Tag: Model Answer

  • [Solved] PerformanceCase

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    – 2 years ago **files (1)** – ## Case3MGT509Temp.docx **## Case3MGT509Temp.docx** **Performance/Talent Management; Change Management—Consulting—OD** **Assignment Overview** **Signature Assignment: Body of Knowledge, Introduced Level** **In this assignment your body of knowledge will be assessed at t…

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    – 2 years ago

    **files (1)**

    – ## Case3MGT509Temp.docx

    **## Case3MGT509Temp.docx**

    **Performance/Talent Management; Change Management—Consulting—OD**

    **Assignment Overview**

    **Signature Assignment: Body of Knowledge, Introduced Level**

    **In this assignment your body of knowledge will be assessed at the “introduced” level. The first criterion, “Assignment Driven” in the rubric will be useful for this purpose. Then in HRM599 knowledge will be further assessed at the “emphasized” level.**

    **Case Assignment**

    Address the following questions in an essay format which includes an introduction and conclusion (not a Q & A format):

    · As an HR consultant, design a process for your employer to analyze what changes are needed in their HRD procedures, policies, and practices to improve the development of employees. Discuss the process you would follow and why you selected those process steps.

    · Be sure to bring in what you have learned from your change management, internal consulting, and organizational development readings.

    Provide private-sector employer examples of HRM programs, systems, processes, and/or procedures as you address the assignment requirements. Provide names of the employers in your examples. Use different employer examples in this course than what have been used previously in your other papers and courses.

    Utilize information from
    **at least 2 sources from the Trident Online Library** to help strengthen and validate your discussion.

    Paper length:
    **3–4 pages** (not counting the cover and reference pages).

    **Assignment Expectations**

    _Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:_

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment?   Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information:** Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?

    ·
    **Timeliness:** Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

    **## Case3MGT509Temp.docx**

    **Performance/Talent Management; Change Management—Consulting—OD**

    **Assignment Overview**

    **Signature Assignment: Body of Knowledge, Introduced Level**

    **In this assignment your body of knowledge will be assessed at the “introduced” level. The first criterion, “Assignment Driven” in the rubric will be useful for this purpose. Then in HRM599 knowledge will be further assessed at the “emphasized” level.**

    **Case Assignment**

    Address the following questions in an essay format which includes an introduction and conclusion (not a Q & A format):

    · As an HR consultant, design a process for your employer to analyze what changes are needed in their HRD procedures, policies, and practices to improve the development of employees. Discuss the process you would follow and why you selected those process steps.

    · Be sure to bring in what you have learned from your change management, internal consulting, and organizational development readings.

    Provide private-sector employer examples of HRM programs, systems, processes, and/or procedures as you address the assignment requirements. Provide names of the employers in your examples. Use different employer examples in this course than what have been used previously in your other papers and courses.

    Utilize information from
    **at least 2 sources from the Trident Online Library** to help strengthen and validate your discussion.

    Paper length:
    **3–4 pages** (not counting the cover and reference pages).

    **Assignment Expectations**

    _Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:_

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment?   Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information:** Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?

    ·
    **Timeliness:** Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

  • [Solved] Social Science Coaching Model Analysis Assignment

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    For this assignment you will prepare and submit an analysis of the coaching process model in your text. This assignment is intended to help you make connections between theory and practice and to critically assess the utility of the proposed model. Your analysis must include 2 sections in current AP…

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    Assignment Prompt & Instructions

    For this assignment you will prepare and submit an analysis of the coaching process model in

    your text. This assignment is intended to help you make connections between theory and practice

    and to critically assess the utility of the proposed model. Your analysis must include 2 sections in

    current APA format.

    – [\
    \
    CoachingModelAnalysisAssignmentInstructions1.docx](https://www.sweetstudy.com/files/coachingmodelanalysisassignmentinstructions1-docx "CoachingModelAnalysisAssignmentInstructions1.docx")
    – [\
    \
    CoachingModelFlowChart1.docx](https://www.sweetstudy.com/files/coachingmodelflowchart1-docx-10154843 "CoachingModelFlowChart1.docx")
    – [\
    \
    CoachingProcessChapter6.docx](https://www.sweetstudy.com/files/coachingprocesschapter6-docx "CoachingProcessChapter6.docx")
    – [\
    \
    CoachingProcessChapter7.docx](https://www.sweetstudy.com/files/coachingprocesschapter7-docx "CoachingProcessChapter7.docx")

    – 2 years ago

  • [Solved] Older Person Evaluation

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    – [\ \ Screenshot6.png](https://www.sweetstudy.com/files/screenshot6-png-10154055 "Screenshot6.png") – 2 years ago

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    Assignment Prompt & Instructions

    – [\
    \
    Screenshot6.png](https://www.sweetstudy.com/files/screenshot6-png-10154055 "Screenshot6.png")

    – 2 years ago

  • [Solved] Social Science Article Review: Coaching Process Assignment (Assignment 2)

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    Choose 1 peer-reviewed journal article published within the past 5 years that focuses on coaching philosophies, models, concepts, frameworks, etc. Then, compose a 2-page review of it. – [\ \ ArticleReviewAssignmentInstructions.docx](https://www.sweetstudy.com/files/articlereviewassignmentinstructi…

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    Assignment Prompt & Instructions

    Choose 1 peer-reviewed journal article published within the past 5 years that focuses on coaching

    philosophies, models, concepts, frameworks, etc. Then, compose a 2-page review of it.

    – [\
    \
    ArticleReviewAssignmentInstructions.docx](https://www.sweetstudy.com/files/articlereviewassignmentinstructions-docx-10154351 "ArticleReviewAssignmentInstructions.docx")

    – 2 years ago

  • [Solved] Nursing Mi week 2 assignment see attached

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    MI week 2 assignment see attached – 2 years ago **files (1)** – ## NU621Unit2AnemiaAssignment1.pdf **## NU621Unit2AnemiaAssignment1.pdf** Anemia Classification Instructions: For each of the scenarios below, identify the following: 1. Type of anemia a. Folate Deficiency b. Anemia of Inflammation c. …

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    Assignment Prompt & Instructions

    MI week 2 assignment see attached

    – 2 years ago

    **files (1)**

    – ## NU621Unit2AnemiaAssignment1.pdf

    **## NU621Unit2AnemiaAssignment1.pdf**

    Anemia Classification

    Instructions:

    For each of the scenarios below, identify the following:

    1. Type of anemia
    a. Folate Deficiency
    b. Anemia of Inflammation
    c. Iron Deficiency Anemia
    d. Vitamin B12 Deficiency
    e. Thalassemia

    2. Classification of anemia
    a. Microcytic-hypochromic
    b. Macrocytic-normochromic
    c. Normocytic-normochromic

    3. After identifying the type and class, describe the pathophysiology of each of the
    anemias.

    Use the following normal CBC ranges

    WBC 4500-11,000/mm³

    RBC Male: 4.3-5.9 million/mm³
    Female: 3.5-5.5 million/mm³

    Hemoglobin Male: 13.5-17.5 g/dL
    Female: 12.0-16.0 g/dL

    Hematocrit Male: 41%-53%
    Female: 36%-46%

    Mean corpuscular volume 80-100 µ³

    Mean corpuscular hemoglobin concentration 32-36 g/dL

    Serum iron Males: 50-150 mcg/dL
    Females: 35-145 mcg/dL

    Ferritin Males: 30-400 ng/mL
    Females: 13-150 ng/mL

    Total iron-binding capacity 240-450 mcg/dL

    Transferrin saturation Males: 20-50%
    Females: 15-50%

    Reticulocyte count 0.5-2.17%

    Vitamin B12 160-950 pg/mL

    Folate 2.7-17.0 ng/mL

    Scenario 1

    • Hemoglobin (Hgb): 9.5 g/dL
    • Hematocrit (Hct): 28%
    • Mean Corpuscular Volume (MCV): 68 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 27 g/dL
    • Serum Iron: 25 mcg/dL
    • Ferritin: 10 ng/mL
    • Total Iron-Binding Capacity (TIBC): 470 mcg/dL
    • Transferrin Saturation: 5%
    • Reticulocyte Count: 1%

    Scenario 2

    • Hemoglobin (Hgb): 8.9 g/dL
    • Hematocrit (Hct): 26%
    • Mean Corpuscular Volume (MCV): 115 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
    • Serum Vitamin B12: 120 pg/mL
    • Folate: 6 ng/mL
    • Reticulocyte Count: 0.3%

    Scenario 3

    • Hemoglobin (Hgb): 9.1 g/dL
    • Hematocrit (Hct): 27%
    • Mean Corpuscular Volume (MCV): 112 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 31 g/dL
    • Serum Folate: 1.8 ng/mL
    • Vitamin B12: 380 pg/mL
    • Reticulocyte Count: 1.2%

    Scenario 4

    • Hemoglobin (Hgb): 10.5 g/dL
    • Hematocrit (Hct): 32%
    • Mean Corpuscular Volume (MCV): 80 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
    • Serum Iron: 30 mcg/dL
    • Ferritin: 500 ng/mL
    • Total Iron-Binding Capacity (TIBC): 220 mcg/dL
    • Transferrin Saturation: 12%
    • Reticulocyte Count: 1%

    Scenario 5

    • Hemoglobin (Hgb): 10.0 g/dL
    • Hematocrit (Hct): 30%
    • Mean Corpuscular Volume (MCV): 65 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 28 g/dL
    • Serum Iron: 80 mcg/dL
    • Ferritin: 150 ng/mL
    • Total Iron-Binding Capacity (TIBC): 300 mcg/dL
    • Transferrin Saturation: 27%

    **## NU621Unit2AnemiaAssignment1.pdf**

    Anemia Classification

    Instructions:

    For each of the scenarios below, identify the following:

    1. Type of anemia
    a. Folate Deficiency
    b. Anemia of Inflammation
    c. Iron Deficiency Anemia
    d. Vitamin B12 Deficiency
    e. Thalassemia

    2. Classification of anemia
    a. Microcytic-hypochromic
    b. Macrocytic-normochromic
    c. Normocytic-normochromic

    3. After identifying the type and class, describe the pathophysiology of each of the
    anemias.

    Use the following normal CBC ranges

    WBC 4500-11,000/mm³

    RBC Male: 4.3-5.9 million/mm³
    Female: 3.5-5.5 million/mm³

    Hemoglobin Male: 13.5-17.5 g/dL
    Female: 12.0-16.0 g/dL

    Hematocrit Male: 41%-53%
    Female: 36%-46%

    Mean corpuscular volume 80-100 µ³

    Mean corpuscular hemoglobin concentration 32-36 g/dL

    Serum iron Males: 50-150 mcg/dL
    Females: 35-145 mcg/dL

    Ferritin Males: 30-400 ng/mL
    Females: 13-150 ng/mL

    Total iron-binding capacity 240-450 mcg/dL

    Transferrin saturation Males: 20-50%
    Females: 15-50%

    Reticulocyte count 0.5-2.17%

    Vitamin B12 160-950 pg/mL

    Folate 2.7-17.0 ng/mL

    Scenario 1

    • Hemoglobin (Hgb): 9.5 g/dL
    • Hematocrit (Hct): 28%
    • Mean Corpuscular Volume (MCV): 68 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 27 g/dL
    • Serum Iron: 25 mcg/dL
    • Ferritin: 10 ng/mL
    • Total Iron-Binding Capacity (TIBC): 470 mcg/dL
    • Transferrin Saturation: 5%
    • Reticulocyte Count: 1%

    Scenario 2

    • Hemoglobin (Hgb): 8.9 g/dL
    • Hematocrit (Hct): 26%
    • Mean Corpuscular Volume (MCV): 115 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
    • Serum Vitamin B12: 120 pg/mL
    • Folate: 6 ng/mL
    • Reticulocyte Count: 0.3%

    Scenario 3

    • Hemoglobin (Hgb): 9.1 g/dL
    • Hematocrit (Hct): 27%
    • Mean Corpuscular Volume (MCV): 112 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 31 g/dL
    • Serum Folate: 1.8 ng/mL
    • Vitamin B12: 380 pg/mL
    • Reticulocyte Count: 1.2%

    Scenario 4

    • Hemoglobin (Hgb): 10.5 g/dL
    • Hematocrit (Hct): 32%
    • Mean Corpuscular Volume (MCV): 80 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
    • Serum Iron: 30 mcg/dL
    • Ferritin: 500 ng/mL
    • Total Iron-Binding Capacity (TIBC): 220 mcg/dL
    • Transferrin Saturation: 12%
    • Reticulocyte Count: 1%

    Scenario 5

    • Hemoglobin (Hgb): 10.0 g/dL
    • Hematocrit (Hct): 30%
    • Mean Corpuscular Volume (MCV): 65 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 28 g/dL
    • Serum Iron: 80 mcg/dL
    • Ferritin: 150 ng/mL
    • Total Iron-Binding Capacity (TIBC): 300 mcg/dL
    • Transferrin Saturation: 27%

  • [Solved] Social Media Intelligence Tools

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    [>Machine Learning homework help](https://www.sweetstudy.com/fields/computer-science-machine-learning) Research the social media intelligence tools in the text. Give a thorough review of each tool’s strengths and weaknesses. Develop a visual display of the comparison as though it is to be presented …

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    Assignment Prompt & Instructions

    [>Machine Learning homework help](https://www.sweetstudy.com/fields/computer-science-machine-learning)

    Research the social media intelligence tools in the text. Give a thorough review of each tool’s strengths and weaknesses. Develop a visual display of the comparison as though it is to be presented to decision-makers for purchase. Ensure a recommendation is provided with a detailed reason.

    This research paper must be in APA 7 format with at least three reputable sources. Note: The textbooks can be only one of those sources. In-text citations are required. This paper must be at least two (2) complete pages of topic discussion.

    – 2 years ago

  • [Solved] SOAP Note 1 Comprehensive SOAP on Pediatrics HEENT

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    – 2 years ago **files (3)** – ## SOAPNote1ComprehensiveSOAPonPediatricsHEENT.docx – ## PediatricSOAPNoteExample.pdf – PediatricSOAPTemplateandRubric-1.docx **## SOAPNote1ComprehensiveSOAPonPediatricsHEENT.docx** **Please follow APA format, add citations and references. Document will be verified for …

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    – 2 years ago

    **files (3)**

    – ## SOAPNote1ComprehensiveSOAPonPediatricsHEENT.docx

    – ## PediatricSOAPNoteExample.pdf

    – PediatricSOAPTemplateandRubric-1.docx

    **## SOAPNote1ComprehensiveSOAPonPediatricsHEENT.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 3-year-old girl is brought to your office by her mother because she has a fever and complains that her right ear hurts. She has no significant medical history. The child is not pleased to be in the PCP's office and has been crying. Her mother explains that she developed a “cold” about 3 days ago with sniffles. Her temperature is 37.8°C (100°F).  Physical exam was completed with some difficulty because of the child's irritability.    The only abnormalities are slight redness of the throat, a nose full of thick green mucus, and injected tympanic membranes. She denies nausea, vomiting, diarrhea, headache, or change in urine output.

    **## PediatricSOAPNoteExample.pdf**

    Running head: STREPTOCOCCAL PHARYNGITIS 1

    First Name, Last Name

    Florida International University

    Professor

    Date

    STREPTOCOCCAL PHARYNGITIS 2

    Subjective

    Initials of Patient: C.T

    Patient Age: 8 years old

    Patient Gender: Female

    Patient Ethnicity: American-Haitian

    Source of information: Patient’s mother and patient, reliable

    Chief Complaint: Sudden onset of sore throat started this morning, cough, fever started 2 days,

    and feeling malaise

    History of Present Illness:

    C.T. is a 8-year old female who presents today accompanied by her mother due to sudden

    onset of sore throat, a recent fever, a cough, and feeling malaise. The mother reports that the

    child has been sick for about two days, the child started with a fever of 101.0 and a non-

    productive cough. For the fever, she has been giving the child Tylenol which helps in reducing the

    fever and the child’s max temperature was 101.5. The mother verbalize that the child woke up

    this morning with complaining of severe sore throat and the child complains of pain with

    swallowing. The mother states that she can see the child’s throat is red and irritated. She had the

    child gargle with some warm salt water which did not help. In addition, she verbalized a decrease

    in the child’s appetite for about 2 days.

    Past Medical History:

    Unremarkable

    Past Surgical History:

    None

    Family History:

    STREPTOCOCCAL PHARYNGITIS 3

    Mother, 34 years old, alive, unremarkable

    Father, 36 years old, alive, HTN

    Brother 3 years old, alive, unremarkable

    Maternal Grandmother 62 years old, alive, no health issues

    Maternal Grandfather 65 years old, alive, Type 2 Diabetes mellitus, Hyperlipidemia

    Paternal Grandmother 66 years old), alive, Type 2 Diabetes mellitus, HTN

    Paternal Grandfather 70 years old, alive, HTN

    Social History:

    C.T. is well develop and well-nourish 8 year old girl. She is fully immunized. C.T. lives

    with both parents. Her mother is a teacher at a local elementary school. Her father is a real

    estate agent. The maternal set of grandparents live nearby and visit the children on often. C.T.

    enjoys playing with her little brother after school and she in gymnastic after school. She often

    visits her grandparents during the weekends. She loves to play outdoors and riding her bicycle

    Medications Taken at home:

    Medication Name Indication

    Acetaminophen 1 tsp po every 4-6 hours PRN for fever

    Allergies:

    No known drug or food allergies.

    Immunizations:

    Immunizations: (vaccine & date given) – Patient is up-to-date on all immunizations as per CDC

    Birth- HepB

    2 months – HepB, DTaP, Hib, IPV, PCV, RV given (11/02/2010)

    STREPTOCOCCAL PHARYNGITIS 4

    4 months – DtaP, Hib, IPV, PCV, RV given (01/06/2011)

    6 months – HepB, DtaP, Hib, IPV, PCV, RV given (03/04/2011)

    12 months – Hib, PCV, Varicella, MMR, HepA given (09/05/2011)

    16 months – DtaP, Influenza given (01/05/2012)

    18 months – HepA given (04/06/2012)

    28 months – Influenza given (02/07/2013)

    40 months – Influenza given (02/06/2014)

    48 months – DtaP IPV, MMR, Varicella given (12/05/2014)

    Review of Systems:

    General:

    Integumentary:

    Recent fever, fatigue, and malaise. Denies weight loss or poor weight

    gain.

    Denies any rash. Denies itchiness, no bruises or lesions.

    Neurological: Denies dizziness, loss of consciousness, or seizure activity, numbness

    or tingling.

    Head:

    Eyes:

    Ears:

    Nose/Mouth/Throat:

    Normocephalic. Denies any hair loss, no lesions.

    Denies any blurred vision, no difficulty focusing, vision 20/20.

    Denies any ear pain, hearing loss, ringing in ears, discharge.

    Positive for sore throat, swollen glands, and redness to pharynx.

    Denies nose bleed, dysphagia, hoarseness, or nasal congestion.

    Cardio: Denies chest pain, no palpitations or peripheral edema.

    Respiratory: Non-productive cough. Denies shortness of breath, wheezing or night

    sweats.

    STREPTOCOCCAL PHARYNGITIS 5

    GI: Decrease appetite for the past 2 days. Patient denies abdominal pain,

    nausea, vomiting, or change in stool pattern or color.

    GU: Denies dysuria, urgency, frequency, hematuria or suprapubic pain.

    Musculoskeletal:

    Developmental:

    Milestone

    Behavior/Psychiatric:

    Patient denies muscle or joint pain, paralysis, or ataxia.

    C.T. is in third grade gifted program. She can bathe and dress herself,

    and brush her teeth independently. She enjoys gymnastic, singing, and

    reading story books.

    Denies any mood swings, tantrums, behavioral disorders, sleeping

    problems, psychotic disorders, or mental health problems.

    Objective

    Vital Signs and Other Measurements:

    Age Gender Ethnicity Height Weight BMI

    8 years old Female American-

    Haitian

    54

    inches

    65 lbs 9.8%

    Temp HR BP RR O2Sat

    102 F 98 100/54 24 98%

    Physical Exam:

    STREPTOCOCCAL PHARYNGITIS 6

    General: Patient is alert and calm, is properly dressed and appears well-

    nourished. No signs of acute distress. Her BMI is in the 47th

    percentile. There are no concerns for abuse.

    Neurological: Patient is alert & oriented x 4. Cranial nerves II-XII grossly intact,

    has normal speech, no difficulty in concentration. Muscle tone and

    reflexes appear normal. All deep tendon reflexes 2+, no focal

    deficits.

    Head:

    Eyes:

    Ears:

    Nose:

    Throat/Mouth:

    Head and characteristic facies symmetry noted. Hair distribution

    even.

    PERRLA. Corneal light reflex and red reflex present. No strabismus.

    Canals patent, TM’s are normal. No purulent drainage noted.

    Nares symmetrical. Nasal mucosa with no inflammation, normal

    appearing turbinate.

    Pharynx is severely erythematous with +2 tonsils outside of the

    pillars with white exudates. Submandibular glands are tender to

    touch, palatal petechia noted.

    Neck: Anterior cervical lymphadenopathy present. Trachea midline. Neck

    supple with full ROM.

    Lungs: RR: 24. O2 sat: 98% on room air. Breaths are regular and unlabored.

    Chest movement is symmetrical. Clear breath sounds bilaterally in all

    lobes.

    STREPTOCOCCAL PHARYNGITIS 7

    Cardio: HR: 98. S1 and S2 present, with normal rhythm and rate. No heart

    murmurs, S3, or S4 noted. BP: 100/54. Capillary refill within normal

    limits. No peripheral edema. Radial and pedal pulses +2.

    GI: Abdomen is soft without organomegaly. Bowel sounds present x 4

    quadrants. No masses, no rebound tenderness. No distention noted.

    GU: Bladder is non-distended. No costovertebral angle tenderness noted.

    Musculoskeletal: Spine is straight with no scoliosis or kyphosis noted. Full ROM

    against gravity with full resistance in all extremities noted. No

    edema, ecchymosis or erythema noted.

    Integumentary: Skin texture is warm, smooth, and soft. No lesions, no rash, no

    bruising or scars noted. Capillary refill less than 2 seconds.

    Behavior/Psychiatric: Alert and oriented. No distress. Behavior appropriate for age.

    Exams:

    Rapid strep swab administered in the office, the test is positive (sent for culture).

    The gold standard for diagnosing group A beta-hemolytic streptococcal

    (GABHS) pharyngitis is a throat swab culture. The sensitivity is 90% to 95%

    but results are delayed. The Rapid Antigen Detection Test (RADT) yields

    results in minutes (Borchardt, 2013).

    Assessment

    Current Diagnosis: Streptococcal Pharyngitis

    Differential Diagnoses:

    STREPTOCOCCAL PHARYNGITIS 8

    1. Upper respiratory infection (URI)

    2. Influenza

    3. Viral Pharyngitis

    Plan

    1. Amoxicillin (400mg/5ml) 5ml PO every 12 hours x 10 days # 200ml no refills as per

    Epocrates, weight dosing at 40mg/kg per day.

    2. Use acetaminophen or ibuprofen to treat pain and fever as ordered.

    3. No vaccines administered this visit. Parent counseled on yearly influenza vaccinations

    and on the next set of recommended vaccinations due at ages 11-12 per CDC guidelines

    (CDC, 2017). Strep swab sent for culture for pyrogenic types of strep and parent to be

    notified if positive. It will not change treatment plan.

    4. Complete antibiotics for full course even if symptoms disappear. Strep throat will be

    contagious until 24 hours of antibiotic use. Avoid sharing personal items with other

    siblings or household members, change toothbrush out in 36 hours. Adequate and

    frequent hand washing to avoid transmission of virus to others. Drink plenty of fluids to

    avoid dehydration. Return to school once fever free for at least 24 hours (Ferri, 2016).

    5. Be sure that the patient gets plenty of rest and increase activity as tolerated. Warm salt

    gargles for sore throat. Ensure that the patient drinks 6-8 glasses of water daily to stay

    hydrated and increase intake of fluids with a fever. Be sure that the patient eats a

    nutritious diet (Cash & Glass, 2014).

    6. Preventive Care: Diet appropriate for child age, healthy eating habits, focus in school, no

    arguing in the presence of the child. Safety: helmet, seat belt, no gun in the house, no

    STREPTOCOCCAL PHARYNGITIS 9

    smoking, stay active, adequate nutrition, fresh food and fruit, listen to parents and

    teachers, be respectful.

    Subjective Analysis

    Streptococcal Pharyngitis, also known as strep throat is a bacterial infection caused by

    Streptococcus pyogenes, also known as group A streptococcus. Group A streptococci (GAS) are

    gram-positive bacteria which cause acute pharyngitis and is accountable for about 20-30% of

    sore throat cases in children (Martin, 2015). GABHS pharyngitis is usually associated with

    painful cervical adenopathy, chills, high fever, pharyngeal exudate, scarlatiniform rash, and

    headache. While viral pharyngitis is accompanied by symptoms of cough, sneezing hoarseness,

    and rhinorrhea (Martin, 2015).

    Streptococcal bacteria are highly contagious. They can spread through airborne droplets

    when someone with the infection sneezes or coughs, also through shared drinks or foods. In

    addition, the bacteria can be transmitted through surfaces such as a doorknob or other surfaces

    and one can transfer the bacteria through your mucous membranes. GAS pharyngitis is very

    common amongst school-age children around the winter and spring time. Elementary school

    children often develop one to three new streptococcal infections each school year (Martin,

    2015). Furthermore, it is most commonly found in ages 5 years to 15 years old children. In

    C.T.’s scenario, she is complaining of sudden onset of sore throat, fever, pain with swallowing,

    and generalized malaise. These symptoms point to streptococcal pharyngitis.

    Objective Analysis

    Upon physical exam, C.T. has a fever of 102, her tonsils size are 2+ with an overlying

    white exudate and her throat is erythematous. In addition, C.T. has tender anterior cervical

    STREPTOCOCCAL PHARYNGITIS 10

    lymphadenopathy and palatal petechia. About 50% of children with Streptococcal pharyngitis

    have tender and enlarged cervical lymph nodes (Martin, 2015). Furthermore, 25% of cases of

    streptococcal pharyngitis, the tonsils and pharynx may appear erythematous with

    exudate (Martin, 2015). The history and physical examination solely cannot discern between

    streptococcal pharyngitis versus an infection due to other causes. Laboratory confirmation is the

    accurate method of making a diagnosis of GAS. In cases where GAS is suspected, it is essential

    to obtain a rapid antigen test by swabbing the surface of the tonsils and posterior pharynx and

    send the culture, which is the gold standard testing for GAS. Although the rapid antigen test has

    a specificity of greater than 95%, the sensitivity of the test depends on the method used and that

    is why a throat culture should be done to assess for GAS (Martin, 2015).

    Assessment Analysis

    The differential diagnoses for this patient are an upper respiratory infection (URI),

    influenza, and viral pharyngitis. In upper respiratory infection, which is a viral infection, the

    usual presenting symptoms include nasal congestion, headache, rhinorrhea, cough, and fever.

    With GABHS, the patient can also have symptoms of fever and headache, however nasal

    congestion, cough, and rhinorrhea are uncommon (Burns et al., 2017). In addition, with URI no

    antibiotics are required and symptoms usually decrease or resolved in 7-10 days. With influenza,

    the patient can present with similar symptoms that may resemble GABHS which are malaise,

    fever, and sore throat. In C.T. case, the sudden onset of severe sore throat yields more towards

    GABHS versus influenza. Another differential diagnosis would be viral pharyngitis. When a

    patient is presented with a sore throat it can be difficult to differentiate between viral and

    bacterial causes (Burns et al., 2017). However, symptoms with a cough, conjunctivitis,

    STREPTOCOCCAL PHARYNGITIS 11

    rhinorrhea, and hoarseness are usually presented with viral pharyngitis instead of streptococcal

    pharyngitis.

    Plan Analysis

    Antibiotic treatment is the first line of treatment for patients with streptococcal

    pharyngitis who are symptomatic and test positive for GABHS. The patient should be treated

    with an antibiotic that is sensitive to GAS. Antibiotics have shown to be effective in reducing

    symptoms, prevent the spread to others and reduce the risk of developing complications such

    as rheumatic fever, acute glomerulonephritis, and post-streptococcal reactive arthritis (Burns et

    al., 2017).

    Streptococcus pyogenes (Group A streptococcus), the bacteria that causes strep throat

    have remained sensitive to penicillin and overall when treating a bacterial infection, it is

    desirable to use the most narrow-spectrum antibiotic that will treat the infection. Penicillin is a

    narrow spectrum antibiotic which is a good option since it is well tolerated, has minimal side

    effects, is not expensive, and has proven to be effective in treating streptococcal pharyngitis

    (Burns et al., 2017). However, in treating children with GABHS, amoxicillin is frequently

    substituted for penicillin for a more pleasant taste in liquid suspension and the efficacy is equal

    to penicillin.

    Supportive care such as antipyretic Acetaminophen, fluids, and rest are also

    recommended. Noncompliance with the full course of antibiotic treatment can lead to treatment

    failure and its vital that patient complete full course of antibiotic even though symptoms have

    resolved. In addition, the patient's toothbrush should be discarded within 24 hours after the use of

    antibiotics (Burns et al., 2017). Personal items should not be shared with siblings or household

    members. The child can return to school after 24 hours after taking antibiotics and is afebrile.

    STREPTOCOCCAL PHARYNGITIS 12

    Culture Components

    C.T. is Haitian-American and was born and raised in Boynton Beach, Florida. Her father

    is White American and mother is Haitian. C.T. mostly speaks English with a few words of

    Creole. C. T’s parent follows the Western cultural tradition since they reside in the United States

    most of the lives. They have a strong family relationship and are Christians. In America, most

    religions are practiced which is originated on the basis of religious freedom, however, most

    Americans are Christians (Zimmermann, 2017). Although certain foods such as hamburgers,

    potato chips, macaroni and cheese, and meatloaf are commonly considered American dishes, C.

    T.’s family practice healthy eating habits which consist of heart-healthy foods. In addition, they

    practice preventive care, good health habits such as staying physically active and managing

    stress effectively. Western culture refers mainly to the United States and Europe (Zimmermann,

    2017). With the United States becoming more diverse, the U.S. is referred to as the “melting pot”

    at times in which various cultures have contributed to their own diversity of flavors to the

    American culture (Zimmermann, 2017).

    STREPTOCOCCAL PHARYNGITIS 13

    References

    Borchardt, R. A. (2013). Diagnosis and management of group A beta-hemolytic streptococcal

    pharyngitis. Journal of the American Academy of Physician Assistants, 26(9), 53-54.

    doi:10.1097/01.JAA.0000433876.39648.52

    Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., Blosser, C. G., & Garzon, D. L. (2017).

    Pediatric primary care. (6th ed.). St. Louis, MI: Elsevier.

    Cash, J. C., & Glass, C. A. (2014). Family practice guidelines. (3rd ed.). New York, NY:

    Springer Publishing Company, LLC.

    Center for Disease Control and Prevention. (2017). Recommended immunization schedule for

    children and adolescents aged 18 and younger, United States, 2017. Retrieved from

    https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-

    schedule.pdf

    Ferri, F. F. (2016). Ferris clinical advisor: 5 books in 1. Philadelphia, PA: Elsevier.

    Martin, J. M. (2015). The mysteries of streptococcal pharyngitis. Current Treat Options

    Pediatric, 1(2): 180–189. doi:10.1007/s40746-015-0013-9.

    Zimmermann, K. A. (2017). American culture: Traditions and customs of the United States.

    Retrieved from https://www.livescience.com/28945-american-culture.html.

    [https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf](https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf)

    [https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf](https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf)

    [https://www.livescience.com/28945-american-culture.html](https://www.livescience.com/28945-american-culture.html)

    STREPTOCOCCAL PHARYNGITIS 14

    **PediatricSOAPTemplateandRubric-1.docx**

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    **## SOAPNote1ComprehensiveSOAPonPediatricsHEENT.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 3-year-old girl is brought to your office by her mother because she has a fever and complains that her right ear hurts. She has no significant medical history. The child is not pleased to be in the PCP's office and has been crying. Her mother explains that she developed a “cold” about 3 days ago with sniffles. Her temperature is 37.8°C (100°F).  Physical exam was completed with some difficulty because of the child's irritability.    The only abnormalities are slight redness of the throat, a nose full of thick green mucus, and injected tympanic membranes. She denies nausea, vomiting, diarrhea, headache, or change in urine output.

    **## PediatricSOAPNoteExample.pdf**

    Running head: STREPTOCOCCAL PHARYNGITIS 1

    First Name, Last Name

    Florida International University

    Professor

    Date

    STREPTOCOCCAL PHARYNGITIS 2

    Subjective

    Initials of Patient: C.T

    Patient Age: 8 years old

    Patient Gender: Female

    Patient Ethnicity: American-Haitian

    Source of information: Patient’s mother and patient, reliable

    Chief Complaint: Sudden onset of sore throat started this morning, cough, fever started 2 days,

    and feeling malaise

    History of Present Illness:

    C.T. is a 8-year old female who presents today accompanied by her mother due to sudden

    onset of sore throat, a recent fever, a cough, and feeling malaise. The mother reports that the

    child has been sick for about two days, the child started with a fever of 101.0 and a non-

    productive cough. For the fever, she has been giving the child Tylenol which helps in reducing the

    fever and the child’s max temperature was 101.5. The mother verbalize that the child woke up

    this morning with complaining of severe sore throat and the child complains of pain with

    swallowing. The mother states that she can see the child’s throat is red and irritated. She had the

    child gargle with some warm salt water which did not help. In addition, she verbalized a decrease

    in the child’s appetite for about 2 days.

    Past Medical History:

    Unremarkable

    Past Surgical History:

    None

    Family History:

    STREPTOCOCCAL PHARYNGITIS 3

    Mother, 34 years old, alive, unremarkable

    Father, 36 years old, alive, HTN

    Brother 3 years old, alive, unremarkable

    Maternal Grandmother 62 years old, alive, no health issues

    Maternal Grandfather 65 years old, alive, Type 2 Diabetes mellitus, Hyperlipidemia

    Paternal Grandmother 66 years old), alive, Type 2 Diabetes mellitus, HTN

    Paternal Grandfather 70 years old, alive, HTN

    Social History:

    C.T. is well develop and well-nourish 8 year old girl. She is fully immunized. C.T. lives

    with both parents. Her mother is a teacher at a local elementary school. Her father is a real

    estate agent. The maternal set of grandparents live nearby and visit the children on often. C.T.

    enjoys playing with her little brother after school and she in gymnastic after school. She often

    visits her grandparents during the weekends. She loves to play outdoors and riding her bicycle

    Medications Taken at home:

    Medication Name Indication

    Acetaminophen 1 tsp po every 4-6 hours PRN for fever

    Allergies:

    No known drug or food allergies.

    Immunizations:

    Immunizations: (vaccine & date given) – Patient is up-to-date on all immunizations as per CDC

    Birth- HepB

    2 months – HepB, DTaP, Hib, IPV, PCV, RV given (11/02/2010)

    STREPTOCOCCAL PHARYNGITIS 4

    4 months – DtaP, Hib, IPV, PCV, RV given (01/06/2011)

    6 months – HepB, DtaP, Hib, IPV, PCV, RV given (03/04/2011)

    12 months – Hib, PCV, Varicella, MMR, HepA given (09/05/2011)

    16 months – DtaP, Influenza given (01/05/2012)

    18 months – HepA given (04/06/2012)

    28 months – Influenza given (02/07/2013)

    40 months – Influenza given (02/06/2014)

    48 months – DtaP IPV, MMR, Varicella given (12/05/2014)

    Review of Systems:

    General:

    Integumentary:

    Recent fever, fatigue, and malaise. Denies weight loss or poor weight

    gain.

    Denies any rash. Denies itchiness, no bruises or lesions.

    Neurological: Denies dizziness, loss of consciousness, or seizure activity, numbness

    or tingling.

    Head:

    Eyes:

    Ears:

    Nose/Mouth/Throat:

    Normocephalic. Denies any hair loss, no lesions.

    Denies any blurred vision, no difficulty focusing, vision 20/20.

    Denies any ear pain, hearing loss, ringing in ears, discharge.

    Positive for sore throat, swollen glands, and redness to pharynx.

    Denies nose bleed, dysphagia, hoarseness, or nasal congestion.

    Cardio: Denies chest pain, no palpitations or peripheral edema.

    Respiratory: Non-productive cough. Denies shortness of breath, wheezing or night

    sweats.

    STREPTOCOCCAL PHARYNGITIS 5

    GI: Decrease appetite for the past 2 days. Patient denies abdominal pain,

    nausea, vomiting, or change in stool pattern or color.

    GU: Denies dysuria, urgency, frequency, hematuria or suprapubic pain.

    Musculoskeletal:

    Developmental:

    Milestone

    Behavior/Psychiatric:

    Patient denies muscle or joint pain, paralysis, or ataxia.

    C.T. is in third grade gifted program. She can bathe and dress herself,

    and brush her teeth independently. She enjoys gymnastic, singing, and

    reading story books.

    Denies any mood swings, tantrums, behavioral disorders, sleeping

    problems, psychotic disorders, or mental health problems.

    Objective

    Vital Signs and Other Measurements:

    Age Gender Ethnicity Height Weight BMI

    8 years old Female American-

    Haitian

    54

    inches

    65 lbs 9.8%

    Temp HR BP RR O2Sat

    102 F 98 100/54 24 98%

    Physical Exam:

    STREPTOCOCCAL PHARYNGITIS 6

    General: Patient is alert and calm, is properly dressed and appears well-

    nourished. No signs of acute distress. Her BMI is in the 47th

    percentile. There are no concerns for abuse.

    Neurological: Patient is alert & oriented x 4. Cranial nerves II-XII grossly intact,

    has normal speech, no difficulty in concentration. Muscle tone and

    reflexes appear normal. All deep tendon reflexes 2+, no focal

    deficits.

    Head:

    Eyes:

    Ears:

    Nose:

    Throat/Mouth:

    Head and characteristic facies symmetry noted. Hair distribution

    even.

    PERRLA. Corneal light reflex and red reflex present. No strabismus.

    Canals patent, TM’s are normal. No purulent drainage noted.

    Nares symmetrical. Nasal mucosa with no inflammation, normal

    appearing turbinate.

    Pharynx is severely erythematous with +2 tonsils outside of the

    pillars with white exudates. Submandibular glands are tender to

    touch, palatal petechia noted.

    Neck: Anterior cervical lymphadenopathy present. Trachea midline. Neck

    supple with full ROM.

    Lungs: RR: 24. O2 sat: 98% on room air. Breaths are regular and unlabored.

    Chest movement is symmetrical. Clear breath sounds bilaterally in all

    lobes.

    STREPTOCOCCAL PHARYNGITIS 7

    Cardio: HR: 98. S1 and S2 present, with normal rhythm and rate. No heart

    murmurs, S3, or S4 noted. BP: 100/54. Capillary refill within normal

    limits. No peripheral edema. Radial and pedal pulses +2.

    GI: Abdomen is soft without organomegaly. Bowel sounds present x 4

    quadrants. No masses, no rebound tenderness. No distention noted.

    GU: Bladder is non-distended. No costovertebral angle tenderness noted.

    Musculoskeletal: Spine is straight with no scoliosis or kyphosis noted. Full ROM

    against gravity with full resistance in all extremities noted. No

    edema, ecchymosis or erythema noted.

    Integumentary: Skin texture is warm, smooth, and soft. No lesions, no rash, no

    bruising or scars noted. Capillary refill less than 2 seconds.

    Behavior/Psychiatric: Alert and oriented. No distress. Behavior appropriate for age.

    Exams:

    Rapid strep swab administered in the office, the test is positive (sent for culture).

    The gold standard for diagnosing group A beta-hemolytic streptococcal

    (GABHS) pharyngitis is a throat swab culture. The sensitivity is 90% to 95%

    but results are delayed. The Rapid Antigen Detection Test (RADT) yields

    results in minutes (Borchardt, 2013).

    Assessment

    Current Diagnosis: Streptococcal Pharyngitis

    Differential Diagnoses:

    STREPTOCOCCAL PHARYNGITIS 8

    1. Upper respiratory infection (URI)

    2. Influenza

    3. Viral Pharyngitis

    Plan

    1. Amoxicillin (400mg/5ml) 5ml PO every 12 hours x 10 days # 200ml no refills as per

    Epocrates, weight dosing at 40mg/kg per day.

    2. Use acetaminophen or ibuprofen to treat pain and fever as ordered.

    3. No vaccines administered this visit. Parent counseled on yearly influenza vaccinations

    and on the next set of recommended vaccinations due at ages 11-12 per CDC guidelines

    (CDC, 2017). Strep swab sent for culture for pyrogenic types of strep and parent to be

    notified if positive. It will not change treatment plan.

    4. Complete antibiotics for full course even if symptoms disappear. Strep throat will be

    contagious until 24 hours of antibiotic use. Avoid sharing personal items with other

    siblings or household members, change toothbrush out in 36 hours. Adequate and

    frequent hand washing to avoid transmission of virus to others. Drink plenty of fluids to

    avoid dehydration. Return to school once fever free for at least 24 hours (Ferri, 2016).

    5. Be sure that the patient gets plenty of rest and increase activity as tolerated. Warm salt

    gargles for sore throat. Ensure that the patient drinks 6-8 glasses of water daily to stay

    hydrated and increase intake of fluids with a fever. Be sure that the patient eats a

    nutritious diet (Cash & Glass, 2014).

    6. Preventive Care: Diet appropriate for child age, healthy eating habits, focus in school, no

    arguing in the presence of the child. Safety: helmet, seat belt, no gun in the house, no

    STREPTOCOCCAL PHARYNGITIS 9

    smoking, stay active, adequate nutrition, fresh food and fruit, listen to parents and

    teachers, be respectful.

    Subjective Analysis

    Streptococcal Pharyngitis, also known as strep throat is a bacterial infection caused by

    Streptococcus pyogenes, also known as group A streptococcus. Group A streptococci (GAS) are

    gram-positive bacteria which cause acute pharyngitis and is accountable for about 20-30% of

    sore throat cases in children (Martin, 2015). GABHS pharyngitis is usually associated with

    painful cervical adenopathy, chills, high fever, pharyngeal exudate, scarlatiniform rash, and

    headache. While viral pharyngitis is accompanied by symptoms of cough, sneezing hoarseness,

    and rhinorrhea (Martin, 2015).

    Streptococcal bacteria are highly contagious. They can spread through airborne droplets

    when someone with the infection sneezes or coughs, also through shared drinks or foods. In

    addition, the bacteria can be transmitted through surfaces such as a doorknob or other surfaces

    and one can transfer the bacteria through your mucous membranes. GAS pharyngitis is very

    common amongst school-age children around the winter and spring time. Elementary school

    children often develop one to three new streptococcal infections each school year (Martin,

    2015). Furthermore, it is most commonly found in ages 5 years to 15 years old children. In

    C.T.’s scenario, she is complaining of sudden onset of sore throat, fever, pain with swallowing,

    and generalized malaise. These symptoms point to streptococcal pharyngitis.

    Objective Analysis

    Upon physical exam, C.T. has a fever of 102, her tonsils size are 2+ with an overlying

    white exudate and her throat is erythematous. In addition, C.T. has tender anterior cervical

    STREPTOCOCCAL PHARYNGITIS 10

    lymphadenopathy and palatal petechia. About 50% of children with Streptococcal pharyngitis

    have tender and enlarged cervical lymph nodes (Martin, 2015). Furthermore, 25% of cases of

    streptococcal pharyngitis, the tonsils and pharynx may appear erythematous with

    exudate (Martin, 2015). The history and physical examination solely cannot discern between

    streptococcal pharyngitis versus an infection due to other causes. Laboratory confirmation is the

    accurate method of making a diagnosis of GAS. In cases where GAS is suspected, it is essential

    to obtain a rapid antigen test by swabbing the surface of the tonsils and posterior pharynx and

    send the culture, which is the gold standard testing for GAS. Although the rapid antigen test has

    a specificity of greater than 95%, the sensitivity of the test depends on the method used and that

    is why a throat culture should be done to assess for GAS (Martin, 2015).

    Assessment Analysis

    The differential diagnoses for this patient are an upper respiratory infection (URI),

    influenza, and viral pharyngitis. In upper respiratory infection, which is a viral infection, the

    usual presenting symptoms include nasal congestion, headache, rhinorrhea, cough, and fever.

    With GABHS, the patient can also have symptoms of fever and headache, however nasal

    congestion, cough, and rhinorrhea are uncommon (Burns et al., 2017). In addition, with URI no

    antibiotics are required and symptoms usually decrease or resolved in 7-10 days. With influenza,

    the patient can present with similar symptoms that may resemble GABHS which are malaise,

    fever, and sore throat. In C.T. case, the sudden onset of severe sore throat yields more towards

    GABHS versus influenza. Another differential diagnosis would be viral pharyngitis. When a

    patient is presented with a sore throat it can be difficult to differentiate between viral and

    bacterial causes (Burns et al., 2017). However, symptoms with a cough, conjunctivitis,

    STREPTOCOCCAL PHARYNGITIS 11

    rhinorrhea, and hoarseness are usually presented with viral pharyngitis instead of streptococcal

    pharyngitis.

    Plan Analysis

    Antibiotic treatment is the first line of treatment for patients with streptococcal

    pharyngitis who are symptomatic and test positive for GABHS. The patient should be treated

    with an antibiotic that is sensitive to GAS. Antibiotics have shown to be effective in reducing

    symptoms, prevent the spread to others and reduce the risk of developing complications such

    as rheumatic fever, acute glomerulonephritis, and post-streptococcal reactive arthritis (Burns et

    al., 2017).

    Streptococcus pyogenes (Group A streptococcus), the bacteria that causes strep throat

    have remained sensitive to penicillin and overall when treating a bacterial infection, it is

    desirable to use the most narrow-spectrum antibiotic that will treat the infection. Penicillin is a

    narrow spectrum antibiotic which is a good option since it is well tolerated, has minimal side

    effects, is not expensive, and has proven to be effective in treating streptococcal pharyngitis

    (Burns et al., 2017). However, in treating children with GABHS, amoxicillin is frequently

    substituted for penicillin for a more pleasant taste in liquid suspension and the efficacy is equal

    to penicillin.

    Supportive care such as antipyretic Acetaminophen, fluids, and rest are also

    recommended. Noncompliance with the full course of antibiotic treatment can lead to treatment

    failure and its vital that patient complete full course of antibiotic even though symptoms have

    resolved. In addition, the patient's toothbrush should be discarded within 24 hours after the use of

    antibiotics (Burns et al., 2017). Personal items should not be shared with siblings or household

    members. The child can return to school after 24 hours after taking antibiotics and is afebrile.

    STREPTOCOCCAL PHARYNGITIS 12

    Culture Components

    C.T. is Haitian-American and was born and raised in Boynton Beach, Florida. Her father

    is White American and mother is Haitian. C.T. mostly speaks English with a few words of

    Creole. C. T’s parent follows the Western cultural tradition since they reside in the United States

    most of the lives. They have a strong family relationship and are Christians. In America, most

    religions are practiced which is originated on the basis of religious freedom, however, most

    Americans are Christians (Zimmermann, 2017). Although certain foods such as hamburgers,

    potato chips, macaroni and cheese, and meatloaf are commonly considered American dishes, C.

    T.’s family practice healthy eating habits which consist of heart-healthy foods. In addition, they

    practice preventive care, good health habits such as staying physically active and managing

    stress effectively. Western culture refers mainly to the United States and Europe (Zimmermann,

    2017). With the United States becoming more diverse, the U.S. is referred to as the “melting pot”

    at times in which various cultures have contributed to their own diversity of flavors to the

    American culture (Zimmermann, 2017).

    STREPTOCOCCAL PHARYNGITIS 13

    References

    Borchardt, R. A. (2013). Diagnosis and management of group A beta-hemolytic streptococcal

    pharyngitis. Journal of the American Academy of Physician Assistants, 26(9), 53-54.

    doi:10.1097/01.JAA.0000433876.39648.52

    Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., Blosser, C. G., & Garzon, D. L. (2017).

    Pediatric primary care. (6th ed.). St. Louis, MI: Elsevier.

    Cash, J. C., & Glass, C. A. (2014). Family practice guidelines. (3rd ed.). New York, NY:

    Springer Publishing Company, LLC.

    Center for Disease Control and Prevention. (2017). Recommended immunization schedule for

    children and adolescents aged 18 and younger, United States, 2017. Retrieved from

    https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-

    schedule.pdf

    Ferri, F. F. (2016). Ferris clinical advisor: 5 books in 1. Philadelphia, PA: Elsevier.

    Martin, J. M. (2015). The mysteries of streptococcal pharyngitis. Current Treat Options

    Pediatric, 1(2): 180–189. doi:10.1007/s40746-015-0013-9.

    Zimmermann, K. A. (2017). American culture: Traditions and customs of the United States.

    Retrieved from https://www.livescience.com/28945-american-culture.html.

    [https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf](https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf)

    [https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf](https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf)

    [https://www.livescience.com/28945-american-culture.html](https://www.livescience.com/28945-american-culture.html)

    STREPTOCOCCAL PHARYNGITIS 14

    **PediatricSOAPTemplateandRubric-1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pediatricsoaptemplateandrubric-1-docx-10153701)

    **## SOAPNote1ComprehensiveSOAPonPediatricsHEENT.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 3-year-old girl is brought to your office by her mother because she has a fever and complains that her right ear hurts. She has no significant medical history. The child is not pleased to be in the PCP's office and has been crying. Her mother explains that she developed a “cold” about 3 days ago with sniffles. Her temperature is 37.8°C (100°F).  Physical exam was completed with some difficulty because of the child's irritability.    The only abnormalities are slight redness of the throat, a nose full of thick green mucus, and injected tympanic membranes. She denies nausea, vomiting, diarrhea, headache, or change in urine output.

    **## PediatricSOAPNoteExample.pdf**

    Running head: STREPTOCOCCAL PHARYNGITIS 1

    First Name, Last Name

    Florida International University

    Professor

    Date

    STREPTOCOCCAL PHARYNGITIS 2

    Subjective

    Initials of Patient: C.T

    Patient Age: 8 years old

    Patient Gender: Female

    Patient Ethnicity: American-Haitian

    Source of information: Patient’s mother and patient, reliable

    Chief Complaint: Sudden onset of sore throat started this morning, cough, fever started 2 days,

    and feeling malaise

    History of Present Illness:

    C.T. is a 8-year old female who presents today accompanied by her mother due to sudden

    onset of sore throat, a recent fever, a cough, and feeling malaise. The mother reports that the

    child has been sick for about two days, the child started with a fever of 101.0 and a non-

    productive cough. For the fever, she has been giving the child Tylenol which helps in reducing the

    fever and the child’s max temperature was 101.5. The mother verbalize that the child woke up

    this morning with complaining of severe sore throat and the child complains of pain with

    swallowing. The mother states that she can see the child’s throat is red and irritated. She had the

    child gargle with some warm salt water which did not help. In addition, she verbalized a decrease

    in the child’s appetite for about 2 days.

    Past Medical History:

    Unremarkable

    Past Surgical History:

    None

    Family History:

    STREPTOCOCCAL PHARYNGITIS 3

    Mother, 34 years old, alive, unremarkable

    Father, 36 years old, alive, HTN

    Brother 3 years old, alive, unremarkable

    Maternal Grandmother 62 years old, alive, no health issues

    Maternal Grandfather 65 years old, alive, Type 2 Diabetes mellitus, Hyperlipidemia

    Paternal Grandmother 66 years old), alive, Type 2 Diabetes mellitus, HTN

    Paternal Grandfather 70 years old, alive, HTN

    Social History:

    C.T. is well develop and well-nourish 8 year old girl. She is fully immunized. C.T. lives

    with both parents. Her mother is a teacher at a local elementary school. Her father is a real

    estate agent. The maternal set of grandparents live nearby and visit the children on often. C.T.

    enjoys playing with her little brother after school and she in gymnastic after school. She often

    visits her grandparents during the weekends. She loves to play outdoors and riding her bicycle

    Medications Taken at home:

    Medication Name Indication

    Acetaminophen 1 tsp po every 4-6 hours PRN for fever

    Allergies:

    No known drug or food allergies.

    Immunizations:

    Immunizations: (vaccine & date given) – Patient is up-to-date on all immunizations as per CDC

    Birth- HepB

    2 months – HepB, DTaP, Hib, IPV, PCV, RV given (11/02/2010)

    STREPTOCOCCAL PHARYNGITIS 4

    4 months – DtaP, Hib, IPV, PCV, RV given (01/06/2011)

    6 months – HepB, DtaP, Hib, IPV, PCV, RV given (03/04/2011)

    12 months – Hib, PCV, Varicella, MMR, HepA given (09/05/2011)

    16 months – DtaP, Influenza given (01/05/2012)

    18 months – HepA given (04/06/2012)

    28 months – Influenza given (02/07/2013)

    40 months – Influenza given (02/06/2014)

    48 months – DtaP IPV, MMR, Varicella given (12/05/2014)

    Review of Systems:

    General:

    Integumentary:

    Recent fever, fatigue, and malaise. Denies weight loss or poor weight

    gain.

    Denies any rash. Denies itchiness, no bruises or lesions.

    Neurological: Denies dizziness, loss of consciousness, or seizure activity, numbness

    or tingling.

    Head:

    Eyes:

    Ears:

    Nose/Mouth/Throat:

    Normocephalic. Denies any hair loss, no lesions.

    Denies any blurred vision, no difficulty focusing, vision 20/20.

    Denies any ear pain, hearing loss, ringing in ears, discharge.

    Positive for sore throat, swollen glands, and redness to pharynx.

    Denies nose bleed, dysphagia, hoarseness, or nasal congestion.

    Cardio: Denies chest pain, no palpitations or peripheral edema.

    Respiratory: Non-productive cough. Denies shortness of breath, wheezing or night

    sweats.

    STREPTOCOCCAL PHARYNGITIS 5

    GI: Decrease appetite for the past 2 days. Patient denies abdominal pain,

    nausea, vomiting, or change in stool pattern or color.

    GU: Denies dysuria, urgency, frequency, hematuria or suprapubic pain.

    Musculoskeletal:

    Developmental:

    Milestone

    Behavior/Psychiatric:

    Patient denies muscle or joint pain, paralysis, or ataxia.

    C.T. is in third grade gifted program. She can bathe and dress herself,

    and brush her teeth independently. She enjoys gymnastic, singing, and

    reading story books.

    Denies any mood swings, tantrums, behavioral disorders, sleeping

    problems, psychotic disorders, or mental health problems.

    Objective

    Vital Signs and Other Measurements:

    Age Gender Ethnicity Height Weight BMI

    8 years old Female American-

    Haitian

    54

    inches

    65 lbs 9.8%

    Temp HR BP RR O2Sat

    102 F 98 100/54 24 98%

    Physical Exam:

    STREPTOCOCCAL PHARYNGITIS 6

    General: Patient is alert and calm, is properly dressed and appears well-

    nourished. No signs of acute distress. Her BMI is in the 47th

    percentile. There are no concerns for abuse.

    Neurological: Patient is alert & oriented x 4. Cranial nerves II-XII grossly intact,

    has normal speech, no difficulty in concentration. Muscle tone and

    reflexes appear normal. All deep tendon reflexes 2+, no focal

    deficits.

    Head:

    Eyes:

    Ears:

    Nose:

    Throat/Mouth:

    Head and characteristic facies symmetry noted. Hair distribution

    even.

    PERRLA. Corneal light reflex and red reflex present. No strabismus.

    Canals patent, TM’s are normal. No purulent drainage noted.

    Nares symmetrical. Nasal mucosa with no inflammation, normal

    appearing turbinate.

    Pharynx is severely erythematous with +2 tonsils outside of the

    pillars with white exudates. Submandibular glands are tender to

    touch, palatal petechia noted.

    Neck: Anterior cervical lymphadenopathy present. Trachea midline. Neck

    supple with full ROM.

    Lungs: RR: 24. O2 sat: 98% on room air. Breaths are regular and unlabored.

    Chest movement is symmetrical. Clear breath sounds bilaterally in all

    lobes.

    STREPTOCOCCAL PHARYNGITIS 7

    Cardio: HR: 98. S1 and S2 present, with normal rhythm and rate. No heart

    murmurs, S3, or S4 noted. BP: 100/54. Capillary refill within normal

    limits. No peripheral edema. Radial and pedal pulses +2.

    GI: Abdomen is soft without organomegaly. Bowel sounds present x 4

    quadrants. No masses, no rebound tenderness. No distention noted.

    GU: Bladder is non-distended. No costovertebral angle tenderness noted.

    Musculoskeletal: Spine is straight with no scoliosis or kyphosis noted. Full ROM

    against gravity with full resistance in all extremities noted. No

    edema, ecchymosis or erythema noted.

    Integumentary: Skin texture is warm, smooth, and soft. No lesions, no rash, no

    bruising or scars noted. Capillary refill less than 2 seconds.

    Behavior/Psychiatric: Alert and oriented. No distress. Behavior appropriate for age.

    Exams:

    Rapid strep swab administered in the office, the test is positive (sent for culture).

    The gold standard for diagnosing group A beta-hemolytic streptococcal

    (GABHS) pharyngitis is a throat swab culture. The sensitivity is 90% to 95%

    but results are delayed. The Rapid Antigen Detection Test (RADT) yields

    results in minutes (Borchardt, 2013).

    Assessment

    Current Diagnosis: Streptococcal Pharyngitis

    Differential Diagnoses:

    STREPTOCOCCAL PHARYNGITIS 8

    1. Upper respiratory infection (URI)

    2. Influenza

    3. Viral Pharyngitis

    Plan

    1. Amoxicillin (400mg/5ml) 5ml PO every 12 hours x 10 days # 200ml no refills as per

    Epocrates, weight dosing at 40mg/kg per day.

    2. Use acetaminophen or ibuprofen to treat pain and fever as ordered.

    3. No vaccines administered this visit. Parent counseled on yearly influenza vaccinations

    and on the next set of recommended vaccinations due at ages 11-12 per CDC guidelines

    (CDC, 2017). Strep swab sent for culture for pyrogenic types of strep and parent to be

    notified if positive. It will not change treatment plan.

    4. Complete antibiotics for full course even if symptoms disappear. Strep throat will be

    contagious until 24 hours of antibiotic use. Avoid sharing personal items with other

    siblings or household members, change toothbrush out in 36 hours. Adequate and

    frequent hand washing to avoid transmission of virus to others. Drink plenty of fluids to

    avoid dehydration. Return to school once fever free for at least 24 hours (Ferri, 2016).

    5. Be sure that the patient gets plenty of rest and increase activity as tolerated. Warm salt

    gargles for sore throat. Ensure that the patient drinks 6-8 glasses of water daily to stay

    hydrated and increase intake of fluids with a fever. Be sure that the patient eats a

    nutritious diet (Cash & Glass, 2014).

    6. Preventive Care: Diet appropriate for child age, healthy eating habits, focus in school, no

    arguing in the presence of the child. Safety: helmet, seat belt, no gun in the house, no

    STREPTOCOCCAL PHARYNGITIS 9

    smoking, stay active, adequate nutrition, fresh food and fruit, listen to parents and

    teachers, be respectful.

    Subjective Analysis

    Streptococcal Pharyngitis, also known as strep throat is a bacterial infection caused by

    Streptococcus pyogenes, also known as group A streptococcus. Group A streptococci (GAS) are

    gram-positive bacteria which cause acute pharyngitis and is accountable for about 20-30% of

    sore throat cases in children (Martin, 2015). GABHS pharyngitis is usually associated with

    painful cervical adenopathy, chills, high fever, pharyngeal exudate, scarlatiniform rash, and

    headache. While viral pharyngitis is accompanied by symptoms of cough, sneezing hoarseness,

    and rhinorrhea (Martin, 2015).

    Streptococcal bacteria are highly contagious. They can spread through airborne droplets

    when someone with the infection sneezes or coughs, also through shared drinks or foods. In

    addition, the bacteria can be transmitted through surfaces such as a doorknob or other surfaces

    and one can transfer the bacteria through your mucous membranes. GAS pharyngitis is very

    common amongst school-age children around the winter and spring time. Elementary school

    children often develop one to three new streptococcal infections each school year (Martin,

    2015). Furthermore, it is most commonly found in ages 5 years to 15 years old children. In

    C.T.’s scenario, she is complaining of sudden onset of sore throat, fever, pain with swallowing,

    and generalized malaise. These symptoms point to streptococcal pharyngitis.

    Objective Analysis

    Upon physical exam, C.T. has a fever of 102, her tonsils size are 2+ with an overlying

    white exudate and her throat is erythematous. In addition, C.T. has tender anterior cervical

    STREPTOCOCCAL PHARYNGITIS 10

    lymphadenopathy and palatal petechia. About 50% of children with Streptococcal pharyngitis

    have tender and enlarged cervical lymph nodes (Martin, 2015). Furthermore, 25% of cases of

    streptococcal pharyngitis, the tonsils and pharynx may appear erythematous with

    exudate (Martin, 2015). The history and physical examination solely cannot discern between

    streptococcal pharyngitis versus an infection due to other causes. Laboratory confirmation is the

    accurate method of making a diagnosis of GAS. In cases where GAS is suspected, it is essential

    to obtain a rapid antigen test by swabbing the surface of the tonsils and posterior pharynx and

    send the culture, which is the gold standard testing for GAS. Although the rapid antigen test has

    a specificity of greater than 95%, the sensitivity of the test depends on the method used and that

    is why a throat culture should be done to assess for GAS (Martin, 2015).

    Assessment Analysis

    The differential diagnoses for this patient are an upper respiratory infection (URI),

    influenza, and viral pharyngitis. In upper respiratory infection, which is a viral infection, the

    usual presenting symptoms include nasal congestion, headache, rhinorrhea, cough, and fever.

    With GABHS, the patient can also have symptoms of fever and headache, however nasal

    congestion, cough, and rhinorrhea are uncommon (Burns et al., 2017). In addition, with URI no

    antibiotics are required and symptoms usually decrease or resolved in 7-10 days. With influenza,

    the patient can present with similar symptoms that may resemble GABHS which are malaise,

    fever, and sore throat. In C.T. case, the sudden onset of severe sore throat yields more towards

    GABHS versus influenza. Another differential diagnosis would be viral pharyngitis. When a

    patient is presented with a sore throat it can be difficult to differentiate between viral and

    bacterial causes (Burns et al., 2017). However, symptoms with a cough, conjunctivitis,

    STREPTOCOCCAL PHARYNGITIS 11

    rhinorrhea, and hoarseness are usually presented with viral pharyngitis instead of streptococcal

    pharyngitis.

    Plan Analysis

    Antibiotic treatment is the first line of treatment for patients with streptococcal

    pharyngitis who are symptomatic and test positive for GABHS. The patient should be treated

    with an antibiotic that is sensitive to GAS. Antibiotics have shown to be effective in reducing

    symptoms, prevent the spread to others and reduce the risk of developing complications such

    as rheumatic fever, acute glomerulonephritis, and post-streptococcal reactive arthritis (Burns et

    al., 2017).

    Streptococcus pyogenes (Group A streptococcus), the bacteria that causes strep throat

    have remained sensitive to penicillin and overall when treating a bacterial infection, it is

    desirable to use the most narrow-spectrum antibiotic that will treat the infection. Penicillin is a

    narrow spectrum antibiotic which is a good option since it is well tolerated, has minimal side

    effects, is not expensive, and has proven to be effective in treating streptococcal pharyngitis

    (Burns et al., 2017). However, in treating children with GABHS, amoxicillin is frequently

    substituted for penicillin for a more pleasant taste in liquid suspension and the efficacy is equal

    to penicillin.

    Supportive care such as antipyretic Acetaminophen, fluids, and rest are also

    recommended. Noncompliance with the full course of antibiotic treatment can lead to treatment

    failure and its vital that patient complete full course of antibiotic even though symptoms have

    resolved. In addition, the patient's toothbrush should be discarded within 24 hours after the use of

    antibiotics (Burns et al., 2017). Personal items should not be shared with siblings or household

    members. The child can return to school after 24 hours after taking antibiotics and is afebrile.

    STREPTOCOCCAL PHARYNGITIS 12

    Culture Components

    C.T. is Haitian-American and was born and raised in Boynton Beach, Florida. Her father

    is White American and mother is Haitian. C.T. mostly speaks English with a few words of

    Creole. C. T’s parent follows the Western cultural tradition since they reside in the United States

    most of the lives. They have a strong family relationship and are Christians. In America, most

    religions are practiced which is originated on the basis of religious freedom, however, most

    Americans are Christians (Zimmermann, 2017). Although certain foods such as hamburgers,

    potato chips, macaroni and cheese, and meatloaf are commonly considered American dishes, C.

    T.’s family practice healthy eating habits which consist of heart-healthy foods. In addition, they

    practice preventive care, good health habits such as staying physically active and managing

    stress effectively. Western culture refers mainly to the United States and Europe (Zimmermann,

    2017). With the United States becoming more diverse, the U.S. is referred to as the “melting pot”

    at times in which various cultures have contributed to their own diversity of flavors to the

    American culture (Zimmermann, 2017).

    STREPTOCOCCAL PHARYNGITIS 13

    References

    Borchardt, R. A. (2013). Diagnosis and management of group A beta-hemolytic streptococcal

    pharyngitis. Journal of the American Academy of Physician Assistants, 26(9), 53-54.

    doi:10.1097/01.JAA.0000433876.39648.52

    Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., Blosser, C. G., & Garzon, D. L. (2017).

    Pediatric primary care. (6th ed.). St. Louis, MI: Elsevier.

    Cash, J. C., & Glass, C. A. (2014). Family practice guidelines. (3rd ed.). New York, NY:

    Springer Publishing Company, LLC.

    Center for Disease Control and Prevention. (2017). Recommended immunization schedule for

    children and adolescents aged 18 and younger, United States, 2017. Retrieved from

    https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-

    schedule.pdf

    Ferri, F. F. (2016). Ferris clinical advisor: 5 books in 1. Philadelphia, PA: Elsevier.

    Martin, J. M. (2015). The mysteries of streptococcal pharyngitis. Current Treat Options

    Pediatric, 1(2): 180–189. doi:10.1007/s40746-015-0013-9.

    Zimmermann, K. A. (2017). American culture: Traditions and customs of the United States.

    Retrieved from https://www.livescience.com/28945-american-culture.html.

    [https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf](https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf)

    [https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf](https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf)

    [https://www.livescience.com/28945-american-culture.html](https://www.livescience.com/28945-american-culture.html)

    STREPTOCOCCAL PHARYNGITIS 14

    **PediatricSOAPTemplateandRubric-1.docx**

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  • [Solved] Week 2 Picot format.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    While many different models for evidence-based practice (EBP) exist, a core methodology is shared within each. Central to EBP models is the review of scholarly sources to appraise the quality of evidence available regarding an identified practice issue or intervention. To guide the process, the deve…

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    Assignment Prompt & Instructions

    While many different models for evidence-based practice (EBP) exist, a core methodology is shared within each. Central to EBP models is the review of scholarly sources to appraise the quality of evidence available regarding an identified practice issue or intervention. To guide the process, the development of a PICOT statement is often the first step.

    A PICOT statement includes a brief description of the problem and population impacted, intervention, comparison, outcome, and anticipated timeframe to better understand the issue. This step provides clarity and direction as the critique of evidence from scholarly literature is initiated. The PICOT statement will be used in future assignments in this course.

    **General instructions**

    1. Download the [Week 2 PICOT Worksheet TemplateLinks to an external site.](https://cdn.brandfolder.io/74235FBJ/at/mgxp5z5z7wnj6bqp7tjr8p2f/NR585NP_Phase_6_Week_2_PICOT_Worksheet_Template_09_24.docx) to complete this assignment. Use of this template is required. If the template is not used, a 10% deduction will be applied. See the rubric. Save the template and include your name in the file name.
    2. Complete the PICOT Worksheet Template using the scenario provided in the Week 1 announcements.
    3. Follow APA grammar, spelling, word usage, and punctuation rules consistent with formal, scholarly writing.
    4. Use APA in-text citations and complete references to support your writing.
    5. Abide by Chamberlain University's academic integrity policy.

    **Include the following sections (detailed criteria listed below and in the grading rubric)**.

    1. **Practice Problem**
    1. Using the practice problem identified in the Week 1 discussion, summarize your practice problem in 2-3 sentences.
    2. Explain why the issue/concern is important to nurse practitioner practice.
    3. Provide an in-text citation from one scholarly source to support your writing.
    2. **PICOT Elements**: Discuss each of the following PICOT elements in one or two sentences.

    1. **P-Population**:

    1. What is the nursing practice concern or problem and whom does it affect? Be specific and narrow down your population. The population should be client-focused.
    2. **I–Intervention**:

    1. What evidence-based solution for the problem would you like to apply?
    2. Provide an in-text citation from one scholarly source to support your writing.
    3. **C–Comparison**:

    1. What is another solution to the problem? This is typically the current practice, an alternative solution, or no intervention.
    4. **O–Outcome**:

    1. How will you know the intervention worked?
    2. How will you measure the outcome?
    3. The outcome must be measurable from a baseline.
    5. **T–Timeframe**:

    1. What is the timeframe or the target completion date?
    3. **PICOT Question**: Write a PICOT question using standard formatting: In _____ (P), how does _____ (I) compared to _____ (C) affect _____ (O) within _____ (T)?

    1. Use the standard PICOT format and label each element.
    1. P-Population
    2. I-Intervention
    3. C-Comparison
    4. O-Outcome
    5. T-Timeframe
    4. **Keywords**: Identify keywords for each element of the PICOT question that could be used to support a literature search. Use Appendix B from Melnyk & Fineout-Overholt (2023) for guidance.

    1. P =
    2. I =
    3. C =
    4. O =
    5. T =

    ## Rubric

    **NR585NP_W2_ PICOT Question Worksheet Rubric** NR585NP_W2_ PICOT Question Worksheet RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomePractice Problem3 Required Criteria

    1. Using the practice problem identified in the Week 1 discussion, summarize your practice problem in 2-3 sentences.

    2. Explain why the issue/concern is important to nurse practitioner practice.

    3. Provide an in-text citation from one scholarly source to support your writing. **10** **ptsExcellentAll requirements met.8** **ptsSatisfactory2 requirements met.5** **ptsNeeds Improvement1 requirement met.0** **ptsUnsatisfactoryNo requirements met.** 10 pts

    This criterion is linked to a Learning OutcomePICOT Elements5 Required Criteria

    Discuss each of the following PICOT elements in one or two sentences:

    1. P-Population and Problem: What is the nursing practice concern or problem and whom does it affect? Be specific and narrow down your population. The population should be client-focused. Provide an in-text citation from one scholarly source to support your writing.

    2. I–Intervention: What evidence-based solution for the problem would you like to apply? Provide an in-text citation from one scholarly source to support your writing.

    3. C–Comparison: What is another solution to the problem? This is typically the current practice, an alternative solution, or no intervention.

    4. O–Outcome: How will you know the intervention worked? How will you measure the outcome? The outcome must be measurable from a baseline.

    5. T–Timeframe: What is the timeframe or the target completion date? **35** **ptsExcellentAll requirements met.32** **ptsVery Good4 requirements met.29** **ptsSatisfactory3 requirements met.18** **ptsNeeds Improvement1-2 requirements met.0** **ptsUnsatisfactoryNo requirements met.** 35 pts

    This criterion is linked to a Learning OutcomePICOT Question6 Required Criteria

    Use the standard PICOT format and label each element.

    1. P-Population

    2. I-Intervention

    3. C-Comparison

    4. O-Outcome

    5. T-Timeframe

    6. Standard PICOT format used **25** **ptsExcellentAll requirements met.23** **ptsVery Good5 requirements met.21** **ptsSatisfactory4 requirements met.13** **ptsNeeds Improvement1-3 requirements met.0** **ptsUnsatisfactoryNo requirements met.** 25 pts

    This criterion is linked to a Learning OutcomeKeywords5 Required Criteria

    Identify keywords for each element of your PICOT question that could be used to support a literature search.

    1. P =

    2. I =

    3. C =

    4. O =

    5. T = **10** **ptsExcellentAll requirements met.9** **ptsVery Good4 requirements met.8** **ptsSatisfactory3 requirements met.5** **ptsNeeds Improvement1-2 requirements met.0** **ptsUnsatisfactoryNo requirements met,** 10 pts

    This criterion is linked to a Learning OutcomeAPA FormatCitation and Reference Formation

    Use the current APA format to format citations and references and is free of errors.

    Total Points: 90 [Previous](https://chamberlain.instructure.com/courses/164993/modules/items/23598363)

    – 2 years ago

  • [Solved] week 2 healthcare.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    critically analyze a recent healthcare legislature and review the relevant literature. Nursing Role in the Legislature – 2 years ago

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    Assignment Prompt & Instructions

    critically analyze a recent healthcare legislature and review the relevant literature. Nursing Role in the Legislature

    – 2 years ago

  • [Solved] wee4 last

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    Executive Solution Overview

    2 references No artificial intelligence No plagiarism – 2 years ago **files (1)** – ## Casestudieweek4.docx **## Casestudieweek4.docx** Follow up Visit Patient Data: BG is a 44 yo male weighing 438 pounds at 5’ 8 was schedule as a regular follow up for the following rash: ![](https://www.sweetstudy….

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    Assignment Prompt & Instructions

    2 references

    No artificial intelligence

    No plagiarism

    – 2 years ago

    **files (1)**

    – ## Casestudieweek4.docx

    **## Casestudieweek4.docx**

    Follow up Visit

    Patient Data: BG is a 44 yo male weighing 438 pounds at 5’ 8 was schedule as a regular follow up for the following rash:

    ![](https://www.sweetstudy.com/questions/wee4-last)

    1. Identify the picture

    1. Mention at least three differential diagnoses as part of your assessment and diagnostic strategies

    1. Discuss and describe the diagnosis

    1. Discuss lines of treatment for conclude diagnosis

    ## image1.png

    **## Casestudieweek4.docx**

    Follow up Visit

    Patient Data: BG is a 44 yo male weighing 438 pounds at 5’ 8 was schedule as a regular follow up for the following rash:

    ![](https://www.sweetstudy.com/questions/wee4-last)

    1. Identify the picture

    1. Mention at least three differential diagnoses as part of your assessment and diagnostic strategies

    1. Discuss and describe the diagnosis

    1. Discuss lines of treatment for conclude diagnosis

    ## image1.png