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    – 2 years ago **files (3)** – ## GraduateMentalStatusExamGuide.docx – NUR630PPTPresentation1.docx – Toddlerdocument.pdf **## GraduateMentalStatusExamGuide.docx** **MENTAL STATUS EXAM GUIDE** Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vo…

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    – 2 years ago

    **files (3)**

    – ## GraduateMentalStatusExamGuide.docx

    – NUR630PPTPresentation1.docx
    – Toddlerdocument.pdf

    **## GraduateMentalStatusExamGuide.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **NUR630PPTPresentation1.docx**

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    **Toddlerdocument.pdf**

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

    **Toddlerdocument.pdf**

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    **## GraduateMentalStatusExamGuide.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **NUR630PPTPresentation1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur630pptpresentation1-docx-10175299)

    **Toddlerdocument.pdf**

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

    **## GraduateMentalStatusExamGuide.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **NUR630PPTPresentation1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur630pptpresentation1-docx-10175299)

    **Toddlerdocument.pdf**

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

  • [Solved] CLP DISCUSSION 7 REPLIES

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    – 2 years ago **files (3)** – ## GraduateMentalStatusExamGuide.docx – NUR630PPTPresentation1.docx – Toddlerdocument.pdf **## GraduateMentalStatusExamGuide.docx** **MENTAL STATUS EXAM GUIDE** Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vo…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (3)**

    – ## GraduateMentalStatusExamGuide.docx

    – NUR630PPTPresentation1.docx
    – Toddlerdocument.pdf

    **## GraduateMentalStatusExamGuide.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **NUR630PPTPresentation1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur630pptpresentation1-docx)

    **Toddlerdocument.pdf**

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    **Toddlerdocument.pdf**

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    **## GraduateMentalStatusExamGuide.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **NUR630PPTPresentation1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur630pptpresentation1-docx)

    **Toddlerdocument.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/toddlerdocument-pdf-10175301)

    **## GraduateMentalStatusExamGuide.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **NUR630PPTPresentation1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur630pptpresentation1-docx)

    **Toddlerdocument.pdf**

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  • [Solved] CLP DISCUSSION 7 INITIAL POST

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    In-depth study guidance and analytical solution covering CLP DISCUSSION 7 INITIAL POST.

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

  • [Solved] Business Accounting

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) Business financial assessment, balance sheet, income statement etc. – 2 years ago

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

    Business financial assessment, balance sheet, income statement etc.

    – 2 years ago

  • [Solved] ben holly

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    ## Module 04 Content 1. Question <bdi></bdi>Nutrition plays a vital role in a person's overall health and well-being. Not getting enough of the recommended nutrients over the long-term can lead to malnutrition which often results in disease and illness. In a 3-page paper, written in APA format using…

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    ## Module 04 Content

    1. Question <bdi></bdi>Nutrition plays a vital role in a person's overall health and well-being. Not getting enough of the recommended nutrients over the long-term can lead to malnutrition which often results in disease and illness.

    In a 3-page paper, written in APA format using proper spelling/grammar, address the following:

    1. Define malnutrition and identify a specific disease that can result from it.
    2. Perform library research about the selected disease, and explain its physiological effects on a person's body.
    3. Describe the relationship between specific foods/nutrients and the disease. Use the questions below to guide your response.
    4. Does research indicate that a lack of specific foods/nutrients increase a person's chance of contracting the disease?
    5. Are there specific foods/nutrients that should be avoided by an individual afflicted with the disease?
    6. How do specific foods/nutrients work physiologically within the body to help combat the disease?
    7. Evaluate nutritional recommendations to help combat the disease.
    8. Cite at least 3 credible references and present the resources in APA format on the References page.
    9. For information about the impact of diseases on body systems and assessing the credibility of resources, consult the resources below.

    – [How do I know if a source is credible?](https://rasmussen.libanswers.com/faq/32400)
    – [I need to find information about a disease and the body system it impacts.](https://rasmussen.libanswers.com/faq/32446)

    – 2 years ago

  • [Solved] Ansima, spring

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    [>Anatomy homework help](https://www.sweetstudy.com/fields/biology-anatomy) ## Module 04 Content 1. Question <bdi></bdi>After viewing this module’s content (including course readings, live classroom, lab, and other supporting material), answer each of the following questions. All of your answers sho…

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    [>Anatomy homework help](https://www.sweetstudy.com/fields/biology-anatomy)

    ## Module 04 Content

    1. Question <bdi></bdi>After viewing this module’s content (including course readings, live classroom, lab, and other supporting material), answer each of the following questions. All of your answers should be written _**in your own words**_, using full sentences, correct terminology, and proper spelling and grammar.

    1. Explain the **anatomical** concepts associated with the immune and lymphatic systems. Summarize this module’s key points on this topic in 5-6 sentences.
    2. Explain the **physiological** concepts associated with the immune and lymphatic systems. Summarize this module’s key points on this topic in 5-6 sentences.
    3. Explain a pathology associated with the immune and lymphatic systems. Summarize this module’s key points on this topic in 5-6 sentences.
    4. Which topic(s) within this module did you struggle to understand and why?

    – 2 years ago

  • [Solved] Annotated Bibliography (Human Resources)

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    Human Resources Management Annotated Bibliography – 2 years ago **files (1)** – ## InstructionsandRubric.docx **## InstructionsandRubric.docx** Purpose: This assignment seeks to examine the impact of environmental change on management practices. This project is created to encourage good research and…

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    Human Resources Management Annotated Bibliography

    – 2 years ago

    **files (1)**

    – ## InstructionsandRubric.docx

    **## InstructionsandRubric.docx**

    Purpose:

    This assignment seeks to examine the impact of environmental change on management practices.  This project is created to encourage good research and writing skills that are needed for assignments, and to identify and evaluate theories and theorists that influence our management building skills.

    Your manager overheard you telling a colleague that you are taking a graduate-level organizational theory class at UMGC. He remembers his college course on organizational behavior and realizes that he found the knowledge he learned extremely useful over the years. Lately, he has felt that he has been overwhelmed with changes that require him and his employees to quickly respond to situations that he cannot always solve effectively. Experience has taught him that professional development is a lifelong endeavor. To that end he would like you to select some articles for him to read on the following topics: management theory, management skills and practices, external/economic impacts to organizations, internal/structure impacts to organizations, and/or responding to change.

    Instructions for this assignment:

    **Step 1:** Using
    **OneSearch**  in the UMGC online library, conduct a search for at least 3 scholarly articles that address how organizations can respond to unplanned change (whether internal or external).
    **The articles need to be current – published within the past five years.**

    · Article selection should consider management theory, management skills and practices, external/economic impacts to organizations, internal/structure impacts to organizations, and/or responding to change.

    · Articles should bring a contemporary perspective on one or more of the major theorists who developed management studies in the 19th-20th centuries.

    **Step 2:** Create an annotated bibliography for each article. Guidance on writing an an
    [annotated bibliography can be found here](http://ewc.umgc.edu/ewc/web/anno_bib.html). The articles should be summarized in 2-3 paragraphs as the format suggests.

    **Step 3:** Then, aggregately analyze and explain the articles for the way in which internal and external factors cause change in workplace behavior.
    **This section** should comprise 2 paragraphs using multiple course readings and research to support how the internal and external factors identified in the selected articles can/do cause change in workplace behavior and ultimately organizational structure and culture. Show the connection between these contemporary writers and the major theoretical perspectives that they drew from earlier ‘fathers’ of management science.

    **Step 4:** Conclude the paper with a two to three paragraph examination of the  selected articles and the impact to managing effectively. Be sure to clearly explain your reasoning for the selection and provide supporting examples and rationale from class readings related to the modern organization.

    Title page

    Annotated Bibliographies

    Analysis of the Three Articles

    Conclusion

    Reference Page

    INSTRUCTIONS ON HOW TO PREPARE THE SUBMISSION:

    Check the instructions to make sure ALL elements of the assignment have been covered.

    Students are expected to use a variety as well as multiple course readings and research to support ideas, reasoning, and conclusions.

    Follow writing style guidelines to ensure that your final submission includes a Title Page, Introduction, Conclusion, In-Text Citations and a Reference List. Here is guidance from the UMGC Library
    [Citing & Writing](https://libguides.umgc.edu/citing-writing) page
    [.](https://www.umgc.edu/current-students/learning-resources/writing-center/online-guide-to-writing/tutorial/chapter5/ch5-16.html) Consider using the
    [Online Guide to Writing and Research](https://www.umgc.edu/current-students/learning-resources/writing-center/online-guide-to-writing/tutorial) or the Tutoring assistance – link above under Academic Support

    Paraphrase and do not use direct quotation marks. Check the UMGC Writing Center's
    [Guide to Paraphrasing](https://www.umgc.edu/current-students/learning-resources/writing-center/online-guide-to-writing/tutorial/chapter5/ch5-10.html). This means you do not use more than four consecutive words from a source document, put a passage from a source document into your own words, and attribute the passage to the source document. Provide the page or paragraph number. Note that a reference within a reference list cannot exist without an associated in-text citation and vice versa.

    The analysis should begin with an introductory paragraph that clearly and succinctly explains what you intend to cover in the body of the paper.

    The analysis should end with a conclusion/summary paragraph that clearly and succinctly explains what you covered in the body of the paper.

    Third-person writing is required. Third-person means that there are no words such as “I, me, my, we, or us” (first-person writing), nor is there use of “you or your” (second-person writing). If uncertain how to write in the third person, view this link:
    [https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person](https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person)

    Contractions are not used in business writing, so the expectation is that students do NOT use contractions in the assignment.

    The paper must be double-spaced with 1-inch margins with 12 pt. font.

    **Submit the final project, WORD DOCUMENT** (no .pdf) into the appropriate assignment submission folder.

    NOTE: All submitted work is to be your original work. You may not use any work from another student, the Internet, or an online clearinghouse. You are expected to understand general academic expectations with regard to proper citation of sources.

    ![](https://www.sweetstudy.com/questions/annotated-bibliography-human-resources)

    ![Table Description automatically generated](https://www.sweetstudy.com/questions/annotated-bibliography-human-resources)

    ![Graphical user interface, application Description automatically generated](https://www.sweetstudy.com/questions/annotated-bibliography-human-resources)

    ## image1.png

    ## image2.png

    ## image3.png

    **## InstructionsandRubric.docx**

    Purpose:

    This assignment seeks to examine the impact of environmental change on management practices.  This project is created to encourage good research and writing skills that are needed for assignments, and to identify and evaluate theories and theorists that influence our management building skills.

    Your manager overheard you telling a colleague that you are taking a graduate-level organizational theory class at UMGC. He remembers his college course on organizational behavior and realizes that he found the knowledge he learned extremely useful over the years. Lately, he has felt that he has been overwhelmed with changes that require him and his employees to quickly respond to situations that he cannot always solve effectively. Experience has taught him that professional development is a lifelong endeavor. To that end he would like you to select some articles for him to read on the following topics: management theory, management skills and practices, external/economic impacts to organizations, internal/structure impacts to organizations, and/or responding to change.

    Instructions for this assignment:

    **Step 1:** Using
    **OneSearch**  in the UMGC online library, conduct a search for at least 3 scholarly articles that address how organizations can respond to unplanned change (whether internal or external).
    **The articles need to be current – published within the past five years.**

    · Article selection should consider management theory, management skills and practices, external/economic impacts to organizations, internal/structure impacts to organizations, and/or responding to change.

    · Articles should bring a contemporary perspective on one or more of the major theorists who developed management studies in the 19th-20th centuries.

    **Step 2:** Create an annotated bibliography for each article. Guidance on writing an an
    [annotated bibliography can be found here](http://ewc.umgc.edu/ewc/web/anno_bib.html). The articles should be summarized in 2-3 paragraphs as the format suggests.

    **Step 3:** Then, aggregately analyze and explain the articles for the way in which internal and external factors cause change in workplace behavior.
    **This section** should comprise 2 paragraphs using multiple course readings and research to support how the internal and external factors identified in the selected articles can/do cause change in workplace behavior and ultimately organizational structure and culture. Show the connection between these contemporary writers and the major theoretical perspectives that they drew from earlier ‘fathers’ of management science.

    **Step 4:** Conclude the paper with a two to three paragraph examination of the  selected articles and the impact to managing effectively. Be sure to clearly explain your reasoning for the selection and provide supporting examples and rationale from class readings related to the modern organization.

    Title page

    Annotated Bibliographies

    Analysis of the Three Articles

    Conclusion

    Reference Page

    INSTRUCTIONS ON HOW TO PREPARE THE SUBMISSION:

    Check the instructions to make sure ALL elements of the assignment have been covered.

    Students are expected to use a variety as well as multiple course readings and research to support ideas, reasoning, and conclusions.

    Follow writing style guidelines to ensure that your final submission includes a Title Page, Introduction, Conclusion, In-Text Citations and a Reference List. Here is guidance from the UMGC Library
    [Citing & Writing](https://libguides.umgc.edu/citing-writing) page
    [.](https://www.umgc.edu/current-students/learning-resources/writing-center/online-guide-to-writing/tutorial/chapter5/ch5-16.html) Consider using the
    [Online Guide to Writing and Research](https://www.umgc.edu/current-students/learning-resources/writing-center/online-guide-to-writing/tutorial) or the Tutoring assistance – link above under Academic Support

    Paraphrase and do not use direct quotation marks. Check the UMGC Writing Center's
    [Guide to Paraphrasing](https://www.umgc.edu/current-students/learning-resources/writing-center/online-guide-to-writing/tutorial/chapter5/ch5-10.html). This means you do not use more than four consecutive words from a source document, put a passage from a source document into your own words, and attribute the passage to the source document. Provide the page or paragraph number. Note that a reference within a reference list cannot exist without an associated in-text citation and vice versa.

    The analysis should begin with an introductory paragraph that clearly and succinctly explains what you intend to cover in the body of the paper.

    The analysis should end with a conclusion/summary paragraph that clearly and succinctly explains what you covered in the body of the paper.

    Third-person writing is required. Third-person means that there are no words such as “I, me, my, we, or us” (first-person writing), nor is there use of “you or your” (second-person writing). If uncertain how to write in the third person, view this link:
    [https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person](https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person)

    Contractions are not used in business writing, so the expectation is that students do NOT use contractions in the assignment.

    The paper must be double-spaced with 1-inch margins with 12 pt. font.

    **Submit the final project, WORD DOCUMENT** (no .pdf) into the appropriate assignment submission folder.

    NOTE: All submitted work is to be your original work. You may not use any work from another student, the Internet, or an online clearinghouse. You are expected to understand general academic expectations with regard to proper citation of sources.

    ![](https://www.sweetstudy.com/questions/annotated-bibliography-human-resources)

    ![Table Description automatically generated](https://www.sweetstudy.com/questions/annotated-bibliography-human-resources)

    ![Graphical user interface, application Description automatically generated](https://www.sweetstudy.com/questions/annotated-bibliography-human-resources)

    ## image1.png

    ## image2.png

    ## image3.png

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    Read the article "Revenue Recognition Guidance and the Potential for Fraud and Abuse," located in the Topic resources. In addition, refer to the Starbucks Financial Data – SEC Filings, Form 10-K for the most recent fiscal year and locate the note on revenue recognition in the notes to the financial statements.

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