Tag: Nursing

  • [Solved] analyze healthcare policies and federal and state laws

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  • [Solved] Advocating for Positive Social Change

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    follow all directions – 2 years ago **files (1)** – ## Week8Assignment.docx **## Week8Assignment.docx** Week 8 Assignment: Advocating for Positive Social Change Advocacy takes many forms. One way is to communicate formally with an elected official, a government agency, or a private entity on behalf …

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    follow all directions

    – 2 years ago

    **files (1)**

    – ## Week8Assignment.docx

    **## Week8Assignment.docx**

    Week 8 Assignment: Advocating for Positive Social Change

    Advocacy takes many forms. One way is to communicate formally with an elected official, a government agency, or a private entity on behalf of service users to advocate for a specific change. In this Assignment, you will draft a 1-page formal letter to advocate, based on one of the following options:

    **Option A:**

    An individual service user has been denied a specific benefit or service and you need to address a specific person or entity to advocate on their behalf to receive that benefit or service.

    **Option B:**

    A population of service-users is being adversely impacted by a specific policy (or lack of policy) and you need to address a specific person or entity to advocate on behalf of this specific population.

    If you choose Option A, the individual service user can be fictitious. If you are basing the letter on a real individual, the individual should be anonymous for the purposes of the Assignment, and any of the details shared in the letter should not give away private details or identifying information.

    The specific person or entity you address in your letter could range from a property manager, employer, health insurance provider, judge, councilperson, or mayor, to a state representative, state commission, congressperson, senator, or governor, just to name a few examples.

    You will also upload your advocacy letter to your Professional Portfolio to fulfill the requirements for this Assignment.

    To Prepare

    · Review the Learning Resources and Course Announcements.

    · Use the Learning Resource “Sample Letter to Legislators” as a template for your advocacy letter.( American Psychological Association (APA). (2020).
    [Sample letter.\
    Links to an external site.](https://www.apa.org/advocacy/guide/sample-letters.pdf) https://www.apa.org/advocacy/guide/sample-letters.pdf)

    · Consider what desired outcomes or solutions you want as a result of your letter.

    By Day 7

    In your letter be sure to:

    · Follow the template from the Learning Resources.

    · Remember your audience.

    · Detail the issue at hand.

    · Stay focused using clear, vivid, and concise language as well as real-life examples to illustrate your point.

    · Take a positive stance.

    · Provide 1-2 possible desired outcomes/solutions to the person/entity you are addressing.

    **Submit** your 1-page advocacy letter to both your Professional Portfolio and to your Blackboard Classroom following these instructions:

    **## Week8Assignment.docx**

    Week 8 Assignment: Advocating for Positive Social Change

    Advocacy takes many forms. One way is to communicate formally with an elected official, a government agency, or a private entity on behalf of service users to advocate for a specific change. In this Assignment, you will draft a 1-page formal letter to advocate, based on one of the following options:

    **Option A:**

    An individual service user has been denied a specific benefit or service and you need to address a specific person or entity to advocate on their behalf to receive that benefit or service.

    **Option B:**

    A population of service-users is being adversely impacted by a specific policy (or lack of policy) and you need to address a specific person or entity to advocate on behalf of this specific population.

    If you choose Option A, the individual service user can be fictitious. If you are basing the letter on a real individual, the individual should be anonymous for the purposes of the Assignment, and any of the details shared in the letter should not give away private details or identifying information.

    The specific person or entity you address in your letter could range from a property manager, employer, health insurance provider, judge, councilperson, or mayor, to a state representative, state commission, congressperson, senator, or governor, just to name a few examples.

    You will also upload your advocacy letter to your Professional Portfolio to fulfill the requirements for this Assignment.

    To Prepare

    · Review the Learning Resources and Course Announcements.

    · Use the Learning Resource “Sample Letter to Legislators” as a template for your advocacy letter.( American Psychological Association (APA). (2020).
    [Sample letter.\
    Links to an external site.](https://www.apa.org/advocacy/guide/sample-letters.pdf) https://www.apa.org/advocacy/guide/sample-letters.pdf)

    · Consider what desired outcomes or solutions you want as a result of your letter.

    By Day 7

    In your letter be sure to:

    · Follow the template from the Learning Resources.

    · Remember your audience.

    · Detail the issue at hand.

    · Stay focused using clear, vivid, and concise language as well as real-life examples to illustrate your point.

    · Take a positive stance.

    · Provide 1-2 possible desired outcomes/solutions to the person/entity you are addressing.

    **Submit** your 1-page advocacy letter to both your Professional Portfolio and to your Blackboard Classroom following these instructions:

  • [Solved] NUR416- Article 1 – school nurse article

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    Find and read a nursing scholarly article that relates to your clinical practice (school Nurse) and is found in a peer-reviewed journal. · What is the research question? · What research method is being used? · How are the subjects chosen (explain the parameters, sample size, & how many) · What are t…

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    Find and read a nursing scholarly article that relates to your clinical practice (school Nurse) and is found in a peer-reviewed journal.

    · What is the research question?

    · What research method is being used?

    · How are the subjects chosen (explain the parameters, sample size, & how many)

    · What are the results of the study?

    · What are the recommendations?

    · What are your opinions?

    **Submission Instructions:**

    · lose points for improper grammar, punctuation, and misspellings.

    · It must be a research article.  Write a 1-page summary using an outline of the steps of the research process, and discuss the study type, purpose, and research question(s) above.

    ·  current APA style and references should be current

    · The purpose of these article summaries is for you to **educate me on the study – NOT the topic.**

    **\*\*\* Turnitin report**NO AI****

    – [\
    \
    mentalbehavioralarticle.pdf](https://www.sweetstudy.com/files/mentalbehavioralarticle-pdf "mentalbehavioralarticle.pdf")

    – 2 years ago

  • [Solved] Individual Cultural Communication

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    Ecuador culture – 2 years ago **files (1)** – ## IndividualCulturalCommunicationFormalPaper.docx **## IndividualCulturalCommunicationFormalPaper.docx** NGR5131 Culture and Advanced Nursing Practice **Please follow APA format, add citations and references. Document will be verified for plagiarism and…

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    Ecuador culture

    – 2 years ago

    **files (1)**

    – ## IndividualCulturalCommunicationFormalPaper.docx

    **## IndividualCulturalCommunicationFormalPaper.docx**

    NGR5131 Culture and Advanced Nursing Practice

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

    **Please do from Ecuador culture**

    **Instructions:**

    This is a formal paper that requires correct grammar, punctuation, and APA format. This paper will also be used to post for a
    **Group Discussion** to the
    [Cultural Communication Discussion](https://fiu.instructure.com/courses/219246/discussion_topics/2313126). You do not need to do a running head for this paper, nor do you need an abstract. Use the following headings as a template and answer all questions. This paper is worth 20 points (20%) of your course grade. Eighteen of the points (18%) are for thorough content in the paper. The other 2 points (2%) are allotted for the correct use of APA format for at least
    **three** references and
    **three** citations in the body of the paper. One citation must come from a refereed journal article, one from a textbook, and one from an Internet source. You do not have to submit your paper through Turnitin but you may if you wish. This paper has no page limit, but most students complete it in 5 to 7 pages excluding the reference list.

    Discuss your own culture’s pattern of communication using Purnell’s Domains of Culture as a guide. When your personal communication practices differ from what is in the scholarly literature, posit why. See the variant cultural characteristics as a guide. Speak to each one of the following points:

    · Identify your cultural ancestry. If you have more than one cultural ancestry, chose the one with which you most closely associate.

    · Explore the willingness of individuals in your culture to share thoughts, feelings, and ideas. Identify any area of discussion that would be considered taboo?

    · Explore the practice and meaning of touch in your culture. Include information regarding touch between family members, friends, members of the opposite sex, and health-care providers.

    · Identify personal spatial and distancing strategies used when communicating with others in your culture. Discuss differences between friends and families versus strangers.

    · Discuss your culture’s use of eye contact. Include information regarding practices between family members, friends, strangers, and persons of different age groups.

    · Explore the meaning of gestures and facial expressions in your culture. Do specific gestures or facial expressions have special meanings? How are emotions displayed?

    · Are there acceptable ways of standing and greeting people in your culture?

    · Discuss the prevailing temporal relation of your culture. Is the culture’s worldview past, present, or future-oriented? Temporality also includes punctuality.

    · Discuss the impact of your culture on your nursing and/or health care. Be specific, not something that is very general.

    **## IndividualCulturalCommunicationFormalPaper.docx**

    NGR5131 Culture and Advanced Nursing Practice

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

    **Please do from Ecuador culture**

    **Instructions:**

    This is a formal paper that requires correct grammar, punctuation, and APA format. This paper will also be used to post for a
    **Group Discussion** to the
    [Cultural Communication Discussion](https://fiu.instructure.com/courses/219246/discussion_topics/2313126). You do not need to do a running head for this paper, nor do you need an abstract. Use the following headings as a template and answer all questions. This paper is worth 20 points (20%) of your course grade. Eighteen of the points (18%) are for thorough content in the paper. The other 2 points (2%) are allotted for the correct use of APA format for at least
    **three** references and
    **three** citations in the body of the paper. One citation must come from a refereed journal article, one from a textbook, and one from an Internet source. You do not have to submit your paper through Turnitin but you may if you wish. This paper has no page limit, but most students complete it in 5 to 7 pages excluding the reference list.

    Discuss your own culture’s pattern of communication using Purnell’s Domains of Culture as a guide. When your personal communication practices differ from what is in the scholarly literature, posit why. See the variant cultural characteristics as a guide. Speak to each one of the following points:

    · Identify your cultural ancestry. If you have more than one cultural ancestry, chose the one with which you most closely associate.

    · Explore the willingness of individuals in your culture to share thoughts, feelings, and ideas. Identify any area of discussion that would be considered taboo?

    · Explore the practice and meaning of touch in your culture. Include information regarding touch between family members, friends, members of the opposite sex, and health-care providers.

    · Identify personal spatial and distancing strategies used when communicating with others in your culture. Discuss differences between friends and families versus strangers.

    · Discuss your culture’s use of eye contact. Include information regarding practices between family members, friends, strangers, and persons of different age groups.

    · Explore the meaning of gestures and facial expressions in your culture. Do specific gestures or facial expressions have special meanings? How are emotions displayed?

    · Are there acceptable ways of standing and greeting people in your culture?

    · Discuss the prevailing temporal relation of your culture. Is the culture’s worldview past, present, or future-oriented? Temporality also includes punctuality.

    · Discuss the impact of your culture on your nursing and/or health care. Be specific, not something that is very general.

  • [Solved] Health P D1R

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  • [Solved] Health D1 C3

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  • [Solved] ebp topics

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    Question Development Tool Appendix B © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing P a g e | **2** P I C O **What are preliminary inclusion and exclusion criteria (e.g., date, population, setting, other)?** Inclusion: Exclusion: **What evidence needs to be reviewed?** (Check al…

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    Question Development Tool

    Appendix B

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing P a g e | **2**

    P

    I

    C

    O

    **What are preliminary inclusion and exclusion criteria (e.g., date, population, setting, other)?**

    Inclusion: Exclusion:

    **What evidence needs to be reviewed?** (Check all that apply)

    ☐ Peer-reviewed publications (from databases such as PubMed, CINAHL, Embase)

    ☐ Standards (regulatory, professional, community)

    ☐ Clinical Practice Guidelines

    ☐ Organizational data (e.g., quality improvement or financial data, local clinical expertise, patient/family

    preferences)

    ☐ Evidence-based professional organization position statements

    ☐ Consensus studies (e.g., commissioned reports from the National Academy of Medicine, professional

    organizations, philanthropic foundations)

    ☐ Other ______________________________

    **Revised EBP question:**

    **What are measures that indicate if the EBP project is successful?**(Measures may be structure, process,

    and/or outcome)Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Question Development Tool

    Appendix B

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing P a g e | **3**

    **Directions for Use of the Question Development Tool**

    **Purpose**: This form guides the EBP team to develop an answerable

    EBP question. It is meant to be fluid and dynamic as the team engages

    in the PICO question development process. As the team becomes

    familiar with the evidence base for the topic of interest, they revisit, revise, and/or refine the question, search

    terms, search strategy, and sources of evidence.

    **What is the problem?**

    Describe and specify the problem that needs to be addressed. What led the team to question this practice?

    Validate the problem statement with staff who experience it day to day. It is important for the interprofessional

    team to work through the problem definition process together to probe the problem description, reflect, gather

    information, observe current practice, and listen to clinicians’ perspectives. This team deliberation ensures the

    problem statement defines the actual problem rather than a solution and guides the type of measure(s) they will

    use to determine if the intervention results in improvements once implemented.

    **What are the data and sources of information that validate the problem?**

    Confirm the problem with concrete, rather than anecdotal, information. Concrete information exists in the form

    of staff or patient safety concerns, data demonstrating unsatisfactory process or outcome measures, financial

    reports, identification of the lack of evidence for a current practice, or unsatisfactory quality indicators. Formal

    information or observations may demonstrate variations within the practice setting or variation within the

    community. These elements are not mutually exclusive, and the problem may be evidenced in multiple areas.

    **Why is the problem important and relevant? What would happen if it were not addressed?**

    Establishing a sense of importance and urgency for a practice problem can help build support for the EBP

    project and on-board other stakeholders. Emphasize why the problem must be addressed and the potential

    consequences of not doing so. This is the place to establish your “burning platform” for practice change.

    **What is the current practice?**

    Define the current practice as it relates to the problem by identifying the gap or performance issue. Think about

    current policies and procedures as well as adherence to these guidelines. What is commonly considered

    acceptable among the staff related to their daily practice? Do policy and practice align? What do you see?

    **Is this a background question to establish the evidence on a topic (with no comparison group) or a**

    **foreground question to compare specific interventions?**

    Select if you are intending to write a background or foreground question. Background questions are broad and

    produce a wide range of evidence to establish best practices when the team has little knowledge, experience, or

    expertise in the area of interest. Background questions do not include a “comparison” group. Foreground

    questions are focused, with specific comparison of two or more ideas or interventions. Foreground questions

    often flow from an initial background question and evidence review.

    **What are the PICO components?**

    **See Chapter 11, Lessons from**

    **Practice, for examples of**

    **completed tools.** Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Question Development Tool

    Appendix B

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing P a g e | **4**

    Complete each section. Definitions of each PICO element are included below.

    **P** (patient, population, problem): This may include characteristics such as age, sex, setting, ethnicity, condition,

    disease, type of patient or community.

    **I** (intervention): This can be a best practice statement or include a specific treatment, medication, education,

    diagnostic test, or care practice.

    **C** (comparison): Not applicable for background questions. For foreground questions, comparisons are typically

    with current practice or an intervention identified in the evidence.

    **O** (outcomes): structure, process, or outcomes measures that indicate the success of evidence translation. More

    than one measure can be listed; examples include structure (e.g., adequacy of resources, space, people, training),

    process (e.g., care coordination, adherence to protocols for care, performance), or outcomes (e.g., satisfaction

    scores or retention, fall rates, rates of disease in a population).

    **Initial EBP Question:**

    Combine each element of the PICO to create an answerable EBP question. The initial question is refined

    throughout the PET process.

    **List possible search terms for each part of the PICO question:**

    Select concepts from each PICO component to identify search terms. Mapping search terms to each component

    aids the evidence search; ensure terms are neither too broad nor too narrow. Brainstorm common synonyms for

    each concept. Be sure to consider alternate spellings or terms used in different countries (e.g., “ward” vs. “unit”)

    as well as brand names of specific interventions. It may be appropriate to leave some of the rows blank (e.g., the

    O in PICO) in order to avoid building solutions into the search itself (e.g., words like “reduction” will only

    provide evidence that exhibited reductions in the outcome of interest and may miss evidence with no change or

    even an increase).

    **What are preliminary inclusion and exclusion criteria (e.g., publication date, population, and setting)?**

    As a team, list initial characteristics you want to include or exclude from your evidence search (for example you

    may want to include student nurses but do not want to include post-licensure nurses). This will help to ensure

    the team has a mutual understanding of the scope of the project. The group should revisit the list throughout the

    process to provide further clarifications and refine evidence search results.

    **What evidence needs to be reviewed?**

    Select the types of evidence you intend to gather based on the PICO and initial EBP question. This will guide

    you to the appropriate sources to begin the search.

    **Revised EBP question:**

    Often the question that you start with will not be the final EBP question. Needed revisions to the EBP question

    may not be evident until after the initial evidence review; examples include revision to the background question

    or a change from a background to a foreground question. Additionally, preliminary reviews of the evidence may

    indicate a need to focus or broaden the question, update terminology, and/or consider additional measures of

    success.Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Question Development Tool

    Appendix B

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing P a g e | **5**

    **What are measures that indicate if the EBP project is successful?**(Measures may be structure, process

    and/or outcome)

    It is essential to consider a measurement plan from the onset of an EBP project. As a team, reflect on how you

    will determine project success. Success can be captured in many ways, and measures can include:

    • Structure measures that describe the physical or organizational environment (e.g., nurse-patio ratios)

    • Outcome measures that occur at the conclusion of a project (e.g., number of safety events)

    • Process measures that are gathered throughout to track progress toward the goals (e.g., use of a new tool

    or protocol)

    – 2 years ago

  • [Solved] Dr R Judy Mark clean up

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  • [Solved] Discussion P W2

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    Case 1 The immune system is exceedingly complex in its constituent cells, molecules, and signaling pathways. Each major component of the immune system is critical for survival; immune activity protects against infections that would quickly be lethal without immune defenses and eliminates cells in th…

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    Case 1

    The immune system is exceedingly complex in its constituent cells, molecules, and signaling pathways. Each major component of the immune system is critical for survival; immune activity protects against infections that would quickly be lethal without immune defenses and eliminates cells in the stages of cancerous transformation.

    The most common and major immune system disorders are related to an immune activity that exceeds physiological needs. Hypersensitivity in the form of allergies occurs in 10% to 20% of the population. The prevalence of allergies increased in the developed world from the 1960s through the early 2000s, after which it began to plateau. Although less common than immune hyperactivity, disorders in which immune activity is below normal leave an individual susceptible to dangerous infections. In some individuals, immune activity is compromised to the extent that those affected are at risk for a major illness or even death.

    **1. What is the “big picture” of the immune system's role in maintaining homeostasis?**

    **2. What general principles are involved in the protection provided by the innate and adaptive immune systems?**

    Case 2

    The annual incidence of cancer in the United States is estimated at 439.2 per 100,000 persons, with an annual rate of deaths due to cancer of 163.5 per 100,000 persons. Cancer ranks second, just behind heart disease, as a cause of death in the United States.

    Over the past 25 years, death rates have dropped in the United States for cancers of the lung and bronchus, prostate, colon and rectum, and stomach, while liver cancer death rates have increased. At least 42% of cancer cases in the United States may be preventable with lifestyle changes such as smoking cessation, weight loss, physical activity, alcohol use reduction or avoidance, improved nutrition, use of sunblock, and avoidance of tanning devices. Vaccination or antibiotic use can reduce the incidence of cancer-causing infections such as those due to hepatitis B and C viruses, human papillomavirus, and Helicobacter pylori.

    **1. What features help to differentiate a benign tumor from a malignant tumor?**

    **2. What tissues give rise to a carcinoma, a sarcoma, and a lymphoma?**

    – 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**

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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

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