Tag: Nursing

  • [Solved] Healthcare Policy and Analysis

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    Policy briefs – 2 years ago **files (3)** – ## policyissuesandtheoryexplored.1..docx – ## policyissuesandtheoryexplored.2..docx – DUE.1.24.25.HealthcarePolicyandAnalysis.docx **## policyissuesandtheoryexplored.1..docx** 1 **policy issues and theory explored** **Nursing Values and Ethics in Addressin…

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    Policy briefs

    – 2 years ago

    **files (3)**

    – ## policyissuesandtheoryexplored.1..docx

    – ## policyissuesandtheoryexplored.2..docx

    – DUE.1.24.25.HealthcarePolicyandAnalysis.docx

    **## policyissuesandtheoryexplored.1..docx**

    1

    **policy issues and theory explored**

    **Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 7, 2024

    Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations

    Nursing values and professional ethics are essential to addressing advocacy priorities like increasing access to mental health for low-income individuals. The American Nurses Association (ANA) Code of Ethics outlines the principles of justice, advocacy, and equity, which are relevant to this issue. Nurses have an ethical duty to protect the rights of the vulnerable and marginalized people, including providing equal access to appropriate health care. Low-income populations are one of the most vulnerable groups in terms of mental health, as they are often unable to access adequate care due to financial constraints, lack of available providers, and cultural perceptions of mental illness (Hodgkinson et al., 2017). Responding to this issue aligns with the value of compassionate care in nursing, which includes the mental aspect of health as a part of the person.

    Further, the ANA Code of Ethics mandates that nurses must “promote health and safety of the patient,” which aligns with the prioritization of this issue. Mental health care is not just a medical issue but a human rights concern. Promoting justice also forms part of ethical nursing practice, where it is required that barriers to care be removed through advocating for policy change especially where they impact the marginalized groups. Professional code of ethics demands that nurses contribute to the development and advocacy for policies that eradicate health disparities so that each individual has a chance at the best possible health.

    **Why Nursing Values and Ethics Demand Action**

    Given that mental health access for low-income populations is a matter of equity and justice, nursing values and ethics require that the issue remain on the policy agenda. Justice in nursing means fair and reasonable distribution of healthcare resources. These populations will continue to endure preventable mental health crises if there are no specific policies addressing their needs, resulting in poverty and poor health cycles. Moreover, nursing values like advocacy and respect for individuals’ worth point to the profession’s obligation to redress these imbalances (Essex et al., 2024). Failing to treat mental health in low-income people goes against these tenets and lets unnecessary pain persist.

    **The Role of Law, Ethics, and Politics**

    When contrasting this issue with law, ethics, and politics, it is evident that while politics and law are practical forces that create the most substantial change and impact, ethics is the driving force behind an advocacy agenda. Ethical considerations compel nurses to recognize problems and seek change, but policy change is the way through which such changes can be implemented. For instance, the Mental Health Parity and Addiction Equity Act (MHPAEA) shows how legislation can go a long way in improving mental health services. Despite this, political will is crucial to ensure the enforcement and financing of these laws properly. For example, raising Medicaid reimbursement for mental health services is possible only with legislative support and political lobbying to make it sustainable.

    However, it is the combination of politics and law that has the greatest influence in terms of addressing systemic change. The advocacy efforts must be directed towards the policy makers to ensure that they consider the mental health access and make provisions for people who cannot afford to pay for their services (Scott & Scott, 2021). Given the nature of their profession, nurses are well positioned to be advocates for the rights of low-income patients with mental health disorders, translating policy into practice and vice versa. It is therefore possible to advance the ethic and value of nursing by ensuring that low-income groups have access to mental health services through engaging law and politics. This approach is consistent with our professional responsibility to pursue justice, to advocate for and to defend human worth and value.

    References

    Essex, R., Mainey, L., Dillard‐Wright, J., & Richardson, S. (2024). Political action in nursing and medical codes of ethics.
    _Nursing Inquiry_, e12658.

    Hodgkinson, S., Godoy, L., Beers, L. S., & Lewin, A. (2017). Improving mental health access for low-income children and families in the primary care setting.
    _Pediatrics_, 139(1)..

    Scott, S. M., & Scott, P. A. (2021). Nursing, advocacy and public policy.
    _Nursing ethics_, 28(5), 723-733.

    **## policyissuesandtheoryexplored.2..docx**

    | | | |
    | — | — | — |
    | | | 1 |

    **policy issues and theory explored**

    **Policy Model**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 19, 2024

    Policy Model

    **Selection of a Policymaking Framework to Support Advocacy Priority**

    Policy advocacy requires the use of proper models to support advocacy agenda and to provide a framework on how to advance policies that would benefit the targeted groups. In the context of this assignment, out of all the policy-making frameworks, the Kingdon’s Multiple Streams Framework is the most appropriate to build on my advocacy priority. Kingdon’s model focuses on three distinct streams: problem, policy, and politics, that must align at a “policy window” for policy initiatives to gain traction (Porche, 2021). It is most useful where the aim is to secure an initial foothold on the policy agenda because it emphasizes the timing, context, and political climate for an issue.

    **Explanation of Kingdon’s Multiple Streams Framework**

    The Multiple Streams Framework is based on the idea that policies move forward when conditions are right; problem stream, policy stream, and political stream. The problem stream is centered on defining the issue that is of interest to policymakers. In this stream, advocates try to make the problem a priority by presenting facts, case studies, and other forms of convincing evidence that show that it is an issue that needs to be addressed (Cairney & Jones, 2016). The policy stream includes the definition of potential policy solutions that can be regarded as suitable for the problem and can be applied in practice. Finally, the political stream focuses on political events of the present day, such as public opinion, interest group activities, and changes in political leadership. For a policy to move forward, these streams must align within a short window of opportunity created by crises, public pressure, or political change.

    **Why Kingdon’s Framework is the Best Fit**

    Kingdon’s Multiple Streams Framework is the most suitable model because it offers a systematic approach to the framing of the agenda without being overly rigid, which is essential in the process of pushing for advocacy agenda. Realizing the significance of timing and the integration of other important components, the model underscores the importance of seizing opportunities (Porche, 2021). For instance, if the advocacy priority is to increase mental health services for marginalized populations, this model presents a clear approach to amplify the cause. The problem stream would entail providing a persuasive argument that would include statistical data on the increasing rates of mental health disorders in certain populations and disparities in utilization of services. On the same note, the policy stream would focus on practical options such as provision of more funds to support community-based mental health care services or developing mental health check-ups as a part of outpatient services. Finally, the political stream could concentrate on mobilization, lobbying, and partnering with like-minded policy makers in order to advance the agenda. This framework is helpful for nursing advocates and health professionals as it emphasizes the identification of the problem and the search for evidence-based solutions.

    **Applying Kingdon’s Framework to Move the Priority Forward**

    In implementing the Kingdon’s Multiple Streams Framework, the first process would entail the use of quantitative and qualitative data to show the relevancy of the problem. The second step would comprise coming up with realistic and practical policy recommendations. These solutions would be evidence based and conform to the current best practice in the field. Such solutions must not only solve the problem but also take into account the costs of the solution and the practical issues of implementation. The third step is to concentrate on the political stream, which involves finding allies within the legislative or executive branch to champion the cause and partnering with key stakeholders including professional bodies, patients’ organizations, and other community-based organizations. Further, this step would entail tracking the political context to determine when it is most conducive to act.

    References

    Cairney, P., & Jones, M. D. (2016). K ingdon's multiple streams approach: what is the empirical impact of this universal theory?.
    _Policy studies journal,_ 44(1), 37-58.

    Porche, D. J. (2021).
    _Health policy: Applications for nurses and other healthcare professionals_. Jones & Bartlett Learning.

    | | | |
    | — | — | — |
    | | | |

    **DUE.1.24.25.HealthcarePolicyandAnalysis.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/due-1-24-25-healthcarepolicyandanalysis-docx)

    **DUE.1.24.25.HealthcarePolicyandAnalysis.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/due-1-24-25-healthcarepolicyandanalysis-docx)

    **## policyissuesandtheoryexplored.1..docx**

    1

    **policy issues and theory explored**

    **Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 7, 2024

    Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations

    Nursing values and professional ethics are essential to addressing advocacy priorities like increasing access to mental health for low-income individuals. The American Nurses Association (ANA) Code of Ethics outlines the principles of justice, advocacy, and equity, which are relevant to this issue. Nurses have an ethical duty to protect the rights of the vulnerable and marginalized people, including providing equal access to appropriate health care. Low-income populations are one of the most vulnerable groups in terms of mental health, as they are often unable to access adequate care due to financial constraints, lack of available providers, and cultural perceptions of mental illness (Hodgkinson et al., 2017). Responding to this issue aligns with the value of compassionate care in nursing, which includes the mental aspect of health as a part of the person.

    Further, the ANA Code of Ethics mandates that nurses must “promote health and safety of the patient,” which aligns with the prioritization of this issue. Mental health care is not just a medical issue but a human rights concern. Promoting justice also forms part of ethical nursing practice, where it is required that barriers to care be removed through advocating for policy change especially where they impact the marginalized groups. Professional code of ethics demands that nurses contribute to the development and advocacy for policies that eradicate health disparities so that each individual has a chance at the best possible health.

    **Why Nursing Values and Ethics Demand Action**

    Given that mental health access for low-income populations is a matter of equity and justice, nursing values and ethics require that the issue remain on the policy agenda. Justice in nursing means fair and reasonable distribution of healthcare resources. These populations will continue to endure preventable mental health crises if there are no specific policies addressing their needs, resulting in poverty and poor health cycles. Moreover, nursing values like advocacy and respect for individuals’ worth point to the profession’s obligation to redress these imbalances (Essex et al., 2024). Failing to treat mental health in low-income people goes against these tenets and lets unnecessary pain persist.

    **The Role of Law, Ethics, and Politics**

    When contrasting this issue with law, ethics, and politics, it is evident that while politics and law are practical forces that create the most substantial change and impact, ethics is the driving force behind an advocacy agenda. Ethical considerations compel nurses to recognize problems and seek change, but policy change is the way through which such changes can be implemented. For instance, the Mental Health Parity and Addiction Equity Act (MHPAEA) shows how legislation can go a long way in improving mental health services. Despite this, political will is crucial to ensure the enforcement and financing of these laws properly. For example, raising Medicaid reimbursement for mental health services is possible only with legislative support and political lobbying to make it sustainable.

    However, it is the combination of politics and law that has the greatest influence in terms of addressing systemic change. The advocacy efforts must be directed towards the policy makers to ensure that they consider the mental health access and make provisions for people who cannot afford to pay for their services (Scott & Scott, 2021). Given the nature of their profession, nurses are well positioned to be advocates for the rights of low-income patients with mental health disorders, translating policy into practice and vice versa. It is therefore possible to advance the ethic and value of nursing by ensuring that low-income groups have access to mental health services through engaging law and politics. This approach is consistent with our professional responsibility to pursue justice, to advocate for and to defend human worth and value.

    References

    Essex, R., Mainey, L., Dillard‐Wright, J., & Richardson, S. (2024). Political action in nursing and medical codes of ethics.
    _Nursing Inquiry_, e12658.

    Hodgkinson, S., Godoy, L., Beers, L. S., & Lewin, A. (2017). Improving mental health access for low-income children and families in the primary care setting.
    _Pediatrics_, 139(1)..

    Scott, S. M., & Scott, P. A. (2021). Nursing, advocacy and public policy.
    _Nursing ethics_, 28(5), 723-733.

    **## policyissuesandtheoryexplored.2..docx**

    | | | |
    | — | — | — |
    | | | 1 |

    **policy issues and theory explored**

    **Policy Model**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 19, 2024

    Policy Model

    **Selection of a Policymaking Framework to Support Advocacy Priority**

    Policy advocacy requires the use of proper models to support advocacy agenda and to provide a framework on how to advance policies that would benefit the targeted groups. In the context of this assignment, out of all the policy-making frameworks, the Kingdon’s Multiple Streams Framework is the most appropriate to build on my advocacy priority. Kingdon’s model focuses on three distinct streams: problem, policy, and politics, that must align at a “policy window” for policy initiatives to gain traction (Porche, 2021). It is most useful where the aim is to secure an initial foothold on the policy agenda because it emphasizes the timing, context, and political climate for an issue.

    **Explanation of Kingdon’s Multiple Streams Framework**

    The Multiple Streams Framework is based on the idea that policies move forward when conditions are right; problem stream, policy stream, and political stream. The problem stream is centered on defining the issue that is of interest to policymakers. In this stream, advocates try to make the problem a priority by presenting facts, case studies, and other forms of convincing evidence that show that it is an issue that needs to be addressed (Cairney & Jones, 2016). The policy stream includes the definition of potential policy solutions that can be regarded as suitable for the problem and can be applied in practice. Finally, the political stream focuses on political events of the present day, such as public opinion, interest group activities, and changes in political leadership. For a policy to move forward, these streams must align within a short window of opportunity created by crises, public pressure, or political change.

    **Why Kingdon’s Framework is the Best Fit**

    Kingdon’s Multiple Streams Framework is the most suitable model because it offers a systematic approach to the framing of the agenda without being overly rigid, which is essential in the process of pushing for advocacy agenda. Realizing the significance of timing and the integration of other important components, the model underscores the importance of seizing opportunities (Porche, 2021). For instance, if the advocacy priority is to increase mental health services for marginalized populations, this model presents a clear approach to amplify the cause. The problem stream would entail providing a persuasive argument that would include statistical data on the increasing rates of mental health disorders in certain populations and disparities in utilization of services. On the same note, the policy stream would focus on practical options such as provision of more funds to support community-based mental health care services or developing mental health check-ups as a part of outpatient services. Finally, the political stream could concentrate on mobilization, lobbying, and partnering with like-minded policy makers in order to advance the agenda. This framework is helpful for nursing advocates and health professionals as it emphasizes the identification of the problem and the search for evidence-based solutions.

    **Applying Kingdon’s Framework to Move the Priority Forward**

    In implementing the Kingdon’s Multiple Streams Framework, the first process would entail the use of quantitative and qualitative data to show the relevancy of the problem. The second step would comprise coming up with realistic and practical policy recommendations. These solutions would be evidence based and conform to the current best practice in the field. Such solutions must not only solve the problem but also take into account the costs of the solution and the practical issues of implementation. The third step is to concentrate on the political stream, which involves finding allies within the legislative or executive branch to champion the cause and partnering with key stakeholders including professional bodies, patients’ organizations, and other community-based organizations. Further, this step would entail tracking the political context to determine when it is most conducive to act.

    References

    Cairney, P., & Jones, M. D. (2016). K ingdon's multiple streams approach: what is the empirical impact of this universal theory?.
    _Policy studies journal,_ 44(1), 37-58.

    Porche, D. J. (2021).
    _Health policy: Applications for nurses and other healthcare professionals_. Jones & Bartlett Learning.

    | | | |
    | — | — | — |
    | | | |

    **DUE.1.24.25.HealthcarePolicyandAnalysis.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/due-1-24-25-healthcarepolicyandanalysis-docx)

    **## policyissuesandtheoryexplored.1..docx**

    1

    **policy issues and theory explored**

    **Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 7, 2024

    Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations

    Nursing values and professional ethics are essential to addressing advocacy priorities like increasing access to mental health for low-income individuals. The American Nurses Association (ANA) Code of Ethics outlines the principles of justice, advocacy, and equity, which are relevant to this issue. Nurses have an ethical duty to protect the rights of the vulnerable and marginalized people, including providing equal access to appropriate health care. Low-income populations are one of the most vulnerable groups in terms of mental health, as they are often unable to access adequate care due to financial constraints, lack of available providers, and cultural perceptions of mental illness (Hodgkinson et al., 2017). Responding to this issue aligns with the value of compassionate care in nursing, which includes the mental aspect of health as a part of the person.

    Further, the ANA Code of Ethics mandates that nurses must “promote health and safety of the patient,” which aligns with the prioritization of this issue. Mental health care is not just a medical issue but a human rights concern. Promoting justice also forms part of ethical nursing practice, where it is required that barriers to care be removed through advocating for policy change especially where they impact the marginalized groups. Professional code of ethics demands that nurses contribute to the development and advocacy for policies that eradicate health disparities so that each individual has a chance at the best possible health.

    **Why Nursing Values and Ethics Demand Action**

    Given that mental health access for low-income populations is a matter of equity and justice, nursing values and ethics require that the issue remain on the policy agenda. Justice in nursing means fair and reasonable distribution of healthcare resources. These populations will continue to endure preventable mental health crises if there are no specific policies addressing their needs, resulting in poverty and poor health cycles. Moreover, nursing values like advocacy and respect for individuals’ worth point to the profession’s obligation to redress these imbalances (Essex et al., 2024). Failing to treat mental health in low-income people goes against these tenets and lets unnecessary pain persist.

    **The Role of Law, Ethics, and Politics**

    When contrasting this issue with law, ethics, and politics, it is evident that while politics and law are practical forces that create the most substantial change and impact, ethics is the driving force behind an advocacy agenda. Ethical considerations compel nurses to recognize problems and seek change, but policy change is the way through which such changes can be implemented. For instance, the Mental Health Parity and Addiction Equity Act (MHPAEA) shows how legislation can go a long way in improving mental health services. Despite this, political will is crucial to ensure the enforcement and financing of these laws properly. For example, raising Medicaid reimbursement for mental health services is possible only with legislative support and political lobbying to make it sustainable.

    However, it is the combination of politics and law that has the greatest influence in terms of addressing systemic change. The advocacy efforts must be directed towards the policy makers to ensure that they consider the mental health access and make provisions for people who cannot afford to pay for their services (Scott & Scott, 2021). Given the nature of their profession, nurses are well positioned to be advocates for the rights of low-income patients with mental health disorders, translating policy into practice and vice versa. It is therefore possible to advance the ethic and value of nursing by ensuring that low-income groups have access to mental health services through engaging law and politics. This approach is consistent with our professional responsibility to pursue justice, to advocate for and to defend human worth and value.

    References

    Essex, R., Mainey, L., Dillard‐Wright, J., & Richardson, S. (2024). Political action in nursing and medical codes of ethics.
    _Nursing Inquiry_, e12658.

    Hodgkinson, S., Godoy, L., Beers, L. S., & Lewin, A. (2017). Improving mental health access for low-income children and families in the primary care setting.
    _Pediatrics_, 139(1)..

    Scott, S. M., & Scott, P. A. (2021). Nursing, advocacy and public policy.
    _Nursing ethics_, 28(5), 723-733.

    **## policyissuesandtheoryexplored.2..docx**

    | | | |
    | — | — | — |
    | | | 1 |

    **policy issues and theory explored**

    **Policy Model**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 19, 2024

    Policy Model

    **Selection of a Policymaking Framework to Support Advocacy Priority**

    Policy advocacy requires the use of proper models to support advocacy agenda and to provide a framework on how to advance policies that would benefit the targeted groups. In the context of this assignment, out of all the policy-making frameworks, the Kingdon’s Multiple Streams Framework is the most appropriate to build on my advocacy priority. Kingdon’s model focuses on three distinct streams: problem, policy, and politics, that must align at a “policy window” for policy initiatives to gain traction (Porche, 2021). It is most useful where the aim is to secure an initial foothold on the policy agenda because it emphasizes the timing, context, and political climate for an issue.

    **Explanation of Kingdon’s Multiple Streams Framework**

    The Multiple Streams Framework is based on the idea that policies move forward when conditions are right; problem stream, policy stream, and political stream. The problem stream is centered on defining the issue that is of interest to policymakers. In this stream, advocates try to make the problem a priority by presenting facts, case studies, and other forms of convincing evidence that show that it is an issue that needs to be addressed (Cairney & Jones, 2016). The policy stream includes the definition of potential policy solutions that can be regarded as suitable for the problem and can be applied in practice. Finally, the political stream focuses on political events of the present day, such as public opinion, interest group activities, and changes in political leadership. For a policy to move forward, these streams must align within a short window of opportunity created by crises, public pressure, or political change.

    **Why Kingdon’s Framework is the Best Fit**

    Kingdon’s Multiple Streams Framework is the most suitable model because it offers a systematic approach to the framing of the agenda without being overly rigid, which is essential in the process of pushing for advocacy agenda. Realizing the significance of timing and the integration of other important components, the model underscores the importance of seizing opportunities (Porche, 2021). For instance, if the advocacy priority is to increase mental health services for marginalized populations, this model presents a clear approach to amplify the cause. The problem stream would entail providing a persuasive argument that would include statistical data on the increasing rates of mental health disorders in certain populations and disparities in utilization of services. On the same note, the policy stream would focus on practical options such as provision of more funds to support community-based mental health care services or developing mental health check-ups as a part of outpatient services. Finally, the political stream could concentrate on mobilization, lobbying, and partnering with like-minded policy makers in order to advance the agenda. This framework is helpful for nursing advocates and health professionals as it emphasizes the identification of the problem and the search for evidence-based solutions.

    **Applying Kingdon’s Framework to Move the Priority Forward**

    In implementing the Kingdon’s Multiple Streams Framework, the first process would entail the use of quantitative and qualitative data to show the relevancy of the problem. The second step would comprise coming up with realistic and practical policy recommendations. These solutions would be evidence based and conform to the current best practice in the field. Such solutions must not only solve the problem but also take into account the costs of the solution and the practical issues of implementation. The third step is to concentrate on the political stream, which involves finding allies within the legislative or executive branch to champion the cause and partnering with key stakeholders including professional bodies, patients’ organizations, and other community-based organizations. Further, this step would entail tracking the political context to determine when it is most conducive to act.

    References

    Cairney, P., & Jones, M. D. (2016). K ingdon's multiple streams approach: what is the empirical impact of this universal theory?.
    _Policy studies journal,_ 44(1), 37-58.

    Porche, D. J. (2021).
    _Health policy: Applications for nurses and other healthcare professionals_. Jones & Bartlett Learning.

    | | | |
    | — | — | — |
    | | | |

    **DUE.1.24.25.HealthcarePolicyandAnalysis.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/due-1-24-25-healthcarepolicyandanalysis-docx)

  • [Solved] Evidence-Based Practice II

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Data Collection and Plan for Analysis – 2 years ago **files (1)** – ## EB.DUEJanuary24.docx **## EB.DUEJanuary24.docx** **DUE January 24, 2025** **The Assignment: (2–3 pages)** **Evidence Based Practice II** Data Collection and Plan for AnalysisHow you collect, manage, and assess data can affect the…

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    Assignment Prompt & Instructions

    Data Collection and Plan for Analysis

    – 2 years ago

    **files (1)**

    – ## EB.DUEJanuary24.docx

    **## EB.DUEJanuary24.docx**

    **DUE January 24, 2025**

    **The Assignment: (2–3 pages)**

    **Evidence Based Practice II**

    Data Collection and Plan for AnalysisHow you collect, manage, and assess data can affect the evaluation of the implementation. If the data collection resources are not functional and/or are not measuring what was meant to be measured, the evaluation and dissemination of results will be flawed. Therefore, it is important to consider how you will assess the data collected and determine if what you are using is working.

    For this Assignment, you will assess the data you have collected thus far in the implementation. Using your data, determine whether your scorecard is functional and appropriate. You will explore the best approach for analysis to ultimately evaluate the implementation.

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142884/modules/items/5616602)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/142884/pages/week-8-9-learning-resources?module_item_id=5616602)

    · White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2019).
    _Translation of evidence into nursing and healthcare_ (3rd ed.). Springer Publishing.

    · Chapter 11, “Data Management and Evaluation of Translation” (pp. 245–254)

    · Benetato, B. B., Tillman, J., Corbett, R. W., & Hodges, A. (2021).
    [The doctor of nursing practice project data collection tool: A teaching strategy for data collectionLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00024776-202111000-00032&LSLINK=80&D=ovft).
    _Nursing Education Perspectives, 42_(6), E72–E73. https://doi.org/10.1097/01.NEP.0000000000000643

    · Bohm, V., Lacaille, D., Spencer, N., & Barber, C. E. H. (2021).
    [Scoping review of balanced scorecards for use in healthcare settings: Development and implementationLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8273481/).
    _BMJ Open Quality, 10_(3), e001293. https://doi.org/10.1136/bmjoq-2020-001293

    · Mailat, D., Stoica, D.-A., Surgun, M. B., Traistaru, N. I., & Vranceanu, A. (2019).
    [Balanced scorecard vs. dashboard: Implications and managerial prioritiesLinks to an external site.](https://link.gale.com/apps/doc/A583440015/EAIM?u=minn4020&sid=bookmark-EAIM&xid=86624234).
    _Academic Journal of Economic Studies, 5_(1), 170. http://www.ajes.ro/wp-content/uploads/AJES_article_1_242.pdf

    · Victor, S., & Farooq, A. (2021).
    [Dashboard visualisation for healthcare performance management: Balanced scorecard methodLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsdoj&AN=edsdoj.69feadfeaf184cde91d7df062e33b1b6&site=eds-live&scope=site&custid=s6527200).
    _Asia Pacific Journal of Health Management, 16_(2). https://doi.org/10.24083/apjhm.v16i2.625

    · Wyatt, J. (2004).
    [Scorecards, dashboards, and KPIs keys to integrated performance measurementLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=14997722&site=eds-live&scope=site&custid=s6527200).
    _Healthcare Financial Management, 58_(2), 76–80.

    To Prepare

    · Review the Learning Resources concerning data collection and plan for analysis.

    · Assess the data collection thus far from your implementation.

    The Assignment: (2–3 pages)

    Construct a paper describing your organized data collection and plan for analysis. Assess whether your scorecard is functional and whether it measures what it was developed to measure. Explain how you are managing your dashboard.

    **Reminder:** The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references.

    Rubric

    **NURS_8503_Week9_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | NURS_8503_Week9_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDescribe your organized data collection. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response comprehensively and clearly describes the organized data collection for the project change implementation. | **17 to >15.0 pts**<br>**Good**<br>The response clearly describes the organized data collection for the project change implementation. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely describes the organized data collection for the project change implementation. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely describes the organized data collection for the project change implementation, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeDescribe your plan for analysis. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response comprehensively and clearly explains the plan for analysis of the data. … The response includes relevant, specific, and appropriate examples that fully support the analysis plan. | **17 to >15.0 pts**<br>**Good**<br>The response clearly explains the plan for analysis of the data. … The response includes relevant, specific, and accurate examples that support the analysis plan. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely explains the plan for analysis of the data. … The response includes inaccurate and irrelevant examples that may support the analysis plan. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely explains the plan for analysis of the data, or it is missing. … The response includes inaccurate and vague examples that do not support the analysis plan, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeAssess and describe the scorecard functionality. | | | | | |
    | — | — | — | — |
    | **25 to >22.0 pts**<br>**Excellent**<br>The response comprehensively and fully assesses the scorecard functionality. … The response comprehensively and clearly describes whether the scorecard measures what it is intended to measure. … The response includes relevant, specific, and appropriate examples that fully support the assessment of the scorecard functionality. | **22 to >19.0 pts**<br>**Good**<br>The response clearly assesses the scorecard functionality. … The response clearly describes whether the scorecard measures what it is intended to measure. … The response includes relevant, specific, and accurate examples that support the assessment of the scorecard functionality. | **19 to >17.0 pts**<br>**Fair**<br>The response inaccurately or vaguely assesses the scorecard functionality. … The response inaccurately or vaguely describes whether the scorecard measures what it is intended to measure. … The response includes inaccurate and irrelevant examples that may support the assessment of the scorecard functionality. | **17 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely assesses the scorecard functionality, or it is missing. … The response inaccurately and vaguely describes whether the scorecard measures what it is intended to measure, or it is missing. … The response includes inaccurate and vague examples that do not support assessment of the scorecard functionality, or it is missing. | | 25 pts |
    | This criterion is linked to a Learning OutcomeExplain how you are managing your dashboard. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response accurately and clearly explains how you are managing your dashboard. … The response includes relevant, specific, and appropriate examples that fully support the explanation. | **17 to >15.0 pts**<br>**Good**<br>The response accurately explains how you are managing your dashboard. … The response includes relevant, specific, and accurate examples that support the explanation. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely explains how you are managing your dashboard. … The response includes inaccurate and irrelevant examples that may support the explanation. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely explains how you are managing your dashboard, or it is missing. … The response includes inaccurate and vague examples that do not support the explanation, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity. … A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. | **4 to >3.5 pts**<br>**Good**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. | **3.5 to >3.0 pts**<br>**Fair**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. … Purpose, introduction, and conclusion of the assignment are vague or off topic. | **3 to >0 pts**<br>**Poor**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. … Purpose statement, introduction, and conclusion were not provided. | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) grammar, spelling, and punctuation errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors | **3 to >0 pts**<br>**Poor**<br>Contains many (more than five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct APA format with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) APA format errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) APA format errors | **3 to >0 pts**<br>**Poor**<br>Contains many (more than five) APA format errors | | 5 pts |
    | Total Points: 100 |

    **## EB.DUEJanuary24.docx**

    **DUE January 24, 2025**

    **The Assignment: (2–3 pages)**

    **Evidence Based Practice II**

    Data Collection and Plan for AnalysisHow you collect, manage, and assess data can affect the evaluation of the implementation. If the data collection resources are not functional and/or are not measuring what was meant to be measured, the evaluation and dissemination of results will be flawed. Therefore, it is important to consider how you will assess the data collected and determine if what you are using is working.

    For this Assignment, you will assess the data you have collected thus far in the implementation. Using your data, determine whether your scorecard is functional and appropriate. You will explore the best approach for analysis to ultimately evaluate the implementation.

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142884/modules/items/5616602)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/142884/pages/week-8-9-learning-resources?module_item_id=5616602)

    · White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2019).
    _Translation of evidence into nursing and healthcare_ (3rd ed.). Springer Publishing.

    · Chapter 11, “Data Management and Evaluation of Translation” (pp. 245–254)

    · Benetato, B. B., Tillman, J., Corbett, R. W., & Hodges, A. (2021).
    [The doctor of nursing practice project data collection tool: A teaching strategy for data collectionLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00024776-202111000-00032&LSLINK=80&D=ovft).
    _Nursing Education Perspectives, 42_(6), E72–E73. https://doi.org/10.1097/01.NEP.0000000000000643

    · Bohm, V., Lacaille, D., Spencer, N., & Barber, C. E. H. (2021).
    [Scoping review of balanced scorecards for use in healthcare settings: Development and implementationLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8273481/).
    _BMJ Open Quality, 10_(3), e001293. https://doi.org/10.1136/bmjoq-2020-001293

    · Mailat, D., Stoica, D.-A., Surgun, M. B., Traistaru, N. I., & Vranceanu, A. (2019).
    [Balanced scorecard vs. dashboard: Implications and managerial prioritiesLinks to an external site.](https://link.gale.com/apps/doc/A583440015/EAIM?u=minn4020&sid=bookmark-EAIM&xid=86624234).
    _Academic Journal of Economic Studies, 5_(1), 170. http://www.ajes.ro/wp-content/uploads/AJES_article_1_242.pdf

    · Victor, S., & Farooq, A. (2021).
    [Dashboard visualisation for healthcare performance management: Balanced scorecard methodLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsdoj&AN=edsdoj.69feadfeaf184cde91d7df062e33b1b6&site=eds-live&scope=site&custid=s6527200).
    _Asia Pacific Journal of Health Management, 16_(2). https://doi.org/10.24083/apjhm.v16i2.625

    · Wyatt, J. (2004).
    [Scorecards, dashboards, and KPIs keys to integrated performance measurementLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=14997722&site=eds-live&scope=site&custid=s6527200).
    _Healthcare Financial Management, 58_(2), 76–80.

    To Prepare

    · Review the Learning Resources concerning data collection and plan for analysis.

    · Assess the data collection thus far from your implementation.

    The Assignment: (2–3 pages)

    Construct a paper describing your organized data collection and plan for analysis. Assess whether your scorecard is functional and whether it measures what it was developed to measure. Explain how you are managing your dashboard.

    **Reminder:** The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references.

    Rubric

    **NURS_8503_Week9_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | NURS_8503_Week9_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDescribe your organized data collection. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response comprehensively and clearly describes the organized data collection for the project change implementation. | **17 to >15.0 pts**<br>**Good**<br>The response clearly describes the organized data collection for the project change implementation. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely describes the organized data collection for the project change implementation. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely describes the organized data collection for the project change implementation, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeDescribe your plan for analysis. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response comprehensively and clearly explains the plan for analysis of the data. … The response includes relevant, specific, and appropriate examples that fully support the analysis plan. | **17 to >15.0 pts**<br>**Good**<br>The response clearly explains the plan for analysis of the data. … The response includes relevant, specific, and accurate examples that support the analysis plan. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely explains the plan for analysis of the data. … The response includes inaccurate and irrelevant examples that may support the analysis plan. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely explains the plan for analysis of the data, or it is missing. … The response includes inaccurate and vague examples that do not support the analysis plan, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeAssess and describe the scorecard functionality. | | | | | |
    | — | — | — | — |
    | **25 to >22.0 pts**<br>**Excellent**<br>The response comprehensively and fully assesses the scorecard functionality. … The response comprehensively and clearly describes whether the scorecard measures what it is intended to measure. … The response includes relevant, specific, and appropriate examples that fully support the assessment of the scorecard functionality. | **22 to >19.0 pts**<br>**Good**<br>The response clearly assesses the scorecard functionality. … The response clearly describes whether the scorecard measures what it is intended to measure. … The response includes relevant, specific, and accurate examples that support the assessment of the scorecard functionality. | **19 to >17.0 pts**<br>**Fair**<br>The response inaccurately or vaguely assesses the scorecard functionality. … The response inaccurately or vaguely describes whether the scorecard measures what it is intended to measure. … The response includes inaccurate and irrelevant examples that may support the assessment of the scorecard functionality. | **17 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely assesses the scorecard functionality, or it is missing. … The response inaccurately and vaguely describes whether the scorecard measures what it is intended to measure, or it is missing. … The response includes inaccurate and vague examples that do not support assessment of the scorecard functionality, or it is missing. | | 25 pts |
    | This criterion is linked to a Learning OutcomeExplain how you are managing your dashboard. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response accurately and clearly explains how you are managing your dashboard. … The response includes relevant, specific, and appropriate examples that fully support the explanation. | **17 to >15.0 pts**<br>**Good**<br>The response accurately explains how you are managing your dashboard. … The response includes relevant, specific, and accurate examples that support the explanation. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely explains how you are managing your dashboard. … The response includes inaccurate and irrelevant examples that may support the explanation. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely explains how you are managing your dashboard, or it is missing. … The response includes inaccurate and vague examples that do not support the explanation, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity. … A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. | **4 to >3.5 pts**<br>**Good**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. | **3.5 to >3.0 pts**<br>**Fair**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. … Purpose, introduction, and conclusion of the assignment are vague or off topic. | **3 to >0 pts**<br>**Poor**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. … Purpose statement, introduction, and conclusion were not provided. | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) grammar, spelling, and punctuation errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors | **3 to >0 pts**<br>**Poor**<br>Contains many (more than five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct APA format with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) APA format errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) APA format errors | **3 to >0 pts**<br>**Poor**<br>Contains many (more than five) APA format errors | | 5 pts |
    | Total Points: 100 |

  • [Solved] discussion

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

  • [Solved] week 3

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    Use the Galen library database to find one **primary** qualitative research article on any nursing topic recently published **this year** in a **nursing journal**. Read the article and in **one** paragraph (7 to 8 sentences) provide a rapid critical appraisal by answering the following questions. _*…

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    Use the Galen library database to find one **primary** qualitative research article on any nursing topic recently published **this year** in a **nursing journal**. Read the article and in **one** paragraph (7 to 8 sentences) provide a rapid critical appraisal by answering the following questions. _**Support your response by citing and referencing the research article.**_

    1. What was the research design?
    2. How were study participants chosen and was the sample size appropriate?
    3. Does the research methods fit the purpose of the study? Explain.
    4. Are data collection and analysis technniques approproiate for this type of study? Explain.
    5. Is the phenomenon (human experience) clearly identified? Explain.
    6. What are the reported results?
    7. How may the results be applied in clinical practice?

    – 2 years ago

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    1. Describe the importance of folk medicine practices and folk healers to African Americans in the rural setting. 2. Mrs. M., a Mexican American who just gave birth, tells the nurse not to include certain foods on her meal tray because her mother told her to avoid those foods while breastfeeding. Th…

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    1. Describe the importance of folk medicine practices and folk healers to African Americans in the rural setting.
    2. Mrs. M., a Mexican American who just gave birth, tells the nurse not to include certain foods on her meal tray because her mother told her to avoid those foods while breastfeeding. The nurse tells her that she doesn’t have to avoid any foods and should eat whatever she desires. What concept does this demonstrate?
    3. Describe at least two communication barriers encountered by non-Navajo nurses when providing care to Navajo clients.

    500 words

    APA style

    At least two academic resources

    – 2 years ago

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    1. Describe dermatitis, diagnostic criteria, and treatment modalities 2. Describe the drug therapy for Conjunctivitis and Otitis Media 3. Discuss Herpes Virus infections, patient presentation, and treatment 4. Describe the most common primary bacterial skin infections and the treatment of choice. **…

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    1. Describe dermatitis, diagnostic criteria, and treatment modalities
    2. Describe the drug therapy for Conjunctivitis and Otitis Media
    3. Discuss Herpes Virus infections, patient presentation, and treatment
    4. Describe the most common primary bacterial skin infections and the treatment of choice.

    **500 words**, formatted and cited in the current APA style with support from at least 2 academic sources.

    – Each question **must be answered individually** as in bullet points

    – 2 years ago

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    – [\ \ Screenshot16.png](https://www.sweetstudy.com/files/screenshot16-png-10160721 "Screenshot16.png") – 2 years ago

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    – [\
    \
    Screenshot16.png](https://www.sweetstudy.com/files/screenshot16-png-10160721 "Screenshot16.png")

    – 2 years ago

  • [Solved] nur502

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    – 2 years ago **files (1)** – ## Cardiovascular2.docx **## Cardiovascular2.docx** **Cardiovascular** Mr. W.G. is a 53-year-old white man who began to experience chest discomfort while playing tennis with a friend. At first, he attributed his discomfort to the heat and having had a large breakfast. G…

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    – 2 years ago

    **files (1)**

    – ## Cardiovascular2.docx

    **## Cardiovascular2.docx**

    **Cardiovascular** Mr. W.G. is a 53-year-old white man who began to experience chest discomfort while playing tennis with a friend. At first, he attributed his discomfort to the heat and having had a large breakfast. Gradually, however, discomfort intensified to a crushing sensation in the sternal area and the pain seemed to spread upward into his neck and lower jaw. The nature of the pain did not seem to change with deep breathing. When Mr. G. complained of feeling nauseated and began rubbing his chest, his tennis partner was concerned that his friend was having a heart attack and called 911 on his cell phone. The patient was transported to the ED of the nearest hospital and arrived within 30 minutes of the onset of chest pain. In route to the hospital, the patient was placed on nasal cannula and an IV D5W was started. Mr. G. received aspirin (325 mg po) and 2 mg/IV morphine. He is allergic to meperidine (rash). His pain has eased slightly in the last 15 minutes but is still significant; was 9/10 in severity; now7/10. In the ED, chest pain was not relieved by 3 SL NTG tablets. He denies chills.

    **Case Study Questions**

    1. For patients at risk of developing coronary artery disease and patients diagnosed with acute myocardial infarct, describe the modifiable and non-modifiable risk factors.

    2. What would you expect to see on Mr. W.G. EKG and which findings described on the case are compatible with the acute coronary event?

    3. Having only the opportunity to choose one laboratory test to confirm the acute myocardial infarct, which would be the most specific laboratory test you would choose and why?

    4. How do you explain that Mr. W.G temperature has increased after his Myocardial Infarct, when that can be observed and for how long? Base your answer on the pathophysiology of the event.

    5. Explain to Mr. W.G. why he was experiencing pain during his Myocardial Infarct. Elaborate and support your answer.

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

    **## Cardiovascular2.docx**

    **Cardiovascular** Mr. W.G. is a 53-year-old white man who began to experience chest discomfort while playing tennis with a friend. At first, he attributed his discomfort to the heat and having had a large breakfast. Gradually, however, discomfort intensified to a crushing sensation in the sternal area and the pain seemed to spread upward into his neck and lower jaw. The nature of the pain did not seem to change with deep breathing. When Mr. G. complained of feeling nauseated and began rubbing his chest, his tennis partner was concerned that his friend was having a heart attack and called 911 on his cell phone. The patient was transported to the ED of the nearest hospital and arrived within 30 minutes of the onset of chest pain. In route to the hospital, the patient was placed on nasal cannula and an IV D5W was started. Mr. G. received aspirin (325 mg po) and 2 mg/IV morphine. He is allergic to meperidine (rash). His pain has eased slightly in the last 15 minutes but is still significant; was 9/10 in severity; now7/10. In the ED, chest pain was not relieved by 3 SL NTG tablets. He denies chills.

    **Case Study Questions**

    1. For patients at risk of developing coronary artery disease and patients diagnosed with acute myocardial infarct, describe the modifiable and non-modifiable risk factors.

    2. What would you expect to see on Mr. W.G. EKG and which findings described on the case are compatible with the acute coronary event?

    3. Having only the opportunity to choose one laboratory test to confirm the acute myocardial infarct, which would be the most specific laboratory test you would choose and why?

    4. How do you explain that Mr. W.G temperature has increased after his Myocardial Infarct, when that can be observed and for how long? Base your answer on the pathophysiology of the event.

    5. Explain to Mr. W.G. why he was experiencing pain during his Myocardial Infarct. Elaborate and support your answer.

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

  • [Solved] W3 Research

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    Professional nurses must be equipped to critique scholarly literature and discern its value for application to practice. Select one current, quantitative scholarly article related to your PICOT question. Appraise the article using the General Appraisal Overview for All Studies Tool (Melnyk & Fineout…

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    Professional nurses must be equipped to critique scholarly literature and discern its value for application to practice. Select one current, quantitative scholarly article related to your PICOT question. Appraise the article using the General Appraisal Overview for All Studies Tool (Melnyk & Fineout-Overholt, 2023, Appendix C; see also Box 6.1 in Chapter 6). Summarize your appraisal of the article in your own words.

    **Include the following sections**:

    1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail.

    1. Provide an overview of the study
    1. Purpose
    2. Study design
    3. Ethics review
    2. Describe the study
    1. Research question or hypothesis
    2. Study aims
    3. Sampling technique, sample size, and characteristics
    3. Major variables studied
    1. Independent variable
    2. Dependent variables
    3. How were the data analyzed? Were the statistics used appropriately?
    4. Were there any untoward events during the conduct of the study?
    4. Explain why and how you could use the study results in your practice to make a difference in client outcomes. If you cannot use the results, why not?
    5. Include a complete APA reference and Chamberlain Library permalink for the selected article.

    – 2 years ago

  • [Solved] U3

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    – 2 years ago **files (2)** – ## U-SOAP.SEEattached.docx – ## HUInitialMHASOAPNoteTemplate1222.docx **## U-SOAP.SEEattached.docx** Unit 3-Clinical SOAP Note. On Majoy depressive disorder. This week topic is MDD. Please follow attached template and rubric below. Due 1-24-25. Instructions Each week st…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## U-SOAP.SEEattached.docx

    – ## HUInitialMHASOAPNoteTemplate1222.docx

    **## U-SOAP.SEEattached.docx**

    Unit 3-Clinical SOAP Note. On Majoy depressive disorder. This week topic is MDD. Please follow attached template and rubric below. Due 1-24-25.

    Instructions

    Each week students will choose one patient encounter to submit a Follow-up SOAP note for review.

    **Follow the rubric t** o develop your SOAP notes for this term.

    The focus is on your ability to integrate your subjective and objective information gathering into formulation of diagnoses and development of patient-centered, evidence-based plans of care for patients of all ages with multiple, complex mental health conditions. At the end of this term, your SOAP notes will have demonstrated your knowledge of evidence-based practice, clinical expertise, and patient/family preferences as expected for an independent nurse practitioner incorporating psychotherapy into practice.

    **Note**:
    _Grades of Incomplete on this assignment will result in a clinical failure._

    All work should be original and submitted as a Word document unless otherwise indicated in the assignment instructions. ALL assignments need to be APA 7 format and accompanied title page in APA 7th edition format in order that the work would be properly identified for the student, the course, and the assignment. Work submitted without a title page will receive a grade of 0.

    Upload note to TurnItIn plagiarism checker for grade submission.

    ![A screenshot of a white sheet Description automatically generated](https://www.sweetstudy.com/questions/u3-20877299)

    ![A screenshot of a white sheet Description automatically generated](https://www.sweetstudy.com/questions/u3-20877299)

    ![A screenshot of a white background Description automatically generated](https://www.sweetstudy.com/questions/u3-20877299)

    Program Outcomes

    1. Demonstrate critical thinking and holistic caring as an advanced practice

    2. Analyze scientific literature for application to selected diagnoses and treatment plans.

    3. Synthesize ethical principles into the management and evaluation of healthcare delivery concerns in culturally diverse care settings.

    4. Articulate a personal philosophy and framework acknowledging professional and accrediting agency competencies relating to the role and scope of practice of the psychiatric mental health nurse practitioner.

    5. Implement the role of the psychiatric mental health nurse practitioner in selected clinical settings.

    Course Learning Objectives

    By the end of this course, you will be able to:

    1. Independently with mentor supervision, apply knowledge of chronic and acute psychiatric mental health disorders using the current edition of the Diagnostic and Statistical Manual for Mental Disorders diagnostic criteria to assess, diagnose and manage the patient populations across the lifespan including a focus on vulnerable populations at risk for mental health disorders.

    2. Independently with mentor supervision, integrate complete mental health assessment, interview, history, and physical exam data collection with the knowledge of pathophysiology and psychopathology of psychiatric mental health disorders across the life span to form differential diagnoses and implement therapeutic, patient-centered treatment plans and interventions for patient populations across the lifespan.

    3. Independently with mentor supervision, merge traditional and complementary pharmacological/non-pharmaceutical interventions into the treatment and management of psychiatric mental health disorders for patient populations across the lifespan.

    4. Independently with mentor supervision, examine, evaluate, and demonstrate professional development in the role of the nurse practitioner in the diagnosis and management of health and wellness as well as acute and chronic psychiatric mental health disorders illnesses for patient populations across the lifespan as a member of an interprofessional team.

    5. Independently with mentor supervision, integrate cultural, spiritual, and social competencies into therapeutic patient-centered treatment plans in connection with evidence-based findings to the diagnosis and management of individuals, groups, and families across the lifespan with acute, complex, and chronic psychiatric mental health disorders.

    6. Independently with mentor supervision, analyze professional values and core ethical/legal standards into the practice of the Psychiatric Mental Health Nurse Practitioner role with relation to patient/staff safety, quality indicators, and health outcome improvement in the delivery of quality psychiatric mental health care to patients.

    7. Identifies with mentor supervision, the highest level of professionalism and accountability for the PMHNP role for transition into clinical practice.

    Resources

    American Nurses Association & American Psychiatric Nurse Association. (2015).
    _Psychiatric–mental health nursing: Scope and standards of practice_(2nd ed.) American Nurses Credentialing. ISBN-13: 978-1558105553 ISBN-10: 1558105557

    American Psychiatric Association. (2022).
    _Diagnostic and statistical manual of mental disorders_ (5th ed.) text revision (DSM-5 TR). APA Press. ISBN 978-0890425763

    Carlat, D. J. (2023).
    _The psychiatric interview_ (5th ed.). Philadelphia, PA: Wolters Kluwer. ISBN: 9781975212971

    Boland, R., Verduin, M., & Ruiz, P. (2022
    _) Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Wolters Kluwer. ISBN: 9781975145569

    Stahl, S. M. (2022).
    _Stahl's essential psychopharmacology: Neuroscientific basis and practical applications_ (5th ed.). Cambridge University Press. ISBN 978-1-108-97163-8

    Bickley, L. (2016).
    _Bates' Guide to Physical Examination and History-Taking_ (11th ed) [VitalSouce bookshelf version]. https://batesvisualguide.com/. Lippincott Williams & Wilkins: ISBN 1609137620

    Corey, G. (2016).
    _Theory and practice of counseling and psychotherapy_ (10th ed.). Cengage. ISBN: 9781305263727

    Heldt, J. P., MD. (2017).
    _Memorable psychopharmacology_. Create Space Independent Publishing Platform. ISBN-13: 978-1-535-28034-1

    Johnson, K., & Vanderhoef, D. (2016).
    _Psychiatric mental health nurse practitioner review manual_ (4th ed.). American Nurses Association. ISBN: 978-1-935213-79-6

    Stahl, S. M. (2020).
    _Prescriber's guide: Stahl's essential psychopharmacology_ (7th ed.). Cambridge University Press. ISBN 978-1108926010

    ·
    [Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794?wrap=1) [Download Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794/download?download_frd=1)[PDF]

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    [Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800?wrap=1) [Download Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800/download?download_frd=1)[PDF]

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    **## HUInitialMHASOAPNoteTemplate1222.docx**

    ## **Initial Psychiatric Interview/SOAP Note Template**

    There are different ways in which to complete a Psychiatric SOAP (Subjective, Objective, Assessment, and Plan) Note. This is a template that is meant to guide you as you continue to develop your style of SOAP in the psychiatric practice setting.

    | | |
    | — | — |
    | **Criteria** | **Clinical Notes** |
    | | |
    | **Informed Consent** | Informed consent given to patient about psychiatric interview process and psychiatric/psychotherapy treatment. Verbal and Written consent obtained. Patient has the ability/capacity to respond and appears to understand the risk, benefits, and (Will review additional consent during treatment plan discussion) |
    | **Subjective** | Verify Patient<br>Name:<br>DOB:<br>Minor:<br>Accompanied by:<br>Demographic:<br>Gender Identifier Note:<br>CC:<br>HPI:<br>Pertinent history in record and from patient: X<br>During assessment: Patient describes their mood as X and indicated it has gotten worse in TIME.<br>Patient self-esteem appears fair, no reported feelings of excessive guilt, <br>no reported anhedonia, does not report sleep disturbance, does not report change in appetite, does not report libido disturbances, does not report change in energy,<br>no reported changes in concentration or memory.<br>Patient does not report increased activity, agitation, risk-taking behaviors, pressured speech, or euphoria. Patient does not report excessive fears, worries or panic attacks. <br>Patient does not report hallucinations, delusions, obsessions or compulsions. Patient’s activity level, attention and concentration were observed to be within normal limits. Patient does not report symptoms of eating disorder. There is no recent weight loss or gain. Patient does not report symptoms of a characterological nature.<br>SI/ HI/ AV: Patient currently denies suicidal ideation, denies SIBx, denies homicidal ideation, denies violent behavior, denies inappropriate/illegal behaviors.<br>Allergies: NKDFA.<br>(medication & food)<br>Past Medical Hx: <br>Medical history: Denies cardiac, respiratory, endocrine and neurological issues, including history head injury.<br>Patient denies history of chronic infection, including MRSA, TB, HIV and Hep C.<br>Surgical history no surgical history reported<br>Past Psychiatric Hx:<br>**Previous psychiatric diagnoses**: none reported. <br> <br>Describes stable course of illness. <br>**Previous medication trials**: none reported.<br> <br>**Safety concerns:**<br>History of Violence<br>to Self: none reported <br> <br>History of Violence t<br>o Others: none reported <br> <br>Auditory Hallucinations:<br>Visual Hallucinations:<br>**Mental health treatment history** discussed:<br> <br>History of outpatient treatment: not reported <br>Previous psychiatric hospitalizations: not reported <br>Prior substance abuse treatment: not reported <br>**Trauma history:** Client does not report history of trauma including abuse, domestic violence, witnessing disturbing events.<br> <br>**Substance Use:** Client denies use or dependence on nicotine/tobacco products. <br> <br>Client does not report abuse of or dependence on ETOH, and other illicit drugs.<br>Current Medications: No current medications.<br>(Contraceptives):<br>Supplements:<br>Past Psych Med Trials:<br>Family Medical Hx:<br>Family Psychiatric Hx:<br>Substance use<br>Suicides<br>Psychiatric diagnoses/hospitalization<br>Developmental diagnoses<br>Social History:<br>Occupational History: currently unemployed. Denies previous occupational hx <br>Military service History: Denies previous military hx.<br>Education history: completed HS and vocational certificate <br>Developmental History: no significant details reported.<br>(Childhood History include in utero if available)<br>Legal History: no reported/known legal issues, no reported/known conservator or guardian. <br>Spiritual/Cultural Considerations: none reported.<br>ROS:<br>Constitutional: No report of fever or weight loss. <br>Eyes: No report of acute vision changes or eye pain. <br>ENT: No report of hearing changes or difficulty swallowing. <br>Cardiac: No report of chest pain, edema or orthopnea. <br>Respiratory: Denies dyspnea, cough or wheeze. <br>GI: No report of abdominal pain. <br>GU: No report of dysuria or hematuria. <br>Musculoskeletal: No report of joint pain or swelling. <br>Skin: No report of rash, lesion, abrasions. <br>Neurologic: No report of seizures, blackout, numbness or focal weakness. Endocrine: No report of polyuria or polydipsia. <br>Hematologic: No report of blood clots or easy bleeding. <br>Allergy: No report of hives or allergic reaction. <br>Reproductive: No report of significant issues. (females: GYN hx; abortions, miscarriages, pregnancies, hysterectomy, PCOS, etc…) |
    | _Verify Patient:_ Name, Assigned <br>**identification** number (e.g., medical record number), Date of birth, Phone number, Social security number, Address, Photo.<br> <br>_Include demographics, chief complaint, subjective information from the patient, names and relations of others present in the interview._<br>_HPI:_<br>_, Past Medical and Psychiatric History,_<br>_Current Medications, Previous Psych Med trials,_<br>_Allergies._<br>_Social History, Family History._<br>_Review of Systems (ROS) – if ROS is negative, “ROS noncontributory,” or “ROS negative with the exception of…”_ | |
    | **Objective** | **Vital Signs:** Stable<br> <br>Temp:<br> BP:<br> HR:<br> R:<br> O2:<br> Pain:<br> Ht:<br> Wt:<br> BMI:<br> BMI Range:<br>LABS:<br>Lab findings WNL<br>Tox screen: Negative<br>Alcohol: Negative<br>HCG: N/A <br>Physical Exam:<br>MSE:<br>Patient is cooperative and conversant, appears without acute distress, and fully oriented x 4. Patient is dressed appropriately for age and season. Psychomotor activity appears within normal.<br>Presents with appropriate eye contact, euthymic affect – full, even, congruent with reported mood of “x”. Speech: spontaneous, normal rate, appropriate volume/tone with no problems expressing self. <br>TC: no abnormal content elicited, denies suicidal ideation and denies homicidal ideation. Process appears linear, coherent, goal-directed.<br>Cognition appears grossly intact with appropriate attention span & concentration and average fund of knowledge. <br>Judgment appears fair . Insight appears fair<br>The patient is able to articulate needs, is motivated for compliance and adherence to medication regimen. Patient is willing and able to participate with treatment, disposition, and discharge planning. |
    | _This is where the “facts” are located._<br>_Vitals,_<br>**_**Physical Exam (if performed, will not be performed every visit in every setting)_**<br>_Include relevant labs, test results, and Include MSE, risk assessment here, and psychiatric screening measure results._ | |
    | **Assessment** | DSM5 Diagnosis: with ICD-10 codes<br>Dx: – <br>Dx: – <br>Dx: – <br>Patient has the ability/capacity appears to respond to psychiatric medications/psychotherapy and appears to understand the need for medications/psychotherapy and is willing to maintain adherent. <br>Reviewed potential risks & benefits, Black Box warnings, and alternatives including declining treatment. |
    | _Include your findings, diagnosis and differentials (DSM-5 and any other medical diagnosis) along_<br>_with ICD-10 codes, treatment options, and patient input regarding treatment options (if possible), including obstacles to treatment._<br>_Informed Consent Ability_ | |
    | **Plan**<br>(Note some items may only be applicable in the inpatient environment) | Inpatient:<br>Psychiatric. Admits to X as per HPI. <br>Estimated stay 3-5 days <br>Safety Risk/Plan: Patient is found to be stable and has control of behavior. Patient likely poses a minimal risk to self and a minimal risk to others at this time. <br>Patient denies abnormal perceptions and does not appear to be responding to internal stimuli.<br>Pharmacologic interventions: including dosage, route, and frequency and non-pharmacologic: <br>· No changes to current medication, as listed in chart, at this time <br>· or…Zoloft is an excellent option for many women who experience any menstrual cycle complaints. I usually start at 50 mg and move to 100 week 6-8. f/u within 2 weeks initially then every 6-8 weeks. <br>· Psychotherapy referral for CBT<br>Education, including health promotion, maintenance, and psychosocial needs<br>· Importance of medication<br>· Discussed current tobacco use. NRT not indicated. <br>· Safety planning<br>· Discuss worsening sx and when to contact office or report to ED<br>Referrals: endocrinologist for diabetes<br>Follow-up, including return to clinic (RTC) with time frame and reason and any labs that are needed for next visit 2 weeks<br>☒ > 50% time spent counseling/coordination of care.<br>Time spent in Psychotherapy 18 minutes<br>Visit lasted 55 minutes<br>Billing Codes for visit: <br>XX<br>XX<br>XX<br>\_\_\__________________________________________<br>NAME, TITLE<br>Date: Click here to enter a date. Time: X |

    **## HUInitialMHASOAPNoteTemplate1222.docx**

    ## **Initial Psychiatric Interview/SOAP Note Template**

    There are different ways in which to complete a Psychiatric SOAP (Subjective, Objective, Assessment, and Plan) Note. This is a template that is meant to guide you as you continue to develop your style of SOAP in the psychiatric practice setting.

    | | |
    | — | — |
    | **Criteria** | **Clinical Notes** |
    | | |
    | **Informed Consent** | Informed consent given to patient about psychiatric interview process and psychiatric/psychotherapy treatment. Verbal and Written consent obtained. Patient has the ability/capacity to respond and appears to understand the risk, benefits, and (Will review additional consent during treatment plan discussion) |
    | **Subjective** | Verify Patient<br>Name:<br>DOB:<br>Minor:<br>Accompanied by:<br>Demographic:<br>Gender Identifier Note:<br>CC:<br>HPI:<br>Pertinent history in record and from patient: X<br>During assessment: Patient describes their mood as X and indicated it has gotten worse in TIME.<br>Patient self-esteem appears fair, no reported feelings of excessive guilt, <br>no reported anhedonia, does not report sleep disturbance, does not report change in appetite, does not report libido disturbances, does not report change in energy,<br>no reported changes in concentration or memory.<br>Patient does not report increased activity, agitation, risk-taking behaviors, pressured speech, or euphoria. Patient does not report excessive fears, worries or panic attacks. <br>Patient does not report hallucinations, delusions, obsessions or compulsions. Patient’s activity level, attention and concentration were observed to be within normal limits. Patient does not report symptoms of eating disorder. There is no recent weight loss or gain. Patient does not report symptoms of a characterological nature.<br>SI/ HI/ AV: Patient currently denies suicidal ideation, denies SIBx, denies homicidal ideation, denies violent behavior, denies inappropriate/illegal behaviors.<br>Allergies: NKDFA.<br>(medication & food)<br>Past Medical Hx: <br>Medical history: Denies cardiac, respiratory, endocrine and neurological issues, including history head injury.<br>Patient denies history of chronic infection, including MRSA, TB, HIV and Hep C.<br>Surgical history no surgical history reported<br>Past Psychiatric Hx:<br>**Previous psychiatric diagnoses**: none reported. <br> <br>Describes stable course of illness. <br>**Previous medication trials**: none reported.<br> <br>**Safety concerns:**<br>History of Violence<br>to Self: none reported <br> <br>History of Violence t<br>o Others: none reported <br> <br>Auditory Hallucinations:<br>Visual Hallucinations:<br>**Mental health treatment history** discussed:<br> <br>History of outpatient treatment: not reported <br>Previous psychiatric hospitalizations: not reported <br>Prior substance abuse treatment: not reported <br>**Trauma history:** Client does not report history of trauma including abuse, domestic violence, witnessing disturbing events.<br> <br>**Substance Use:** Client denies use or dependence on nicotine/tobacco products. <br> <br>Client does not report abuse of or dependence on ETOH, and other illicit drugs.<br>Current Medications: No current medications.<br>(Contraceptives):<br>Supplements:<br>Past Psych Med Trials:<br>Family Medical Hx:<br>Family Psychiatric Hx:<br>Substance use<br>Suicides<br>Psychiatric diagnoses/hospitalization<br>Developmental diagnoses<br>Social History:<br>Occupational History: currently unemployed. Denies previous occupational hx <br>Military service History: Denies previous military hx.<br>Education history: completed HS and vocational certificate <br>Developmental History: no significant details reported.<br>(Childhood History include in utero if available)<br>Legal History: no reported/known legal issues, no reported/known conservator or guardian. <br>Spiritual/Cultural Considerations: none reported.<br>ROS:<br>Constitutional: No report of fever or weight loss. <br>Eyes: No report of acute vision changes or eye pain. <br>ENT: No report of hearing changes or difficulty swallowing. <br>Cardiac: No report of chest pain, edema or orthopnea. <br>Respiratory: Denies dyspnea, cough or wheeze. <br>GI: No report of abdominal pain. <br>GU: No report of dysuria or hematuria. <br>Musculoskeletal: No report of joint pain or swelling. <br>Skin: No report of rash, lesion, abrasions. <br>Neurologic: No report of seizures, blackout, numbness or focal weakness. Endocrine: No report of polyuria or polydipsia. <br>Hematologic: No report of blood clots or easy bleeding. <br>Allergy: No report of hives or allergic reaction. <br>Reproductive: No report of significant issues. (females: GYN hx; abortions, miscarriages, pregnancies, hysterectomy, PCOS, etc…) |
    | _Verify Patient:_ Name, Assigned <br>**identification** number (e.g., medical record number), Date of birth, Phone number, Social security number, Address, Photo.<br> <br>_Include demographics, chief complaint, subjective information from the patient, names and relations of others present in the interview._<br>_HPI:_<br>_, Past Medical and Psychiatric History,_<br>_Current Medications, Previous Psych Med trials,_<br>_Allergies._<br>_Social History, Family History._<br>_Review of Systems (ROS) – if ROS is negative, “ROS noncontributory,” or “ROS negative with the exception of…”_ | |
    | **Objective** | **Vital Signs:** Stable<br> <br>Temp:<br> BP:<br> HR:<br> R:<br> O2:<br> Pain:<br> Ht:<br> Wt:<br> BMI:<br> BMI Range:<br>LABS:<br>Lab findings WNL<br>Tox screen: Negative<br>Alcohol: Negative<br>HCG: N/A <br>Physical Exam:<br>MSE:<br>Patient is cooperative and conversant, appears without acute distress, and fully oriented x 4. Patient is dressed appropriately for age and season. Psychomotor activity appears within normal.<br>Presents with appropriate eye contact, euthymic affect – full, even, congruent with reported mood of “x”. Speech: spontaneous, normal rate, appropriate volume/tone with no problems expressing self. <br>TC: no abnormal content elicited, denies suicidal ideation and denies homicidal ideation. Process appears linear, coherent, goal-directed.<br>Cognition appears grossly intact with appropriate attention span & concentration and average fund of knowledge. <br>Judgment appears fair . Insight appears fair<br>The patient is able to articulate needs, is motivated for compliance and adherence to medication regimen. Patient is willing and able to participate with treatment, disposition, and discharge planning. |
    | _This is where the “facts” are located._<br>_Vitals,_<br>**_**Physical Exam (if performed, will not be performed every visit in every setting)_**<br>_Include relevant labs, test results, and Include MSE, risk assessment here, and psychiatric screening measure results._ | |
    | **Assessment** | DSM5 Diagnosis: with ICD-10 codes<br>Dx: – <br>Dx: – <br>Dx: – <br>Patient has the ability/capacity appears to respond to psychiatric medications/psychotherapy and appears to understand the need for medications/psychotherapy and is willing to maintain adherent. <br>Reviewed potential risks & benefits, Black Box warnings, and alternatives including declining treatment. |
    | _Include your findings, diagnosis and differentials (DSM-5 and any other medical diagnosis) along_<br>_with ICD-10 codes, treatment options, and patient input regarding treatment options (if possible), including obstacles to treatment._<br>_Informed Consent Ability_ | |
    | **Plan**<br>(Note some items may only be applicable in the inpatient environment) | Inpatient:<br>Psychiatric. Admits to X as per HPI. <br>Estimated stay 3-5 days <br>Safety Risk/Plan: Patient is found to be stable and has control of behavior. Patient likely poses a minimal risk to self and a minimal risk to others at this time. <br>Patient denies abnormal perceptions and does not appear to be responding to internal stimuli.<br>Pharmacologic interventions: including dosage, route, and frequency and non-pharmacologic: <br>· No changes to current medication, as listed in chart, at this time <br>· or…Zoloft is an excellent option for many women who experience any menstrual cycle complaints. I usually start at 50 mg and move to 100 week 6-8. f/u within 2 weeks initially then every 6-8 weeks. <br>· Psychotherapy referral for CBT<br>Education, including health promotion, maintenance, and psychosocial needs<br>· Importance of medication<br>· Discussed current tobacco use. NRT not indicated. <br>· Safety planning<br>· Discuss worsening sx and when to contact office or report to ED<br>Referrals: endocrinologist for diabetes<br>Follow-up, including return to clinic (RTC) with time frame and reason and any labs that are needed for next visit 2 weeks<br>☒ > 50% time spent counseling/coordination of care.<br>Time spent in Psychotherapy 18 minutes<br>Visit lasted 55 minutes<br>Billing Codes for visit: <br>XX<br>XX<br>XX<br>\_\_\__________________________________________<br>NAME, TITLE<br>Date: Click here to enter a date. Time: X |

    **## U-SOAP.SEEattached.docx**

    Unit 3-Clinical SOAP Note. On Majoy depressive disorder. This week topic is MDD. Please follow attached template and rubric below. Due 1-24-25.

    Instructions

    Each week students will choose one patient encounter to submit a Follow-up SOAP note for review.

    **Follow the rubric t** o develop your SOAP notes for this term.

    The focus is on your ability to integrate your subjective and objective information gathering into formulation of diagnoses and development of patient-centered, evidence-based plans of care for patients of all ages with multiple, complex mental health conditions. At the end of this term, your SOAP notes will have demonstrated your knowledge of evidence-based practice, clinical expertise, and patient/family preferences as expected for an independent nurse practitioner incorporating psychotherapy into practice.

    **Note**:
    _Grades of Incomplete on this assignment will result in a clinical failure._

    All work should be original and submitted as a Word document unless otherwise indicated in the assignment instructions. ALL assignments need to be APA 7 format and accompanied title page in APA 7th edition format in order that the work would be properly identified for the student, the course, and the assignment. Work submitted without a title page will receive a grade of 0.

    Upload note to TurnItIn plagiarism checker for grade submission.

    ![A screenshot of a white sheet Description automatically generated](https://www.sweetstudy.com/questions/u3-20877299)

    ![A screenshot of a white sheet Description automatically generated](https://www.sweetstudy.com/questions/u3-20877299)

    ![A screenshot of a white background Description automatically generated](https://www.sweetstudy.com/questions/u3-20877299)

    Program Outcomes

    1. Demonstrate critical thinking and holistic caring as an advanced practice

    2. Analyze scientific literature for application to selected diagnoses and treatment plans.

    3. Synthesize ethical principles into the management and evaluation of healthcare delivery concerns in culturally diverse care settings.

    4. Articulate a personal philosophy and framework acknowledging professional and accrediting agency competencies relating to the role and scope of practice of the psychiatric mental health nurse practitioner.

    5. Implement the role of the psychiatric mental health nurse practitioner in selected clinical settings.

    Course Learning Objectives

    By the end of this course, you will be able to:

    1. Independently with mentor supervision, apply knowledge of chronic and acute psychiatric mental health disorders using the current edition of the Diagnostic and Statistical Manual for Mental Disorders diagnostic criteria to assess, diagnose and manage the patient populations across the lifespan including a focus on vulnerable populations at risk for mental health disorders.

    2. Independently with mentor supervision, integrate complete mental health assessment, interview, history, and physical exam data collection with the knowledge of pathophysiology and psychopathology of psychiatric mental health disorders across the life span to form differential diagnoses and implement therapeutic, patient-centered treatment plans and interventions for patient populations across the lifespan.

    3. Independently with mentor supervision, merge traditional and complementary pharmacological/non-pharmaceutical interventions into the treatment and management of psychiatric mental health disorders for patient populations across the lifespan.

    4. Independently with mentor supervision, examine, evaluate, and demonstrate professional development in the role of the nurse practitioner in the diagnosis and management of health and wellness as well as acute and chronic psychiatric mental health disorders illnesses for patient populations across the lifespan as a member of an interprofessional team.

    5. Independently with mentor supervision, integrate cultural, spiritual, and social competencies into therapeutic patient-centered treatment plans in connection with evidence-based findings to the diagnosis and management of individuals, groups, and families across the lifespan with acute, complex, and chronic psychiatric mental health disorders.

    6. Independently with mentor supervision, analyze professional values and core ethical/legal standards into the practice of the Psychiatric Mental Health Nurse Practitioner role with relation to patient/staff safety, quality indicators, and health outcome improvement in the delivery of quality psychiatric mental health care to patients.

    7. Identifies with mentor supervision, the highest level of professionalism and accountability for the PMHNP role for transition into clinical practice.

    Resources

    American Nurses Association & American Psychiatric Nurse Association. (2015).
    _Psychiatric–mental health nursing: Scope and standards of practice_(2nd ed.) American Nurses Credentialing. ISBN-13: 978-1558105553 ISBN-10: 1558105557

    American Psychiatric Association. (2022).
    _Diagnostic and statistical manual of mental disorders_ (5th ed.) text revision (DSM-5 TR). APA Press. ISBN 978-0890425763

    Carlat, D. J. (2023).
    _The psychiatric interview_ (5th ed.). Philadelphia, PA: Wolters Kluwer. ISBN: 9781975212971

    Boland, R., Verduin, M., & Ruiz, P. (2022
    _) Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Wolters Kluwer. ISBN: 9781975145569

    Stahl, S. M. (2022).
    _Stahl's essential psychopharmacology: Neuroscientific basis and practical applications_ (5th ed.). Cambridge University Press. ISBN 978-1-108-97163-8

    Bickley, L. (2016).
    _Bates' Guide to Physical Examination and History-Taking_ (11th ed) [VitalSouce bookshelf version]. https://batesvisualguide.com/. Lippincott Williams & Wilkins: ISBN 1609137620

    Corey, G. (2016).
    _Theory and practice of counseling and psychotherapy_ (10th ed.). Cengage. ISBN: 9781305263727

    Heldt, J. P., MD. (2017).
    _Memorable psychopharmacology_. Create Space Independent Publishing Platform. ISBN-13: 978-1-535-28034-1

    Johnson, K., & Vanderhoef, D. (2016).
    _Psychiatric mental health nurse practitioner review manual_ (4th ed.). American Nurses Association. ISBN: 978-1-935213-79-6

    Stahl, S. M. (2020).
    _Prescriber's guide: Stahl's essential psychopharmacology_ (7th ed.). Cambridge University Press. ISBN 978-1108926010

    ·
    [Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794?wrap=1) [Download Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794/download?download_frd=1)[PDF]

    ·
    [Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800?wrap=1) [Download Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800/download?download_frd=1)[PDF]

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    **## HUInitialMHASOAPNoteTemplate1222.docx**

    ## **Initial Psychiatric Interview/SOAP Note Template**

    There are different ways in which to complete a Psychiatric SOAP (Subjective, Objective, Assessment, and Plan) Note. This is a template that is meant to guide you as you continue to develop your style of SOAP in the psychiatric practice setting.

    | | |
    | — | — |
    | **Criteria** | **Clinical Notes** |
    | | |
    | **Informed Consent** | Informed consent given to patient about psychiatric interview process and psychiatric/psychotherapy treatment. Verbal and Written consent obtained. Patient has the ability/capacity to respond and appears to understand the risk, benefits, and (Will review additional consent during treatment plan discussion) |
    | **Subjective** | Verify Patient<br>Name:<br>DOB:<br>Minor:<br>Accompanied by:<br>Demographic:<br>Gender Identifier Note:<br>CC:<br>HPI:<br>Pertinent history in record and from patient: X<br>During assessment: Patient describes their mood as X and indicated it has gotten worse in TIME.<br>Patient self-esteem appears fair, no reported feelings of excessive guilt, <br>no reported anhedonia, does not report sleep disturbance, does not report change in appetite, does not report libido disturbances, does not report change in energy,<br>no reported changes in concentration or memory.<br>Patient does not report increased activity, agitation, risk-taking behaviors, pressured speech, or euphoria. Patient does not report excessive fears, worries or panic attacks. <br>Patient does not report hallucinations, delusions, obsessions or compulsions. Patient’s activity level, attention and concentration were observed to be within normal limits. Patient does not report symptoms of eating disorder. There is no recent weight loss or gain. Patient does not report symptoms of a characterological nature.<br>SI/ HI/ AV: Patient currently denies suicidal ideation, denies SIBx, denies homicidal ideation, denies violent behavior, denies inappropriate/illegal behaviors.<br>Allergies: NKDFA.<br>(medication & food)<br>Past Medical Hx: <br>Medical history: Denies cardiac, respiratory, endocrine and neurological issues, including history head injury.<br>Patient denies history of chronic infection, including MRSA, TB, HIV and Hep C.<br>Surgical history no surgical history reported<br>Past Psychiatric Hx:<br>**Previous psychiatric diagnoses**: none reported. <br> <br>Describes stable course of illness. <br>**Previous medication trials**: none reported.<br> <br>**Safety concerns:**<br>History of Violence<br>to Self: none reported <br> <br>History of Violence t<br>o Others: none reported <br> <br>Auditory Hallucinations:<br>Visual Hallucinations:<br>**Mental health treatment history** discussed:<br> <br>History of outpatient treatment: not reported <br>Previous psychiatric hospitalizations: not reported <br>Prior substance abuse treatment: not reported <br>**Trauma history:** Client does not report history of trauma including abuse, domestic violence, witnessing disturbing events.<br> <br>**Substance Use:** Client denies use or dependence on nicotine/tobacco products. <br> <br>Client does not report abuse of or dependence on ETOH, and other illicit drugs.<br>Current Medications: No current medications.<br>(Contraceptives):<br>Supplements:<br>Past Psych Med Trials:<br>Family Medical Hx:<br>Family Psychiatric Hx:<br>Substance use<br>Suicides<br>Psychiatric diagnoses/hospitalization<br>Developmental diagnoses<br>Social History:<br>Occupational History: currently unemployed. Denies previous occupational hx <br>Military service History: Denies previous military hx.<br>Education history: completed HS and vocational certificate <br>Developmental History: no significant details reported.<br>(Childhood History include in utero if available)<br>Legal History: no reported/known legal issues, no reported/known conservator or guardian. <br>Spiritual/Cultural Considerations: none reported.<br>ROS:<br>Constitutional: No report of fever or weight loss. <br>Eyes: No report of acute vision changes or eye pain. <br>ENT: No report of hearing changes or difficulty swallowing. <br>Cardiac: No report of chest pain, edema or orthopnea. <br>Respiratory: Denies dyspnea, cough or wheeze. <br>GI: No report of abdominal pain. <br>GU: No report of dysuria or hematuria. <br>Musculoskeletal: No report of joint pain or swelling. <br>Skin: No report of rash, lesion, abrasions. <br>Neurologic: No report of seizures, blackout, numbness or focal weakness. Endocrine: No report of polyuria or polydipsia. <br>Hematologic: No report of blood clots or easy bleeding. <br>Allergy: No report of hives or allergic reaction. <br>Reproductive: No report of significant issues. (females: GYN hx; abortions, miscarriages, pregnancies, hysterectomy, PCOS, etc…) |
    | _Verify Patient:_ Name, Assigned <br>**identification** number (e.g., medical record number), Date of birth, Phone number, Social security number, Address, Photo.<br> <br>_Include demographics, chief complaint, subjective information from the patient, names and relations of others present in the interview._<br>_HPI:_<br>_, Past Medical and Psychiatric History,_<br>_Current Medications, Previous Psych Med trials,_<br>_Allergies._<br>_Social History, Family History._<br>_Review of Systems (ROS) – if ROS is negative, “ROS noncontributory,” or “ROS negative with the exception of…”_ | |
    | **Objective** | **Vital Signs:** Stable<br> <br>Temp:<br> BP:<br> HR:<br> R:<br> O2:<br> Pain:<br> Ht:<br> Wt:<br> BMI:<br> BMI Range:<br>LABS:<br>Lab findings WNL<br>Tox screen: Negative<br>Alcohol: Negative<br>HCG: N/A <br>Physical Exam:<br>MSE:<br>Patient is cooperative and conversant, appears without acute distress, and fully oriented x 4. Patient is dressed appropriately for age and season. Psychomotor activity appears within normal.<br>Presents with appropriate eye contact, euthymic affect – full, even, congruent with reported mood of “x”. Speech: spontaneous, normal rate, appropriate volume/tone with no problems expressing self. <br>TC: no abnormal content elicited, denies suicidal ideation and denies homicidal ideation. Process appears linear, coherent, goal-directed.<br>Cognition appears grossly intact with appropriate attention span & concentration and average fund of knowledge. <br>Judgment appears fair . Insight appears fair<br>The patient is able to articulate needs, is motivated for compliance and adherence to medication regimen. Patient is willing and able to participate with treatment, disposition, and discharge planning. |
    | _This is where the “facts” are located._<br>_Vitals,_<br>**_**Physical Exam (if performed, will not be performed every visit in every setting)_**<br>_Include relevant labs, test results, and Include MSE, risk assessment here, and psychiatric screening measure results._ | |
    | **Assessment** | DSM5 Diagnosis: with ICD-10 codes<br>Dx: – <br>Dx: – <br>Dx: – <br>Patient has the ability/capacity appears to respond to psychiatric medications/psychotherapy and appears to understand the need for medications/psychotherapy and is willing to maintain adherent. <br>Reviewed potential risks & benefits, Black Box warnings, and alternatives including declining treatment. |
    | _Include your findings, diagnosis and differentials (DSM-5 and any other medical diagnosis) along_<br>_with ICD-10 codes, treatment options, and patient input regarding treatment options (if possible), including obstacles to treatment._<br>_Informed Consent Ability_ | |
    | **Plan**<br>(Note some items may only be applicable in the inpatient environment) | Inpatient:<br>Psychiatric. Admits to X as per HPI. <br>Estimated stay 3-5 days <br>Safety Risk/Plan: Patient is found to be stable and has control of behavior. Patient likely poses a minimal risk to self and a minimal risk to others at this time. <br>Patient denies abnormal perceptions and does not appear to be responding to internal stimuli.<br>Pharmacologic interventions: including dosage, route, and frequency and non-pharmacologic: <br>· No changes to current medication, as listed in chart, at this time <br>· or…Zoloft is an excellent option for many women who experience any menstrual cycle complaints. I usually start at 50 mg and move to 100 week 6-8. f/u within 2 weeks initially then every 6-8 weeks. <br>· Psychotherapy referral for CBT<br>Education, including health promotion, maintenance, and psychosocial needs<br>· Importance of medication<br>· Discussed current tobacco use. NRT not indicated. <br>· Safety planning<br>· Discuss worsening sx and when to contact office or report to ED<br>Referrals: endocrinologist for diabetes<br>Follow-up, including return to clinic (RTC) with time frame and reason and any labs that are needed for next visit 2 weeks<br>☒ > 50% time spent counseling/coordination of care.<br>Time spent in Psychotherapy 18 minutes<br>Visit lasted 55 minutes<br>Billing Codes for visit: <br>XX<br>XX<br>XX<br>\_\_\__________________________________________<br>NAME, TITLE<br>Date: Click here to enter a date. Time: X |

    **## U-SOAP.SEEattached.docx**

    Unit 3-Clinical SOAP Note. On Majoy depressive disorder. This week topic is MDD. Please follow attached template and rubric below. Due 1-24-25.

    Instructions

    Each week students will choose one patient encounter to submit a Follow-up SOAP note for review.

    **Follow the rubric t** o develop your SOAP notes for this term.

    The focus is on your ability to integrate your subjective and objective information gathering into formulation of diagnoses and development of patient-centered, evidence-based plans of care for patients of all ages with multiple, complex mental health conditions. At the end of this term, your SOAP notes will have demonstrated your knowledge of evidence-based practice, clinical expertise, and patient/family preferences as expected for an independent nurse practitioner incorporating psychotherapy into practice.

    **Note**:
    _Grades of Incomplete on this assignment will result in a clinical failure._

    All work should be original and submitted as a Word document unless otherwise indicated in the assignment instructions. ALL assignments need to be APA 7 format and accompanied title page in APA 7th edition format in order that the work would be properly identified for the student, the course, and the assignment. Work submitted without a title page will receive a grade of 0.

    Upload note to TurnItIn plagiarism checker for grade submission.

    ![A screenshot of a white sheet Description automatically generated](https://www.sweetstudy.com/questions/u3-20877299)

    ![A screenshot of a white sheet Description automatically generated](https://www.sweetstudy.com/questions/u3-20877299)

    ![A screenshot of a white background Description automatically generated](https://www.sweetstudy.com/questions/u3-20877299)

    Program Outcomes

    1. Demonstrate critical thinking and holistic caring as an advanced practice

    2. Analyze scientific literature for application to selected diagnoses and treatment plans.

    3. Synthesize ethical principles into the management and evaluation of healthcare delivery concerns in culturally diverse care settings.

    4. Articulate a personal philosophy and framework acknowledging professional and accrediting agency competencies relating to the role and scope of practice of the psychiatric mental health nurse practitioner.

    5. Implement the role of the psychiatric mental health nurse practitioner in selected clinical settings.

    Course Learning Objectives

    By the end of this course, you will be able to:

    1. Independently with mentor supervision, apply knowledge of chronic and acute psychiatric mental health disorders using the current edition of the Diagnostic and Statistical Manual for Mental Disorders diagnostic criteria to assess, diagnose and manage the patient populations across the lifespan including a focus on vulnerable populations at risk for mental health disorders.

    2. Independently with mentor supervision, integrate complete mental health assessment, interview, history, and physical exam data collection with the knowledge of pathophysiology and psychopathology of psychiatric mental health disorders across the life span to form differential diagnoses and implement therapeutic, patient-centered treatment plans and interventions for patient populations across the lifespan.

    3. Independently with mentor supervision, merge traditional and complementary pharmacological/non-pharmaceutical interventions into the treatment and management of psychiatric mental health disorders for patient populations across the lifespan.

    4. Independently with mentor supervision, examine, evaluate, and demonstrate professional development in the role of the nurse practitioner in the diagnosis and management of health and wellness as well as acute and chronic psychiatric mental health disorders illnesses for patient populations across the lifespan as a member of an interprofessional team.

    5. Independently with mentor supervision, integrate cultural, spiritual, and social competencies into therapeutic patient-centered treatment plans in connection with evidence-based findings to the diagnosis and management of individuals, groups, and families across the lifespan with acute, complex, and chronic psychiatric mental health disorders.

    6. Independently with mentor supervision, analyze professional values and core ethical/legal standards into the practice of the Psychiatric Mental Health Nurse Practitioner role with relation to patient/staff safety, quality indicators, and health outcome improvement in the delivery of quality psychiatric mental health care to patients.

    7. Identifies with mentor supervision, the highest level of professionalism and accountability for the PMHNP role for transition into clinical practice.

    Resources

    American Nurses Association & American Psychiatric Nurse Association. (2015).
    _Psychiatric–mental health nursing: Scope and standards of practice_(2nd ed.) American Nurses Credentialing. ISBN-13: 978-1558105553 ISBN-10: 1558105557

    American Psychiatric Association. (2022).
    _Diagnostic and statistical manual of mental disorders_ (5th ed.) text revision (DSM-5 TR). APA Press. ISBN 978-0890425763

    Carlat, D. J. (2023).
    _The psychiatric interview_ (5th ed.). Philadelphia, PA: Wolters Kluwer. ISBN: 9781975212971

    Boland, R., Verduin, M., & Ruiz, P. (2022
    _) Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Wolters Kluwer. ISBN: 9781975145569

    Stahl, S. M. (2022).
    _Stahl's essential psychopharmacology: Neuroscientific basis and practical applications_ (5th ed.). Cambridge University Press. ISBN 978-1-108-97163-8

    Bickley, L. (2016).
    _Bates' Guide to Physical Examination and History-Taking_ (11th ed) [VitalSouce bookshelf version]. https://batesvisualguide.com/. Lippincott Williams & Wilkins: ISBN 1609137620

    Corey, G. (2016).
    _Theory and practice of counseling and psychotherapy_ (10th ed.). Cengage. ISBN: 9781305263727

    Heldt, J. P., MD. (2017).
    _Memorable psychopharmacology_. Create Space Independent Publishing Platform. ISBN-13: 978-1-535-28034-1

    Johnson, K., & Vanderhoef, D. (2016).
    _Psychiatric mental health nurse practitioner review manual_ (4th ed.). American Nurses Association. ISBN: 978-1-935213-79-6

    Stahl, S. M. (2020).
    _Prescriber's guide: Stahl's essential psychopharmacology_ (7th ed.). Cambridge University Press. ISBN 978-1108926010

    ·
    [Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794?wrap=1) [Download Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794/download?download_frd=1)[PDF]

    ·
    [Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800?wrap=1) [Download Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800/download?download_frd=1)[PDF]

    ## image1.png

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    **## HUInitialMHASOAPNoteTemplate1222.docx**

    ## **Initial Psychiatric Interview/SOAP Note Template**

    There are different ways in which to complete a Psychiatric SOAP (Subjective, Objective, Assessment, and Plan) Note. This is a template that is meant to guide you as you continue to develop your style of SOAP in the psychiatric practice setting.

    | | |
    | — | — |
    | **Criteria** | **Clinical Notes** |
    | | |
    | **Informed Consent** | Informed consent given to patient about psychiatric interview process and psychiatric/psychotherapy treatment. Verbal and Written consent obtained. Patient has the ability/capacity to respond and appears to understand the risk, benefits, and (Will review additional consent during treatment plan discussion) |
    | **Subjective** | Verify Patient<br>Name:<br>DOB:<br>Minor:<br>Accompanied by:<br>Demographic:<br>Gender Identifier Note:<br>CC:<br>HPI:<br>Pertinent history in record and from patient: X<br>During assessment: Patient describes their mood as X and indicated it has gotten worse in TIME.<br>Patient self-esteem appears fair, no reported feelings of excessive guilt, <br>no reported anhedonia, does not report sleep disturbance, does not report change in appetite, does not report libido disturbances, does not report change in energy,<br>no reported changes in concentration or memory.<br>Patient does not report increased activity, agitation, risk-taking behaviors, pressured speech, or euphoria. Patient does not report excessive fears, worries or panic attacks. <br>Patient does not report hallucinations, delusions, obsessions or compulsions. Patient’s activity level, attention and concentration were observed to be within normal limits. Patient does not report symptoms of eating disorder. There is no recent weight loss or gain. Patient does not report symptoms of a characterological nature.<br>SI/ HI/ AV: Patient currently denies suicidal ideation, denies SIBx, denies homicidal ideation, denies violent behavior, denies inappropriate/illegal behaviors.<br>Allergies: NKDFA.<br>(medication & food)<br>Past Medical Hx: <br>Medical history: Denies cardiac, respiratory, endocrine and neurological issues, including history head injury.<br>Patient denies history of chronic infection, including MRSA, TB, HIV and Hep C.<br>Surgical history no surgical history reported<br>Past Psychiatric Hx:<br>**Previous psychiatric diagnoses**: none reported. <br> <br>Describes stable course of illness. <br>**Previous medication trials**: none reported.<br> <br>**Safety concerns:**<br>History of Violence<br>to Self: none reported <br> <br>History of Violence t<br>o Others: none reported <br> <br>Auditory Hallucinations:<br>Visual Hallucinations:<br>**Mental health treatment history** discussed:<br> <br>History of outpatient treatment: not reported <br>Previous psychiatric hospitalizations: not reported <br>Prior substance abuse treatment: not reported <br>**Trauma history:** Client does not report history of trauma including abuse, domestic violence, witnessing disturbing events.<br> <br>**Substance Use:** Client denies use or dependence on nicotine/tobacco products. <br> <br>Client does not report abuse of or dependence on ETOH, and other illicit drugs.<br>Current Medications: No current medications.<br>(Contraceptives):<br>Supplements:<br>Past Psych Med Trials:<br>Family Medical Hx:<br>Family Psychiatric Hx:<br>Substance use<br>Suicides<br>Psychiatric diagnoses/hospitalization<br>Developmental diagnoses<br>Social History:<br>Occupational History: currently unemployed. Denies previous occupational hx <br>Military service History: Denies previous military hx.<br>Education history: completed HS and vocational certificate <br>Developmental History: no significant details reported.<br>(Childhood History include in utero if available)<br>Legal History: no reported/known legal issues, no reported/known conservator or guardian. <br>Spiritual/Cultural Considerations: none reported.<br>ROS:<br>Constitutional: No report of fever or weight loss. <br>Eyes: No report of acute vision changes or eye pain. <br>ENT: No report of hearing changes or difficulty swallowing. <br>Cardiac: No report of chest pain, edema or orthopnea. <br>Respiratory: Denies dyspnea, cough or wheeze. <br>GI: No report of abdominal pain. <br>GU: No report of dysuria or hematuria. <br>Musculoskeletal: No report of joint pain or swelling. <br>Skin: No report of rash, lesion, abrasions. <br>Neurologic: No report of seizures, blackout, numbness or focal weakness. Endocrine: No report of polyuria or polydipsia. <br>Hematologic: No report of blood clots or easy bleeding. <br>Allergy: No report of hives or allergic reaction. <br>Reproductive: No report of significant issues. (females: GYN hx; abortions, miscarriages, pregnancies, hysterectomy, PCOS, etc…) |
    | _Verify Patient:_ Name, Assigned <br>**identification** number (e.g., medical record number), Date of birth, Phone number, Social security number, Address, Photo.<br> <br>_Include demographics, chief complaint, subjective information from the patient, names and relations of others present in the interview._<br>_HPI:_<br>_, Past Medical and Psychiatric History,_<br>_Current Medications, Previous Psych Med trials,_<br>_Allergies._<br>_Social History, Family History._<br>_Review of Systems (ROS) – if ROS is negative, “ROS noncontributory,” or “ROS negative with the exception of…”_ | |
    | **Objective** | **Vital Signs:** Stable<br> <br>Temp:<br> BP:<br> HR:<br> R:<br> O2:<br> Pain:<br> Ht:<br> Wt:<br> BMI:<br> BMI Range:<br>LABS:<br>Lab findings WNL<br>Tox screen: Negative<br>Alcohol: Negative<br>HCG: N/A <br>Physical Exam:<br>MSE:<br>Patient is cooperative and conversant, appears without acute distress, and fully oriented x 4. Patient is dressed appropriately for age and season. Psychomotor activity appears within normal.<br>Presents with appropriate eye contact, euthymic affect – full, even, congruent with reported mood of “x”. Speech: spontaneous, normal rate, appropriate volume/tone with no problems expressing self. <br>TC: no abnormal content elicited, denies suicidal ideation and denies homicidal ideation. Process appears linear, coherent, goal-directed.<br>Cognition appears grossly intact with appropriate attention span & concentration and average fund of knowledge. <br>Judgment appears fair . Insight appears fair<br>The patient is able to articulate needs, is motivated for compliance and adherence to medication regimen. Patient is willing and able to participate with treatment, disposition, and discharge planning. |
    | _This is where the “facts” are located._<br>_Vitals,_<br>**_**Physical Exam (if performed, will not be performed every visit in every setting)_**<br>_Include relevant labs, test results, and Include MSE, risk assessment here, and psychiatric screening measure results._ | |
    | **Assessment** | DSM5 Diagnosis: with ICD-10 codes<br>Dx: – <br>Dx: – <br>Dx: – <br>Patient has the ability/capacity appears to respond to psychiatric medications/psychotherapy and appears to understand the need for medications/psychotherapy and is willing to maintain adherent. <br>Reviewed potential risks & benefits, Black Box warnings, and alternatives including declining treatment. |
    | _Include your findings, diagnosis and differentials (DSM-5 and any other medical diagnosis) along_<br>_with ICD-10 codes, treatment options, and patient input regarding treatment options (if possible), including obstacles to treatment._<br>_Informed Consent Ability_ | |
    | **Plan**<br>(Note some items may only be applicable in the inpatient environment) | Inpatient:<br>Psychiatric. Admits to X as per HPI. <br>Estimated stay 3-5 days <br>Safety Risk/Plan: Patient is found to be stable and has control of behavior. Patient likely poses a minimal risk to self and a minimal risk to others at this time. <br>Patient denies abnormal perceptions and does not appear to be responding to internal stimuli.<br>Pharmacologic interventions: including dosage, route, and frequency and non-pharmacologic: <br>· No changes to current medication, as listed in chart, at this time <br>· or…Zoloft is an excellent option for many women who experience any menstrual cycle complaints. I usually start at 50 mg and move to 100 week 6-8. f/u within 2 weeks initially then every 6-8 weeks. <br>· Psychotherapy referral for CBT<br>Education, including health promotion, maintenance, and psychosocial needs<br>· Importance of medication<br>· Discussed current tobacco use. NRT not indicated. <br>· Safety planning<br>· Discuss worsening sx and when to contact office or report to ED<br>Referrals: endocrinologist for diabetes<br>Follow-up, including return to clinic (RTC) with time frame and reason and any labs that are needed for next visit 2 weeks<br>☒ > 50% time spent counseling/coordination of care.<br>Time spent in Psychotherapy 18 minutes<br>Visit lasted 55 minutes<br>Billing Codes for visit: <br>XX<br>XX<br>XX<br>\_\_\__________________________________________<br>NAME, TITLE<br>Date: Click here to enter a date. Time: X |