Presentation: The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | | | | | |
    | — | — | — | — |
    | **10 to >8.0 pts**<br>**Excellent**<br>The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | **8 to >7.0 pts**<br>**Good**<br>Eighty percent of the presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | **7 to >6.0 pts**<br>**Fair**<br>Sixty to seventy nine percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | **6 to >0 pts**<br>**Poor**<br>Less than sixty percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors. | **4 to >3.0 pts**<br>**Good**<br>Contains a few (one or two) grammar, spelling, and punctuation errors. | **3 to >2.0 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors. | **2 to >0 pts**<br>**Poor**<br>Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | | 5 pts |
    | Total Points: 100 |

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