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[Solved] NUR 620

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– ## NUR620WK5disresponse.pdf – NUR620DISCUSSION17.pdf **## NUR620WK5disresponse.pdf** Reply from Daniela Barbeito Bipolar Case Discussion Clinical Case Summary Jill is a 24-year-old Hispanic woman that appeared in the emergency department due to radical change in behavioral orientation on her part …

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Reply from Daniela Barbeito
Bipolar Case Discussion

Clinical Case Summary

Jill is a 24-year-old Hispanic woman that appeared in the emergency department due to
radical change in behavioral orientation on her part as described by her parents. She has been
giving everything away and insists that she is going to South Pole to rescue the world which is an
indication of delusional and grandiose thought. According to the parents, she has been hardly
sleeping in the past 7 days, she is very energetic. During the clinical interview, she seems to be
pressured and talkative, uncontrollable laugher, and difficulties in sitting down and are reflective
of psychomotor agitation. It is extremely difficult to make her stop and even she does not seem
to have the ability to stay long enough to pay attention to provide answers to questions
accordingly. These findings are consistent with a manic episode that constitutes mood and
psychotic symptoms which necessitate an urgent intervention (Wiebe et al., 2022).
Primary and Differential Diagnoses

Bipolar I Disorder, Current Episode Manic, With Psychotic Features (DSM-5 296.44;
ICD-10 F31.2) is the initial diagnosis of Jill. This is supported by her symptoms of decreased
sleep drive, bombast, abundant energy, impulsiveness and delusional beliefs (Nierenberg et al.,
2023). Among various diagnoses to consider is the Schizoaffective Disorder, Bipolar Type
(DSM-5 295.70; ICD-10 F25.0) which can be characterized with psychotic symptoms and at the
same time mood swings, but in her case, her symptoms appear as a mood episode and not as a
persistent problem. The next similar diagnosis is the case of Substance/Medication-Induced
Bipolar and Related Disorder (DSM-5 292.84; ICD-10 F06.33) because mania may appear when
stimulants and drugs are used, and the diagnosis is to be excluded with the help of toxicology test
(Nierenberg et al., 2023). However, the history of her mother and father shows that there is no
substance consumption, but it is endogenous mood disorder. This is an essential requirement
because it would be necessary to offer the appropriate diagnosis and specialized therapy.

Pharmacological Treatment

Pharmacological therapy using a mood stabilizer as prescribed by the APA and
CANMAT guidelines should be the first-line treatment of Jill and in this instance, lithium
carbonate is the first-line drug. Lithium has been historically proved to be useful in the treatment
of acute manic episode and prevention of relapse as well as minimization of the chances of
suicide (Wiebe et al., 2022). The symptoms that Jill had are severe, and the symptoms observed
are a result of psychotic in nature and thus it is appropriate to prescribe atypical antipsychotic
medicine, such as risperidone or olanzapine. These antipsychotics have a quicker response
compared to the lithium in the alleviation of the agitation, delusions and disorganized behavior.
The combination therapy is also widely prescribed in case of acute mania with psychosis as not
only the mood is treated but the symptoms as well are cured quickly. The lithium level, kidney

and thyroid activity would also be under strict monitoring to enable her to have good care of her
condition.

Non-Pharmacological Treatment

To the recovery and relapses prevention of Jill, non-pharmacological interventions play
an important role. Psychoeducation should be undertaken with Jill and her family to enable them
to be better informed about the bipolar disorder and the necessity of taking medication regularly
and to be more conscious about the onset of relapse. Cognitive Behavioral Therapy (CBT) would
help her in doubting the distorted beliefs, have a higher level of insight and develop coping
mechanisms that will help her overcome stressors that might cause future incidences (Wiebe et
al., 2022). The Family-Focused Therapy (FFT) reveals much evidence of family communication,
relapse prevention, and treatment compliance which would prove very helpful based on the role
played by her parents in her treatment process. The initially secure hospitalization could be
inpatient to ensure her safety and provide the intensive stabilization since she is giving away the
possessions and has poor judgment. There would be a need to follow up with outpatient therapy
after the stabilization in order to maintain the development. Such psychosocial interventions
present the best chance to stabilize in the event of their combination with medication.

Health Promotion Intervention

The best health promotion that could be offered to Jill is the provision of lifestyle and
wellness program well-structured, which would focus on sleep hygiene and routine building,
stress management. The bipolar disorder is highly sensitive to sleep disturbances, but the risk of
a relapse can be minimized significantly by setting the normal sleep and wake patterns. One
should also adopt healthy lifestyle, physical exercises and shunning of other substances like
alcohol and caffeine to make sure that the body is stable (Nierenberg et al., 2023). The other area
that Jill needs to be associated with is the community support groups and culturally sensitive
learning resources that can enable her to gain more knowledge about the illness and overcome
the stigma. The PHC should be reinforced through the follow-up treatment of psychiatric
treatment and adherence to pharmacologic as well as non-pharmacologic treatment as a long-
term measure. These are the measures of health promotion that can empower Jill to take a
significant part in her rehabilitation and reduce the possibilities of reoccurring episodes.

Reply from William Joseph Sierra
Discussion: Bipolar Case

1. Summarize the clinical case including the significant subjective and objective data.
Subjective Data:

The patient, Jill, is a 24-year-old Hispanic female. Her parents are taking her to the clinic,
so an evaluation is conducted. The patient has either had manic or depressive episodes in the last
week. She also wants to save the world by traveling to the South Pole, but this suggests that she
would be confined to a room. She is distributing and getting rid of her belongings in the
meantime. Although she still seems to be quite active, the surveyed person's parents speculate
that she had severe insomnia a week prior to the survey. They also say that she laughs
hysterically, talks without pausing, and appears preoccupied. The interview also revealed Jill's
annoyance and restlessness.

Objective Data:

The patient reports the presence of multiple symptoms including inflated self-esteem, lack
of sleep, excessive talkativeness, flight of ideas, lack of concentration, and over-engagement in
activities prone to painful outcomes. In addition to dysfunction of a specific period of
abnormally and persistently elevated, expansive, or irritable mood lasting at least one
week (American Psychiatric Association, 2022).

2. Generate a primary and two differential diagnoses. Use the DSM5 to support the
assessment. Include the DSM5 and ICD 10 codes.

The patient's primary diagnosis is bipolar disorder, specifically Most Recent Episode
Manic with Psychotic Features (DSM-5 Code 296.89 and ICD-10 Code F31.81). A patient must
experience a week-long manic episode in order to be eligible for a bipolar disorder diagnosis
based on the Most Recent Episode Manic with Psychotic Features (American Psychiatric
Association, 2022). At least three of the following symptoms had to be present: a need for less
sleep, a high but irregular speech rate, egocentric delusions of exaggerated self-worth,
accelerated goal-directed behavior, attention deficit, and a high level of risk-taking.

Secondly, the patient must present with at least one psychotic symptom, such as delusions
or psychosis. Jill has been displaying signs of sleep deprivation, high goal-directed behavior
such as trying to sell everything she owns, pressure and hurry in speech, and distractibility over
the past week. She also believes she wants to save the world and has delusional fits in
psychiatric disorders. As a result, the patient is diagnosed with DSM-5 Bipolar Disorder, Most
Recent Episode Manic with Psychotic Features (American Psychiatric Association, 2022).

Differential diagnoses:

Schizophrenia, With Catatonia (ICD-10: (F20.2): This includes traits like pressure,
emotional tension, and a rapid-fire stream of words; it also includes the presence of delusions
and potential manic episodes.

Substance-induced Bipolar and Related Disorder (ICD-10: F10.14): The severity and
remission involve substance abuse or withdrawal, which mimics a manic episode (American
Psychiatric Association, 2022).

3. Discuss a pharmacological treatment would you prescribe? Use the clinical
guidelines to support the rationale for this treatment.

Bipolar disorder is characterized by mood swings, and mood stabilizers will be necessary
to treat it. They are only given to patients in order to prevent manic and maniacal episodes.
According to Nath & Gupta (2024), Lithium is a drug that the Food and Drug Administration has
approved to treat bipolar disorder, which includes both acute manic phases and a maintenance
phase (Nath & Gupta, 2024). To alleviate Jill's manic symptoms and to promote a stable and
optimal mood for the remainder of the week, lithium would be a suitable recommendation.

4. 4. Discuss non-pharmacological treatment would you prescribe? Use the clinical
guidelines to support the rationale for this treatment.

One effective non-pharmacological treatment for bipolar disorder is cognitive behavioral
therapy (CBT). It is crucial to remember that CBT aims to counteract undesirable behaviours and
thought patterns (Özdel et al., 2021). In addition to identifying the factors that trigger bipolar
episodes, cognitive behavioral therapy (CBT) helps people learn healthy coping mechanisms for
stressful situations (Özdel et al., 2021).

5. Describe a health promotion intervention that would be appropriate for this patient.
Health promotion interventions help to meet the need for psychoeducation. Additionally,

the intervention increases opportunities for medication compliance (Deng et al., 2022). In Jill's
case, psychoeducation would be necessary for both her and her family since it would enable
them to recognize the signs that her moods were shifting and seek professional help as soon as
possible. To assess and precondition treatment plans, the intervention would also be necessary to
improve follow-up appointments in accordance with the schedule.

**NUR620DISCUSSION17.pdf**

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**NUR620DISCUSSION17.pdf**

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**## NUR620WK5disresponse.pdf**

Reply from Daniela Barbeito
Bipolar Case Discussion

Clinical Case Summary

Jill is a 24-year-old Hispanic woman that appeared in the emergency department due to
radical change in behavioral orientation on her part as described by her parents. She has been
giving everything away and insists that she is going to South Pole to rescue the world which is an
indication of delusional and grandiose thought. According to the parents, she has been hardly
sleeping in the past 7 days, she is very energetic. During the clinical interview, she seems to be
pressured and talkative, uncontrollable laugher, and difficulties in sitting down and are reflective
of psychomotor agitation. It is extremely difficult to make her stop and even she does not seem
to have the ability to stay long enough to pay attention to provide answers to questions
accordingly. These findings are consistent with a manic episode that constitutes mood and
psychotic symptoms which necessitate an urgent intervention (Wiebe et al., 2022).
Primary and Differential Diagnoses

Bipolar I Disorder, Current Episode Manic, With Psychotic Features (DSM-5 296.44;
ICD-10 F31.2) is the initial diagnosis of Jill. This is supported by her symptoms of decreased
sleep drive, bombast, abundant energy, impulsiveness and delusional beliefs (Nierenberg et al.,
2023). Among various diagnoses to consider is the Schizoaffective Disorder, Bipolar Type
(DSM-5 295.70; ICD-10 F25.0) which can be characterized with psychotic symptoms and at the
same time mood swings, but in her case, her symptoms appear as a mood episode and not as a
persistent problem. The next similar diagnosis is the case of Substance/Medication-Induced
Bipolar and Related Disorder (DSM-5 292.84; ICD-10 F06.33) because mania may appear when
stimulants and drugs are used, and the diagnosis is to be excluded with the help of toxicology test
(Nierenberg et al., 2023). However, the history of her mother and father shows that there is no
substance consumption, but it is endogenous mood disorder. This is an essential requirement
because it would be necessary to offer the appropriate diagnosis and specialized therapy.

Pharmacological Treatment

Pharmacological therapy using a mood stabilizer as prescribed by the APA and
CANMAT guidelines should be the first-line treatment of Jill and in this instance, lithium
carbonate is the first-line drug. Lithium has been historically proved to be useful in the treatment
of acute manic episode and prevention of relapse as well as minimization of the chances of
suicide (Wiebe et al., 2022). The symptoms that Jill had are severe, and the symptoms observed
are a result of psychotic in nature and thus it is appropriate to prescribe atypical antipsychotic
medicine, such as risperidone or olanzapine. These antipsychotics have a quicker response
compared to the lithium in the alleviation of the agitation, delusions and disorganized behavior.
The combination therapy is also widely prescribed in case of acute mania with psychosis as not
only the mood is treated but the symptoms as well are cured quickly. The lithium level, kidney

and thyroid activity would also be under strict monitoring to enable her to have good care of her
condition.

Non-Pharmacological Treatment

To the recovery and relapses prevention of Jill, non-pharmacological interventions play
an important role. Psychoeducation should be undertaken with Jill and her family to enable them
to be better informed about the bipolar disorder and the necessity of taking medication regularly
and to be more conscious about the onset of relapse. Cognitive Behavioral Therapy (CBT) would
help her in doubting the distorted beliefs, have a higher level of insight and develop coping
mechanisms that will help her overcome stressors that might cause future incidences (Wiebe et
al., 2022). The Family-Focused Therapy (FFT) reveals much evidence of family communication,
relapse prevention, and treatment compliance which would prove very helpful based on the role
played by her parents in her treatment process. The initially secure hospitalization could be
inpatient to ensure her safety and provide the intensive stabilization since she is giving away the
possessions and has poor judgment. There would be a need to follow up with outpatient therapy
after the stabilization in order to maintain the development. Such psychosocial interventions
present the best chance to stabilize in the event of their combination with medication.

Health Promotion Intervention

The best health promotion that could be offered to Jill is the provision of lifestyle and
wellness program well-structured, which would focus on sleep hygiene and routine building,
stress management. The bipolar disorder is highly sensitive to sleep disturbances, but the risk of
a relapse can be minimized significantly by setting the normal sleep and wake patterns. One
should also adopt healthy lifestyle, physical exercises and shunning of other substances like
alcohol and caffeine to make sure that the body is stable (Nierenberg et al., 2023). The other area
that Jill needs to be associated with is the community support groups and culturally sensitive
learning resources that can enable her to gain more knowledge about the illness and overcome
the stigma. The PHC should be reinforced through the follow-up treatment of psychiatric
treatment and adherence to pharmacologic as well as non-pharmacologic treatment as a long-
term measure. These are the measures of health promotion that can empower Jill to take a
significant part in her rehabilitation and reduce the possibilities of reoccurring episodes.

Reply from William Joseph Sierra
Discussion: Bipolar Case

1. Summarize the clinical case including the significant subjective and objective data.
Subjective Data:

The patient, Jill, is a 24-year-old Hispanic female. Her parents are taking her to the clinic,
so an evaluation is conducted. The patient has either had manic or depressive episodes in the last
week. She also wants to save the world by traveling to the South Pole, but this suggests that she
would be confined to a room. She is distributing and getting rid of her belongings in the
meantime. Although she still seems to be quite active, the surveyed person's parents speculate
that she had severe insomnia a week prior to the survey. They also say that she laughs
hysterically, talks without pausing, and appears preoccupied. The interview also revealed Jill's
annoyance and restlessness.

Objective Data:

The patient reports the presence of multiple symptoms including inflated self-esteem, lack
of sleep, excessive talkativeness, flight of ideas, lack of concentration, and over-engagement in
activities prone to painful outcomes. In addition to dysfunction of a specific period of
abnormally and persistently elevated, expansive, or irritable mood lasting at least one
week (American Psychiatric Association, 2022).

2. Generate a primary and two differential diagnoses. Use the DSM5 to support the
assessment. Include the DSM5 and ICD 10 codes.

The patient's primary diagnosis is bipolar disorder, specifically Most Recent Episode
Manic with Psychotic Features (DSM-5 Code 296.89 and ICD-10 Code F31.81). A patient must
experience a week-long manic episode in order to be eligible for a bipolar disorder diagnosis
based on the Most Recent Episode Manic with Psychotic Features (American Psychiatric
Association, 2022). At least three of the following symptoms had to be present: a need for less
sleep, a high but irregular speech rate, egocentric delusions of exaggerated self-worth,
accelerated goal-directed behavior, attention deficit, and a high level of risk-taking.

Secondly, the patient must present with at least one psychotic symptom, such as delusions
or psychosis. Jill has been displaying signs of sleep deprivation, high goal-directed behavior
such as trying to sell everything she owns, pressure and hurry in speech, and distractibility over
the past week. She also believes she wants to save the world and has delusional fits in
psychiatric disorders. As a result, the patient is diagnosed with DSM-5 Bipolar Disorder, Most
Recent Episode Manic with Psychotic Features (American Psychiatric Association, 2022).

Differential diagnoses:

Schizophrenia, With Catatonia (ICD-10: (F20.2): This includes traits like pressure,
emotional tension, and a rapid-fire stream of words; it also includes the presence of delusions
and potential manic episodes.

Substance-induced Bipolar and Related Disorder (ICD-10: F10.14): The severity and
remission involve substance abuse or withdrawal, which mimics a manic episode (American
Psychiatric Association, 2022).

3. Discuss a pharmacological treatment would you prescribe? Use the clinical
guidelines to support the rationale for this treatment.

Bipolar disorder is characterized by mood swings, and mood stabilizers will be necessary
to treat it. They are only given to patients in order to prevent manic and maniacal episodes.
According to Nath & Gupta (2024), Lithium is a drug that the Food and Drug Administration has
approved to treat bipolar disorder, which includes both acute manic phases and a maintenance
phase (Nath & Gupta, 2024). To alleviate Jill's manic symptoms and to promote a stable and
optimal mood for the remainder of the week, lithium would be a suitable recommendation.

4. 4. Discuss non-pharmacological treatment would you prescribe? Use the clinical
guidelines to support the rationale for this treatment.

One effective non-pharmacological treatment for bipolar disorder is cognitive behavioral
therapy (CBT). It is crucial to remember that CBT aims to counteract undesirable behaviours and
thought patterns (Özdel et al., 2021). In addition to identifying the factors that trigger bipolar
episodes, cognitive behavioral therapy (CBT) helps people learn healthy coping mechanisms for
stressful situations (Özdel et al., 2021).

5. Describe a health promotion intervention that would be appropriate for this patient.
Health promotion interventions help to meet the need for psychoeducation. Additionally,

the intervention increases opportunities for medication compliance (Deng et al., 2022). In Jill's
case, psychoeducation would be necessary for both her and her family since it would enable
them to recognize the signs that her moods were shifting and seek professional help as soon as
possible. To assess and precondition treatment plans, the intervention would also be necessary to
improve follow-up appointments in accordance with the schedule.

**NUR620DISCUSSION17.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur620discussion17-pdf-10408551)

**## NUR620WK5disresponse.pdf**

Reply from Daniela Barbeito
Bipolar Case Discussion

Clinical Case Summary

Jill is a 24-year-old Hispanic woman that appeared in the emergency department due to
radical change in behavioral orientation on her part as described by her parents. She has been
giving everything away and insists that she is going to South Pole to rescue the world which is an
indication of delusional and grandiose thought. According to the parents, she has been hardly
sleeping in the past 7 days, she is very energetic. During the clinical interview, she seems to be
pressured and talkative, uncontrollable laugher, and difficulties in sitting down and are reflective
of psychomotor agitation. It is extremely difficult to make her stop and even she does not seem
to have the ability to stay long enough to pay attention to provide answers to questions
accordingly. These findings are consistent with a manic episode that constitutes mood and
psychotic symptoms which necessitate an urgent intervention (Wiebe et al., 2022).
Primary and Differential Diagnoses

Bipolar I Disorder, Current Episode Manic, With Psychotic Features (DSM-5 296.44;
ICD-10 F31.2) is the initial diagnosis of Jill. This is supported by her symptoms of decreased
sleep drive, bombast, abundant energy, impulsiveness and delusional beliefs (Nierenberg et al.,
2023). Among various diagnoses to consider is the Schizoaffective Disorder, Bipolar Type
(DSM-5 295.70; ICD-10 F25.0) which can be characterized with psychotic symptoms and at the
same time mood swings, but in her case, her symptoms appear as a mood episode and not as a
persistent problem. The next similar diagnosis is the case of Substance/Medication-Induced
Bipolar and Related Disorder (DSM-5 292.84; ICD-10 F06.33) because mania may appear when
stimulants and drugs are used, and the diagnosis is to be excluded with the help of toxicology test
(Nierenberg et al., 2023). However, the history of her mother and father shows that there is no
substance consumption, but it is endogenous mood disorder. This is an essential requirement
because it would be necessary to offer the appropriate diagnosis and specialized therapy.

Pharmacological Treatment

Pharmacological therapy using a mood stabilizer as prescribed by the APA and
CANMAT guidelines should be the first-line treatment of Jill and in this instance, lithium
carbonate is the first-line drug. Lithium has been historically proved to be useful in the treatment
of acute manic episode and prevention of relapse as well as minimization of the chances of
suicide (Wiebe et al., 2022). The symptoms that Jill had are severe, and the symptoms observed
are a result of psychotic in nature and thus it is appropriate to prescribe atypical antipsychotic
medicine, such as risperidone or olanzapine. These antipsychotics have a quicker response
compared to the lithium in the alleviation of the agitation, delusions and disorganized behavior.
The combination therapy is also widely prescribed in case of acute mania with psychosis as not
only the mood is treated but the symptoms as well are cured quickly. The lithium level, kidney

and thyroid activity would also be under strict monitoring to enable her to have good care of her
condition.

Non-Pharmacological Treatment

To the recovery and relapses prevention of Jill, non-pharmacological interventions play
an important role. Psychoeducation should be undertaken with Jill and her family to enable them
to be better informed about the bipolar disorder and the necessity of taking medication regularly
and to be more conscious about the onset of relapse. Cognitive Behavioral Therapy (CBT) would
help her in doubting the distorted beliefs, have a higher level of insight and develop coping
mechanisms that will help her overcome stressors that might cause future incidences (Wiebe et
al., 2022). The Family-Focused Therapy (FFT) reveals much evidence of family communication,
relapse prevention, and treatment compliance which would prove very helpful based on the role
played by her parents in her treatment process. The initially secure hospitalization could be
inpatient to ensure her safety and provide the intensive stabilization since she is giving away the
possessions and has poor judgment. There would be a need to follow up with outpatient therapy
after the stabilization in order to maintain the development. Such psychosocial interventions
present the best chance to stabilize in the event of their combination with medication.

Health Promotion Intervention

The best health promotion that could be offered to Jill is the provision of lifestyle and
wellness program well-structured, which would focus on sleep hygiene and routine building,
stress management. The bipolar disorder is highly sensitive to sleep disturbances, but the risk of
a relapse can be minimized significantly by setting the normal sleep and wake patterns. One
should also adopt healthy lifestyle, physical exercises and shunning of other substances like
alcohol and caffeine to make sure that the body is stable (Nierenberg et al., 2023). The other area
that Jill needs to be associated with is the community support groups and culturally sensitive
learning resources that can enable her to gain more knowledge about the illness and overcome
the stigma. The PHC should be reinforced through the follow-up treatment of psychiatric
treatment and adherence to pharmacologic as well as non-pharmacologic treatment as a long-
term measure. These are the measures of health promotion that can empower Jill to take a
significant part in her rehabilitation and reduce the possibilities of reoccurring episodes.

Reply from William Joseph Sierra
Discussion: Bipolar Case

1. Summarize the clinical case including the significant subjective and objective data.
Subjective Data:

The patient, Jill, is a 24-year-old Hispanic female. Her parents are taking her to the clinic,
so an evaluation is conducted. The patient has either had manic or depressive episodes in the last
week. She also wants to save the world by traveling to the South Pole, but this suggests that she
would be confined to a room. She is distributing and getting rid of her belongings in the
meantime. Although she still seems to be quite active, the surveyed person's parents speculate
that she had severe insomnia a week prior to the survey. They also say that she laughs
hysterically, talks without pausing, and appears preoccupied. The interview also revealed Jill's
annoyance and restlessness.

Objective Data:

The patient reports the presence of multiple symptoms including inflated self-esteem, lack
of sleep, excessive talkativeness, flight of ideas, lack of concentration, and over-engagement in
activities prone to painful outcomes. In addition to dysfunction of a specific period of
abnormally and persistently elevated, expansive, or irritable mood lasting at least one
week (American Psychiatric Association, 2022).

2. Generate a primary and two differential diagnoses. Use the DSM5 to support the
assessment. Include the DSM5 and ICD 10 codes.

The patient's primary diagnosis is bipolar disorder, specifically Most Recent Episode
Manic with Psychotic Features (DSM-5 Code 296.89 and ICD-10 Code F31.81). A patient must
experience a week-long manic episode in order to be eligible for a bipolar disorder diagnosis
based on the Most Recent Episode Manic with Psychotic Features (American Psychiatric
Association, 2022). At least three of the following symptoms had to be present: a need for less
sleep, a high but irregular speech rate, egocentric delusions of exaggerated self-worth,
accelerated goal-directed behavior, attention deficit, and a high level of risk-taking.

Secondly, the patient must present with at least one psychotic symptom, such as delusions
or psychosis. Jill has been displaying signs of sleep deprivation, high goal-directed behavior
such as trying to sell everything she owns, pressure and hurry in speech, and distractibility over
the past week. She also believes she wants to save the world and has delusional fits in
psychiatric disorders. As a result, the patient is diagnosed with DSM-5 Bipolar Disorder, Most
Recent Episode Manic with Psychotic Features (American Psychiatric Association, 2022).

Differential diagnoses:

Schizophrenia, With Catatonia (ICD-10: (F20.2): This includes traits like pressure,
emotional tension, and a rapid-fire stream of words; it also includes the presence of delusions
and potential manic episodes.

Substance-induced Bipolar and Related Disorder (ICD-10: F10.14): The severity and
remission involve substance abuse or withdrawal, which mimics a manic episode (American
Psychiatric Association, 2022).

3. Discuss a pharmacological treatment would you prescribe? Use the clinical
guidelines to support the rationale for this treatment.

Bipolar disorder is characterized by mood swings, and mood stabilizers will be necessary
to treat it. They are only given to patients in order to prevent manic and maniacal episodes.
According to Nath & Gupta (2024), Lithium is a drug that the Food and Drug Administration has
approved to treat bipolar disorder, which includes both acute manic phases and a maintenance
phase (Nath & Gupta, 2024). To alleviate Jill's manic symptoms and to promote a stable and
optimal mood for the remainder of the week, lithium would be a suitable recommendation.

4. 4. Discuss non-pharmacological treatment would you prescribe? Use the clinical
guidelines to support the rationale for this treatment.

One effective non-pharmacological treatment for bipolar disorder is cognitive behavioral
therapy (CBT). It is crucial to remember that CBT aims to counteract undesirable behaviours and
thought patterns (Özdel et al., 2021). In addition to identifying the factors that trigger bipolar
episodes, cognitive behavioral therapy (CBT) helps people learn healthy coping mechanisms for
stressful situations (Özdel et al., 2021).

5. Describe a health promotion intervention that would be appropriate for this patient.
Health promotion interventions help to meet the need for psychoeducation. Additionally,

the intervention increases opportunities for medication compliance (Deng et al., 2022). In Jill's
case, psychoeducation would be necessary for both her and her family since it would enable
them to recognize the signs that her moods were shifting and seek professional help as soon as
possible. To assess and precondition treatment plans, the intervention would also be necessary to
improve follow-up appointments in accordance with the schedule.

**NUR620DISCUSSION17.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur620discussion17-pdf-10408551)

– 1
– 2

November 5, 2026
[Solved] Transitions to Professional Nursing Practice Presentation

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As you begin your transition into professional nursing and move from novice nurse to expert, there are new challenges that await you. Identifying and selecting a professional role transition model from Chapter 1 in your textbook will help you understand the many changes that await you moving forward…

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Assignment Prompt & Instructions

As you begin your transition into professional nursing and move from novice nurse to expert, there are new challenges that await you. Identifying and selecting a professional role transition model from Chapter 1 in your textbook will help you understand the many changes that await you moving forward.
Develop a PowerPoint presentation with speaker notes that depict your transition into the role of the professional nurse.
The presentation should be no more than 10 – 15 slides, and include the following:
– a title page
– brief introduction
– description of the transition model being used
– how the model relates to you/career
– indicate your choice for a mentor or source you found helpful
– describe the support you have/need to ensure your success
– conclude with a conclusion and a reference list
– adhere to [APA styleLinks to an external site.](https://libraryguides.mdc.edu/apa) with correct grammar and spelling

November 5, 2026
[Solved] c7ass3

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– ## c7ass3.docx – C7-3DISASTER.pdf **## c7ass3.docx** **Assessment 3** **Disaster Recovery Plan** [**Instructions**](https://courseroom.capella.edu/courses/49183/pages/assessment-3-instructions?module_item_id=2467556&content_id=884949) [Resources](https://courseroom.capella.edu/courses/49183/pages/…

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– ## c7ass3.docx

– C7-3DISASTER.pdf

**## c7ass3.docx**

**Assessment 3**

**Disaster Recovery Plan**

[**Instructions**](https://courseroom.capella.edu/courses/49183/pages/assessment-3-instructions?module_item_id=2467556&content_id=884949) [Resources](https://courseroom.capella.edu/courses/49183/pages/assessment-3-resources?module_item_id=2467621&content_id=884949) [Activity](https://courseroom.capella.edu/courses/49183/modules/items/2467630) [Attempt 1\
_available_](https://courseroom.capella.edu/courses/49183/pages/assessment-3-attempts?module_item_id=2467638&content_id=884949&attempt_no=1)Attempt 2Attempt 3

InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3

Develop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then develop a brochure, storyboard, or poster communicating the plan for the local system, city officials, and the disaster relief team.

Collapse All

**Introduction**

Nurses perform a variety of roles and their responsibilities as healthcare providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.

A comprehensive recovery plan, guided by the Crisis and Emergency Risk Communication (CERC) framework and the National Incident Management System approach is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster.

Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, quality of the communication, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.

In this assessment, you are a community task force member who is responsible for developing a disaster recovery plan for the community you have focused on in earlier assessments using the CERC for your crisis communication plan, which you will present to city officials and the disaster relief team. You will use the community from your windshield survey OR you may select a community from the document provided in this assessment.

**Note**: Complete the assessments in this course in the order in which they are presented.

**Preparation**

For this assessment, you will use the community from your windshield survey OR you may select a community from the
[Assessment 3 Supplement: Disaster Recovery Plan [PDF]](https://courseroom.capella.edu/courses/49183/files/8790181/download). You will then develop a brochure, storyboard, or poster communicating the plan for the local system city officials, and the disaster relief team.

**Instructions**

Use the following steps to gather the information you need to create your disaster recovery plan. Then follow the grading criteria as the guide for what to include and how to structure your brochure, storyboard, or poster.

1. Develop a disaster recovery plan for the community that will lessen health disparities and improve access to services after a disaster. Refer back to the community chosen for your health promotion plan.

· Assess community needs.

· Consider resources, personnel, budget, and community makeup.

· Identify the people accountable for implementation of the plan and describe their roles.

· Focus on specific Healthy People 2030 objectives.

· Include a timeline for the recovery effort.

2. Focus on the following areas in your crisis communication plan:

·
**Information gathering.**

· This is critical not only to promote situational awareness but also to receive feedback on messages and how they are received and interpreted. Media monitoring and analysis, including social media, is a central function because the media remains a source of timely information during any crisis. Close coordination with other response agencies and partners, and their public information officers (PIOs), to gather the most current information is also critical.

· Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.

·
**Information dissemination.**

· This includes using a variety of channels to reach multiple audiences. These activities include general media relations, working with designated spokespersons, organizing news conferences, and providing briefings and updates. Inquiries and questions from the general public must also be addressed and should be documented through contact logs. In addition, officials and other key leaders must be briefed. These information dissemination activities should extend to web support and social media.

·
**Operation support.**

· This involves a variety of communication activities, including addressing special needs and multilingual audiences through translation and other services. Facilities’ support activities involve ensuring sufficient communications capacity to support operations.

·
**Liaisons.**

· They can provide two-way communication and coordination with key stakeholders and partners. Close coordination is necessary to achieve an effective response and create consistent messages.

· Provide support for your position.

· Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.

3. Develop a brochure, storyboard, or poster of your disaster recovery plan. You can use one of the free templates available on the
[Brochure Design Templates](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=3652292980006731) web page, storyboard, or poster templates.

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

· Describe determinants of health and cultural, social, and economic barriers that impact community safety, health, and disaster recovery efforts.

· Consider the interrelationships among these factors.

· Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.

· Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates in the community.

· Explain how health and governmental policy impacts disaster recovery efforts in a community.

· Consider the implications of legislation for community members such as the Americans With Disabilities Act (ADA), Robert T. Stafford Disaster Relief and Emergency Assistance Act, and 2018 Disaster Recovery Reform Act (DRRA).

· Consider trace-mapping the community progress during the recovery phase. (You can consult the resources in the
[Contact Tracing](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=4012062620006731) reading list for more information about contact trace-mapping.)

· Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts in a community using the CERC framework.

· Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates in the community.

· Identify evidence that supports your strategies.

· Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

· Make sure your choice of a brochure, storyboard, or poster is easy to read and error-free.

· Develop your assessment with a specific purpose and audience in mind.

· Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

**Supporting Evidence**

· Cite at least two articles from peer-reviewed journals or professional industry publications within the 5 past years to support your plan.

· Include data from the CDC, United States Census Bureau, and other government agencies.

Before submitting your assessment, proofread your brochure, storyboard, or poster to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

**Note**: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact
[DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations.

**Competencies Measured**

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 1: Analyze health risks and healthcare needs among distinct populations.

· Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.

· Competency 2: Propose health promotion strategies to improve the health of populations.

· Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.

· Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

· Explain how health and governmental policy impact disaster recovery efforts in a community using the CERC framework.

· Competency 4: Integrate principles of social justice in community health interventions.

· Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.

· Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

· Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

**Scoring Guide**

Use the scoring guide to understand how your assessment will be evaluated.

Collapse All

**Criterion 1**

**Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.**

**Distinguished**

Describes determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community. Clearly describes the interrelationships among these factors.

**Proficient**

Describes determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.

**Basic**

Identifies determinants of health that impact safety, health, and disaster recovery efforts in a community without regard to cultural, social, and economic barriers.

**Non Performance**

Does not describe determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.

**Criterion 2**

**Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.**

**Distinguished**

Explains how a proposed disaster recovery plan will lessen health disparities and improve access to community services. Provides clear insight into how principles of social justice and cultural sensitivity help to ensure health equity for individuals, families, and aggregates within the community.

**Proficient**

Explains how a proposed disaster recovery plan will lessen health disparities and improve access to community services.

**Basic**

Explains how a proposed disaster recovery plan will lessen health disparities and improve access to community services, without regard to the needs of the entire community.

**Non Performance**

Does not explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.

**Criterion 3**

**Explain how health and governmental policy impact disaster recovery efforts in a community using the CERC framework.**

**Distinguished**

Explains how health and governmental policy impacts disaster recovery efforts in a community using the CERC framework. Articulates the logical policy implications for community members linked to specific policy provisions.

**Proficient**

Explains how health and governmental policy impacts disaster recovery efforts in a community using the CERC framework.

**Basic**

Explains how health and governmental policy impacts disaster recovery efforts without regard to the needs of the entire community or using the CERC framework.

**Non Performance**

Does not explain how health and governmental policy impacts disaster recovery efforts in a community using the CERC framework.

**Criterion 4**

**Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.**

**Distinguished**

Presents specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts that are well supported with relevant and credible evidence. Articulates implications and potential consequences of proposed strategies.

**Proficient**

Presents specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.

**Basic**

Presents strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts, without regard to the needs of the entire community.

**Non Performance**

Does not present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.

**Criterion 5**

**Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.**

**Distinguished**

Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.

**Proficient**

Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

**Basic**

Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.

**Non Performance**

Does not organize content for ideas. Lacks logical flow and smooth transitions.

**Criterion 6**

**Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.**

**Distinguished**

Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

**Proficient**

Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

**Basic**

Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing.

**Non Performance**

Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.

**C7-3DISASTER.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/c7-3disaster-pdf)

**C7-3DISASTER.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/c7-3disaster-pdf)

**## c7ass3.docx**

**Assessment 3**

**Disaster Recovery Plan**

[**Instructions**](https://courseroom.capella.edu/courses/49183/pages/assessment-3-instructions?module_item_id=2467556&content_id=884949) [Resources](https://courseroom.capella.edu/courses/49183/pages/assessment-3-resources?module_item_id=2467621&content_id=884949) [Activity](https://courseroom.capella.edu/courses/49183/modules/items/2467630) [Attempt 1\
_available_](https://courseroom.capella.edu/courses/49183/pages/assessment-3-attempts?module_item_id=2467638&content_id=884949&attempt_no=1)Attempt 2Attempt 3

InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3

Develop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then develop a brochure, storyboard, or poster communicating the plan for the local system, city officials, and the disaster relief team.

Collapse All

**Introduction**

Nurses perform a variety of roles and their responsibilities as healthcare providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.

A comprehensive recovery plan, guided by the Crisis and Emergency Risk Communication (CERC) framework and the National Incident Management System approach is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster.

Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, quality of the communication, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.

In this assessment, you are a community task force member who is responsible for developing a disaster recovery plan for the community you have focused on in earlier assessments using the CERC for your crisis communication plan, which you will present to city officials and the disaster relief team. You will use the community from your windshield survey OR you may select a community from the document provided in this assessment.

**Note**: Complete the assessments in this course in the order in which they are presented.

**Preparation**

For this assessment, you will use the community from your windshield survey OR you may select a community from the
[Assessment 3 Supplement: Disaster Recovery Plan [PDF]](https://courseroom.capella.edu/courses/49183/files/8790181/download). You will then develop a brochure, storyboard, or poster communicating the plan for the local system city officials, and the disaster relief team.

**Instructions**

Use the following steps to gather the information you need to create your disaster recovery plan. Then follow the grading criteria as the guide for what to include and how to structure your brochure, storyboard, or poster.

1. Develop a disaster recovery plan for the community that will lessen health disparities and improve access to services after a disaster. Refer back to the community chosen for your health promotion plan.

· Assess community needs.

· Consider resources, personnel, budget, and community makeup.

· Identify the people accountable for implementation of the plan and describe their roles.

· Focus on specific Healthy People 2030 objectives.

· Include a timeline for the recovery effort.

2. Focus on the following areas in your crisis communication plan:

·
**Information gathering.**

· This is critical not only to promote situational awareness but also to receive feedback on messages and how they are received and interpreted. Media monitoring and analysis, including social media, is a central function because the media remains a source of timely information during any crisis. Close coordination with other response agencies and partners, and their public information officers (PIOs), to gather the most current information is also critical.

· Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.

·
**Information dissemination.**

· This includes using a variety of channels to reach multiple audiences. These activities include general media relations, working with designated spokespersons, organizing news conferences, and providing briefings and updates. Inquiries and questions from the general public must also be addressed and should be documented through contact logs. In addition, officials and other key leaders must be briefed. These information dissemination activities should extend to web support and social media.

·
**Operation support.**

· This involves a variety of communication activities, including addressing special needs and multilingual audiences through translation and other services. Facilities’ support activities involve ensuring sufficient communications capacity to support operations.

·
**Liaisons.**

· They can provide two-way communication and coordination with key stakeholders and partners. Close coordination is necessary to achieve an effective response and create consistent messages.

· Provide support for your position.

· Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.

3. Develop a brochure, storyboard, or poster of your disaster recovery plan. You can use one of the free templates available on the
[Brochure Design Templates](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=3652292980006731) web page, storyboard, or poster templates.

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

· Describe determinants of health and cultural, social, and economic barriers that impact community safety, health, and disaster recovery efforts.

· Consider the interrelationships among these factors.

· Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.

· Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates in the community.

· Explain how health and governmental policy impacts disaster recovery efforts in a community.

· Consider the implications of legislation for community members such as the Americans With Disabilities Act (ADA), Robert T. Stafford Disaster Relief and Emergency Assistance Act, and 2018 Disaster Recovery Reform Act (DRRA).

· Consider trace-mapping the community progress during the recovery phase. (You can consult the resources in the
[Contact Tracing](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=4012062620006731) reading list for more information about contact trace-mapping.)

· Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts in a community using the CERC framework.

· Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates in the community.

· Identify evidence that supports your strategies.

· Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

· Make sure your choice of a brochure, storyboard, or poster is easy to read and error-free.

· Develop your assessment with a specific purpose and audience in mind.

· Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

**Supporting Evidence**

· Cite at least two articles from peer-reviewed journals or professional industry publications within the 5 past years to support your plan.

· Include data from the CDC, United States Census Bureau, and other government agencies.

Before submitting your assessment, proofread your brochure, storyboard, or poster to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

**Note**: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact
[DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations.

**Competencies Measured**

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 1: Analyze health risks and healthcare needs among distinct populations.

· Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.

· Competency 2: Propose health promotion strategies to improve the health of populations.

· Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.

· Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

· Explain how health and governmental policy impact disaster recovery efforts in a community using the CERC framework.

· Competency 4: Integrate principles of social justice in community health interventions.

· Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.

· Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

· Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

**Scoring Guide**

Use the scoring guide to understand how your assessment will be evaluated.

Collapse All

**Criterion 1**

**Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.**

**Distinguished**

Describes determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community. Clearly describes the interrelationships among these factors.

**Proficient**

Describes determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.

**Basic**

Identifies determinants of health that impact safety, health, and disaster recovery efforts in a community without regard to cultural, social, and economic barriers.

**Non Performance**

Does not describe determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.

**Criterion 2**

**Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.**

**Distinguished**

Explains how a proposed disaster recovery plan will lessen health disparities and improve access to community services. Provides clear insight into how principles of social justice and cultural sensitivity help to ensure health equity for individuals, families, and aggregates within the community.

**Proficient**

Explains how a proposed disaster recovery plan will lessen health disparities and improve access to community services.

**Basic**

Explains how a proposed disaster recovery plan will lessen health disparities and improve access to community services, without regard to the needs of the entire community.

**Non Performance**

Does not explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.

**Criterion 3**

**Explain how health and governmental policy impact disaster recovery efforts in a community using the CERC framework.**

**Distinguished**

Explains how health and governmental policy impacts disaster recovery efforts in a community using the CERC framework. Articulates the logical policy implications for community members linked to specific policy provisions.

**Proficient**

Explains how health and governmental policy impacts disaster recovery efforts in a community using the CERC framework.

**Basic**

Explains how health and governmental policy impacts disaster recovery efforts without regard to the needs of the entire community or using the CERC framework.

**Non Performance**

Does not explain how health and governmental policy impacts disaster recovery efforts in a community using the CERC framework.

**Criterion 4**

**Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.**

**Distinguished**

Presents specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts that are well supported with relevant and credible evidence. Articulates implications and potential consequences of proposed strategies.

**Proficient**

Presents specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.

**Basic**

Presents strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts, without regard to the needs of the entire community.

**Non Performance**

Does not present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.

**Criterion 5**

**Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.**

**Distinguished**

Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.

**Proficient**

Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

**Basic**

Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.

**Non Performance**

Does not organize content for ideas. Lacks logical flow and smooth transitions.

**Criterion 6**

**Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.**

**Distinguished**

Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

**Proficient**

Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

**Basic**

Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing.

**Non Performance**

Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.

**C7-3DISASTER.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/c7-3disaster-pdf)

**## c7ass3.docx**

**Assessment 3**

**Disaster Recovery Plan**

[**Instructions**](https://courseroom.capella.edu/courses/49183/pages/assessment-3-instructions?module_item_id=2467556&content_id=884949) [Resources](https://courseroom.capella.edu/courses/49183/pages/assessment-3-resources?module_item_id=2467621&content_id=884949) [Activity](https://courseroom.capella.edu/courses/49183/modules/items/2467630) [Attempt 1\
_available_](https://courseroom.capella.edu/courses/49183/pages/assessment-3-attempts?module_item_id=2467638&content_id=884949&attempt_no=1)Attempt 2Attempt 3

InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3

Develop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then develop a brochure, storyboard, or poster communicating the plan for the local system, city officials, and the disaster relief team.

Collapse All

**Introduction**

Nurses perform a variety of roles and their responsibilities as healthcare providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.

A comprehensive recovery plan, guided by the Crisis and Emergency Risk Communication (CERC) framework and the National Incident Management System approach is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster.

Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, quality of the communication, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.

In this assessment, you are a community task force member who is responsible for developing a disaster recovery plan for the community you have focused on in earlier assessments using the CERC for your crisis communication plan, which you will present to city officials and the disaster relief team. You will use the community from your windshield survey OR you may select a community from the document provided in this assessment.

**Note**: Complete the assessments in this course in the order in which they are presented.

**Preparation**

For this assessment, you will use the community from your windshield survey OR you may select a community from the
[Assessment 3 Supplement: Disaster Recovery Plan [PDF]](https://courseroom.capella.edu/courses/49183/files/8790181/download). You will then develop a brochure, storyboard, or poster communicating the plan for the local system city officials, and the disaster relief team.

**Instructions**

Use the following steps to gather the information you need to create your disaster recovery plan. Then follow the grading criteria as the guide for what to include and how to structure your brochure, storyboard, or poster.

1. Develop a disaster recovery plan for the community that will lessen health disparities and improve access to services after a disaster. Refer back to the community chosen for your health promotion plan.

· Assess community needs.

· Consider resources, personnel, budget, and community makeup.

· Identify the people accountable for implementation of the plan and describe their roles.

· Focus on specific Healthy People 2030 objectives.

· Include a timeline for the recovery effort.

2. Focus on the following areas in your crisis communication plan:

·
**Information gathering.**

· This is critical not only to promote situational awareness but also to receive feedback on messages and how they are received and interpreted. Media monitoring and analysis, including social media, is a central function because the media remains a source of timely information during any crisis. Close coordination with other response agencies and partners, and their public information officers (PIOs), to gather the most current information is also critical.

· Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.

·
**Information dissemination.**

· This includes using a variety of channels to reach multiple audiences. These activities include general media relations, working with designated spokespersons, organizing news conferences, and providing briefings and updates. Inquiries and questions from the general public must also be addressed and should be documented through contact logs. In addition, officials and other key leaders must be briefed. These information dissemination activities should extend to web support and social media.

·
**Operation support.**

· This involves a variety of communication activities, including addressing special needs and multilingual audiences through translation and other services. Facilities’ support activities involve ensuring sufficient communications capacity to support operations.

·
**Liaisons.**

· They can provide two-way communication and coordination with key stakeholders and partners. Close coordination is necessary to achieve an effective response and create consistent messages.

· Provide support for your position.

· Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.

3. Develop a brochure, storyboard, or poster of your disaster recovery plan. You can use one of the free templates available on the
[Brochure Design Templates](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=3652292980006731) web page, storyboard, or poster templates.

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

· Describe determinants of health and cultural, social, and economic barriers that impact community safety, health, and disaster recovery efforts.

· Consider the interrelationships among these factors.

· Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.

· Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates in the community.

· Explain how health and governmental policy impacts disaster recovery efforts in a community.

· Consider the implications of legislation for community members such as the Americans With Disabilities Act (ADA), Robert T. Stafford Disaster Relief and Emergency Assistance Act, and 2018 Disaster Recovery Reform Act (DRRA).

· Consider trace-mapping the community progress during the recovery phase. (You can consult the resources in the
[Contact Tracing](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=4012062620006731) reading list for more information about contact trace-mapping.)

· Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts in a community using the CERC framework.

· Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates in the community.

· Identify evidence that supports your strategies.

· Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

· Make sure your choice of a brochure, storyboard, or poster is easy to read and error-free.

· Develop your assessment with a specific purpose and audience in mind.

· Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

**Supporting Evidence**

· Cite at least two articles from peer-reviewed journals or professional industry publications within the 5 past years to support your plan.

· Include data from the CDC, United States Census Bureau, and other government agencies.

Before submitting your assessment, proofread your brochure, storyboard, or poster to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

**Note**: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact
[DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations.

**Competencies Measured**

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 1: Analyze health risks and healthcare needs among distinct populations.

· Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.

· Competency 2: Propose health promotion strategies to improve the health of populations.

· Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.

· Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

· Explain how health and governmental policy impact disaster recovery efforts in a community using the CERC framework.

· Competency 4: Integrate principles of social justice in community health interventions.

· Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.

· Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

· Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

**Scoring Guide**

Use the scoring guide to understand how your assessment will be evaluated.

Collapse All

**Criterion 1**

**Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.**

**Distinguished**

Describes determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community. Clearly describes the interrelationships among these factors.

**Proficient**

Describes determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.

**Basic**

Identifies determinants of health that impact safety, health, and disaster recovery efforts in a community without regard to cultural, social, and economic barriers.

**Non Performance**

Does not describe determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.

**Criterion 2**

**Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.**

**Distinguished**

Explains how a proposed disaster recovery plan will lessen health disparities and improve access to community services. Provides clear insight into how principles of social justice and cultural sensitivity help to ensure health equity for individuals, families, and aggregates within the community.

**Proficient**

Explains how a proposed disaster recovery plan will lessen health disparities and improve access to community services.

**Basic**

Explains how a proposed disaster recovery plan will lessen health disparities and improve access to community services, without regard to the needs of the entire community.

**Non Performance**

Does not explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.

**Criterion 3**

**Explain how health and governmental policy impact disaster recovery efforts in a community using the CERC framework.**

**Distinguished**

Explains how health and governmental policy impacts disaster recovery efforts in a community using the CERC framework. Articulates the logical policy implications for community members linked to specific policy provisions.

**Proficient**

Explains how health and governmental policy impacts disaster recovery efforts in a community using the CERC framework.

**Basic**

Explains how health and governmental policy impacts disaster recovery efforts without regard to the needs of the entire community or using the CERC framework.

**Non Performance**

Does not explain how health and governmental policy impacts disaster recovery efforts in a community using the CERC framework.

**Criterion 4**

**Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.**

**Distinguished**

Presents specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts that are well supported with relevant and credible evidence. Articulates implications and potential consequences of proposed strategies.

**Proficient**

Presents specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.

**Basic**

Presents strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts, without regard to the needs of the entire community.

**Non Performance**

Does not present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.

**Criterion 5**

**Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.**

**Distinguished**

Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.

**Proficient**

Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

**Basic**

Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.

**Non Performance**

Does not organize content for ideas. Lacks logical flow and smooth transitions.

**Criterion 6**

**Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.**

**Distinguished**

Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

**Proficient**

Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

**Basic**

Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing.

**Non Performance**

Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.

**C7-3DISASTER.pdf**

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– 1
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November 5, 2026
[Solved] c7ass4

✓ Verified Academic Solution Available

Executive Solution Overview

– ## c7-ass4-NURS-FPX4055.docx **## c7-ass4-NURS-FPX4055.docx** **Assessment 4** **Health Promotion Plan Presentation** [**Instructions**](https://courseroom.capella.edu/courses/49183/pages/assessment-4-instructions?module_item_id=2467673&content_id=884967) [Resources](https://courseroom.capella.edu…

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Assignment Prompt & Instructions

– ## c7-ass4-NURS-FPX4055.docx

**## c7-ass4-NURS-FPX4055.docx**

**Assessment 4**

**Health Promotion Plan Presentation**

[**Instructions**](https://courseroom.capella.edu/courses/49183/pages/assessment-4-instructions?module_item_id=2467673&content_id=884967) [Resources](https://courseroom.capella.edu/courses/49183/pages/assessment-4-resources?module_item_id=2467713&content_id=884967) [Activity](https://courseroom.capella.edu/courses/49183/modules/items/2467719) [Attempt 1\
_available_](https://courseroom.capella.edu/courses/49183/pages/assessment-4-attempts?module_item_id=2467739&content_id=884967&attempt_no=1)Attempt 2Attempt 3

InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3

Create a slide presentation of the health promotion plan you developed in Assessment 1.

Collapse All

**Introduction**

Health education is any combination of learning experiences designed to help people in a community improve their health by increasing their knowledge or influencing their attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments that are conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. Also, in times of crisis, a resilient community is a safer community (Flanders, 2018; Office of Disease Prevention and Health Promotion, n.d.).

This assessment provides an opportunity for you to apply teaching and learning concepts to a hypothetical presentation of a health promotion plan.

**Note**: This is the second part of a two-part assessment. You must successfully complete Assessment 1 before completing this assessment.

**References**

Flanders, S. A. (2018). Effective patient education: Evidence and common sense.
_Medsurg Nursing, 27_(1), 55–58.

Office of Disease Prevention and Health Promotion. (n.d.).
_Healthy People 2030_. https://health.gov/healthypeople

World Health Organization. (n.d.).
_Health promoting schools_. https://www.who.int/health-topics/health-promoting-schools

**Scenario**

In this assessment, you will develop your presentation of the health promotion plan based on the research you conducted for Assessment 1. You will plan the presentation for the community you focused on for Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, your health promotion plan you completed research for in Assessment 1 to your chosen community. In this presentation, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, and evaluate the objectives of the plan. Please remember the nursing process. You must evaluate and revise the plan, as applicable, and propose improvement for future educational sessions. To engage your audience, you need to include any handouts with your presentation and a voice-over recording and speaker notes to communicate your plan.

**Instructions**

Complete the following:

· Prepare a 12–14 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.

· Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.

· Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

· Present a health promotion plan tailored for an individual or group within a community.

· Tailor the presentation to the needs of your chosen community audience.

· Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

· Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

· How do you think participants would react to the session?

· Which aspects of the session would you change?

· How might those changes improve future outcomes?

· Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators (LHIs).

· What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?

**Additional Requirements**

**Presentation Format and Length**

You may use Microsoft PowerPoint or other suitable presentation software to create your slides (PowerPoint recommended). If you choose an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

The number of slides in your presentation will be dictated by nature and scope of your health promotion plan. Title and references slides are required as follows:

· Title slide.

· Health promotion plan title.

· Your name.

· Date.

· Course number and title.

· References (at the end of your presentation). Be sure to apply correct APA formatting to your references.

· Remember to include a separate Word document of your speaker notes; this needs to submitted with your PowerPoint.

**Supporting Evidence**

Support your plan with at least three professional or scholarly references published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

Be sure to proofread your PowerPoint presentation and speaker notes before submitting your assessment to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

**Competencies Measured**

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 2: Propose health promotion strategies to improve the health of populations.

· Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

· Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

· Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

· Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

· Present a health promotion plan tailored for an individual or a group within a community.

· Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

· Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

**Scoring Guide**

Use the scoring guide to understand how your assessment will be evaluated.

Collapse All

**Criterion 1**

**Present a health promotion plan tailored for an individual or a group within a community.**

**Distinguished**

Presents a health promotion plan tailored for an individual or a group within a community. The presentation is professional, evidence-based, and based on specific, identified health needs and goals.

**Proficient**

Presents a health promotion plan tailored for an individual or a group within a community.

**Basic**

Presents a health promotion plan, though it isn't tailored for a specific individual or group within a community.

**Non Performance**

Does not present a health promotion plan tailored for an individual or a group within a community.

**Criterion 2**

**Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.**

**Distinguished**

Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants. Clearly explains the need for revisions to future educational sessions.

**Proficient**

Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

**Basic**

Describes educational session outcomes and the attainment of health goals without evaluating them or considering how participants might react to the session.

**Non Performance**

Does not evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

**Criterion 3**

**Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.**

**Distinguished**

Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs. Clearly explains the need for revisions to better align future sessions with Healthy People 2030 objectives.

**Proficient**

Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

**Basic**

Evaluates educational session outcomes unrelated to progress toward Healthy People 2030 objectives and LHIs.

**Non Performance**

Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

**Criterion 4**

**Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).**

**Distinguished**

Organizes content with clear purpose/goals. Power point slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).

**Proficient**

Organizes content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

**Basic**

Organizes content with clear purpose/goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, and/or recommendations with relevant and evidence-based sources (published within 5 years).

**Non Performance**

Does not organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

**Criterion 5**

**Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.**

**Distinguished**

Slides are easy to read and clutter-free. Slides enhance key points, adhere to visual best practices and may utilize graphics. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

**Proficient**

Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

**Basic**

Slides are easy to read and error free. No audio or audio is not clear, difficult to hear, or not professionally presented. Transcript and speaker notes are sufficient support for the slides.

**Non Performance**

Slides are difficult to read with multiple editing errors. No audio, transcript, and/or speaker notes provided.

**## c7-ass4-NURS-FPX4055.docx**

**Assessment 4**

**Health Promotion Plan Presentation**

[**Instructions**](https://courseroom.capella.edu/courses/49183/pages/assessment-4-instructions?module_item_id=2467673&content_id=884967) [Resources](https://courseroom.capella.edu/courses/49183/pages/assessment-4-resources?module_item_id=2467713&content_id=884967) [Activity](https://courseroom.capella.edu/courses/49183/modules/items/2467719) [Attempt 1\
_available_](https://courseroom.capella.edu/courses/49183/pages/assessment-4-attempts?module_item_id=2467739&content_id=884967&attempt_no=1)Attempt 2Attempt 3

InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3

Create a slide presentation of the health promotion plan you developed in Assessment 1.

Collapse All

**Introduction**

Health education is any combination of learning experiences designed to help people in a community improve their health by increasing their knowledge or influencing their attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments that are conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. Also, in times of crisis, a resilient community is a safer community (Flanders, 2018; Office of Disease Prevention and Health Promotion, n.d.).

This assessment provides an opportunity for you to apply teaching and learning concepts to a hypothetical presentation of a health promotion plan.

**Note**: This is the second part of a two-part assessment. You must successfully complete Assessment 1 before completing this assessment.

**References**

Flanders, S. A. (2018). Effective patient education: Evidence and common sense.
_Medsurg Nursing, 27_(1), 55–58.

Office of Disease Prevention and Health Promotion. (n.d.).
_Healthy People 2030_. https://health.gov/healthypeople

World Health Organization. (n.d.).
_Health promoting schools_. https://www.who.int/health-topics/health-promoting-schools

**Scenario**

In this assessment, you will develop your presentation of the health promotion plan based on the research you conducted for Assessment 1. You will plan the presentation for the community you focused on for Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, your health promotion plan you completed research for in Assessment 1 to your chosen community. In this presentation, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, and evaluate the objectives of the plan. Please remember the nursing process. You must evaluate and revise the plan, as applicable, and propose improvement for future educational sessions. To engage your audience, you need to include any handouts with your presentation and a voice-over recording and speaker notes to communicate your plan.

**Instructions**

Complete the following:

· Prepare a 12–14 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.

· Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.

· Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

· Present a health promotion plan tailored for an individual or group within a community.

· Tailor the presentation to the needs of your chosen community audience.

· Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

· Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

· How do you think participants would react to the session?

· Which aspects of the session would you change?

· How might those changes improve future outcomes?

· Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators (LHIs).

· What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?

**Additional Requirements**

**Presentation Format and Length**

You may use Microsoft PowerPoint or other suitable presentation software to create your slides (PowerPoint recommended). If you choose an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

The number of slides in your presentation will be dictated by nature and scope of your health promotion plan. Title and references slides are required as follows:

· Title slide.

· Health promotion plan title.

· Your name.

· Date.

· Course number and title.

· References (at the end of your presentation). Be sure to apply correct APA formatting to your references.

· Remember to include a separate Word document of your speaker notes; this needs to submitted with your PowerPoint.

**Supporting Evidence**

Support your plan with at least three professional or scholarly references published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

Be sure to proofread your PowerPoint presentation and speaker notes before submitting your assessment to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

**Competencies Measured**

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 2: Propose health promotion strategies to improve the health of populations.

· Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

· Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

· Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

· Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

· Present a health promotion plan tailored for an individual or a group within a community.

· Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

· Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

**Scoring Guide**

Use the scoring guide to understand how your assessment will be evaluated.

Collapse All

**Criterion 1**

**Present a health promotion plan tailored for an individual or a group within a community.**

**Distinguished**

Presents a health promotion plan tailored for an individual or a group within a community. The presentation is professional, evidence-based, and based on specific, identified health needs and goals.

**Proficient**

Presents a health promotion plan tailored for an individual or a group within a community.

**Basic**

Presents a health promotion plan, though it isn't tailored for a specific individual or group within a community.

**Non Performance**

Does not present a health promotion plan tailored for an individual or a group within a community.

**Criterion 2**

**Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.**

**Distinguished**

Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants. Clearly explains the need for revisions to future educational sessions.

**Proficient**

Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

**Basic**

Describes educational session outcomes and the attainment of health goals without evaluating them or considering how participants might react to the session.

**Non Performance**

Does not evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

**Criterion 3**

**Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.**

**Distinguished**

Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs. Clearly explains the need for revisions to better align future sessions with Healthy People 2030 objectives.

**Proficient**

Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

**Basic**

Evaluates educational session outcomes unrelated to progress toward Healthy People 2030 objectives and LHIs.

**Non Performance**

Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

**Criterion 4**

**Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).**

**Distinguished**

Organizes content with clear purpose/goals. Power point slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).

**Proficient**

Organizes content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

**Basic**

Organizes content with clear purpose/goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, and/or recommendations with relevant and evidence-based sources (published within 5 years).

**Non Performance**

Does not organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

**Criterion 5**

**Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.**

**Distinguished**

Slides are easy to read and clutter-free. Slides enhance key points, adhere to visual best practices and may utilize graphics. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

**Proficient**

Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

**Basic**

Slides are easy to read and error free. No audio or audio is not clear, difficult to hear, or not professionally presented. Transcript and speaker notes are sufficient support for the slides.

**Non Performance**

Slides are difficult to read with multiple editing errors. No audio, transcript, and/or speaker notes provided.

November 5, 2026
[Solved] Nursing

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Executive Solution Overview

\ 20250924_102215.jpg](https://www.sweetstudy.com/files/20250924-102215-jpg "20250924_102215.jpg")

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Assignment Prompt & Instructions

\
20250924_102215.jpg](https://www.sweetstudy.com/files/20250924-102215-jpg "20250924_102215.jpg")

November 5, 2026
[Solved] IT problems and solutions in healthcare

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In-depth study guidance and analytical solution covering IT problems and solutions in healthcare.

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Assignment Prompt & Instructions

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

November 5, 2026
[Solved] Soap note

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Soap note – ## AGPCSOAPNoteAssignmentInstructions.pdf – ## AGPCSOAPNoteAssignmentInstructions.pdf **## AGPCSOAPNoteAssignmentInstructions.pdf** 1 SOAP Note Assignment Instructions Consider constructing a Word document ‘SOAP note template’ and use it to assemble your note. By doing this you can use t…

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Assignment Prompt & Instructions

Soap note

– ## AGPCSOAPNoteAssignmentInstructions.pdf

– ## AGPCSOAPNoteAssignmentInstructions.pdf

**## AGPCSOAPNoteAssignmentInstructions.pdf**

1

SOAP Note Assignment Instructions

Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.

Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.

Typhon Encounter #:

Type of Note: Focused or Comprehensive

Subjective (S):

CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.

HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]

Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.

Allergies: State the offending medication/food and the reactions.

Medications: Names, dosages, routes, frequency, and indications.

Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.

Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.

Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.

Review of systems (ROS) –

• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,

2

particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]

You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.

Perform either a focused or comprehensive ROS based on the visit type.

General: May include if patient has had a fever, chills, fatigue, malaise, etc.

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GYN: gynecologic

GU: genito-urinary

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Objective (O):

Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

determining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]

Perform either a focused or comprehensive exam based on the visit type.

This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.

Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the

3

same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.

VS: vital signs, height and weight, BMI

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GU: genito-urinary

Gyn: gynecologic

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.

Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.

Remember to include the appropriate ICD-10 code for each diagnosis.

A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).

Plan (P):

Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.

4

Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):

Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.

Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.

Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.

CPT:

References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.

**## AGPCSOAPNoteAssignmentInstructions.pdf**

1

SOAP Note Assignment Instructions

Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.

Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.

Typhon Encounter #:

Type of Note: Focused or Comprehensive

Subjective (S):

CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.

HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]

Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.

Allergies: State the offending medication/food and the reactions.

Medications: Names, dosages, routes, frequency, and indications.

Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.

Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.

Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.

Review of systems (ROS) –

• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,

2

particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]

You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.

Perform either a focused or comprehensive ROS based on the visit type.

General: May include if patient has had a fever, chills, fatigue, malaise, etc.

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GYN: gynecologic

GU: genito-urinary

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Objective (O):

Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

determining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]

Perform either a focused or comprehensive exam based on the visit type.

This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.

Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the

3

same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.

VS: vital signs, height and weight, BMI

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GU: genito-urinary

Gyn: gynecologic

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.

Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.

Remember to include the appropriate ICD-10 code for each diagnosis.

A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).

Plan (P):

Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.

4

Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):

Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.

Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.

Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.

CPT:

References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.

**## AGPCSOAPNoteAssignmentInstructions.pdf**

1

SOAP Note Assignment Instructions

Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.

Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.

Typhon Encounter #:

Type of Note: Focused or Comprehensive

Subjective (S):

CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.

HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]

Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.

Allergies: State the offending medication/food and the reactions.

Medications: Names, dosages, routes, frequency, and indications.

Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.

Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.

Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.

Review of systems (ROS) –

• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,

2

particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]

You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.

Perform either a focused or comprehensive ROS based on the visit type.

General: May include if patient has had a fever, chills, fatigue, malaise, etc.

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GYN: gynecologic

GU: genito-urinary

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Objective (O):

Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

determining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]

Perform either a focused or comprehensive exam based on the visit type.

This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.

Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the

3

same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.

VS: vital signs, height and weight, BMI

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GU: genito-urinary

Gyn: gynecologic

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.

Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.

Remember to include the appropriate ICD-10 code for each diagnosis.

A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).

Plan (P):

Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.

4

Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):

Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.

Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.

Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.

CPT:

References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.

**## AGPCSOAPNoteAssignmentInstructions.pdf**

1

SOAP Note Assignment Instructions

Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.

Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.

Typhon Encounter #:

Type of Note: Focused or Comprehensive

Subjective (S):

CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.

HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]

Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.

Allergies: State the offending medication/food and the reactions.

Medications: Names, dosages, routes, frequency, and indications.

Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.

Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.

Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.

Review of systems (ROS) –

• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,

2

particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]

You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.

Perform either a focused or comprehensive ROS based on the visit type.

General: May include if patient has had a fever, chills, fatigue, malaise, etc.

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GYN: gynecologic

GU: genito-urinary

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Objective (O):

Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

determining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]

Perform either a focused or comprehensive exam based on the visit type.

This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.

Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the

3

same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.

VS: vital signs, height and weight, BMI

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GU: genito-urinary

Gyn: gynecologic

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.

Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.

Remember to include the appropriate ICD-10 code for each diagnosis.

A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).

Plan (P):

Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.

4

Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):

Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.

Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.

Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.

CPT:

References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.

**## AGPCSOAPNoteAssignmentInstructions.pdf**

1

SOAP Note Assignment Instructions

Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.

Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.

Typhon Encounter #:

Type of Note: Focused or Comprehensive

Subjective (S):

CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.

HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]

Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.

Allergies: State the offending medication/food and the reactions.

Medications: Names, dosages, routes, frequency, and indications.

Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.

Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.

Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.

Review of systems (ROS) –

• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,

2

particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]

You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.

Perform either a focused or comprehensive ROS based on the visit type.

General: May include if patient has had a fever, chills, fatigue, malaise, etc.

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GYN: gynecologic

GU: genito-urinary

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Objective (O):

Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

determining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]

Perform either a focused or comprehensive exam based on the visit type.

This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.

Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the

3

same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.

VS: vital signs, height and weight, BMI

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GU: genito-urinary

Gyn: gynecologic

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.

Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.

Remember to include the appropriate ICD-10 code for each diagnosis.

A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).

Plan (P):

Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.

4

Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):

Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.

Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.

Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.

CPT:

References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.

**## AGPCSOAPNoteAssignmentInstructions.pdf**

1

SOAP Note Assignment Instructions

Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.

Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.

Typhon Encounter #:

Type of Note: Focused or Comprehensive

Subjective (S):

CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.

HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]

Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.

Allergies: State the offending medication/food and the reactions.

Medications: Names, dosages, routes, frequency, and indications.

Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.

Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.

Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.

Review of systems (ROS) –

• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,

2

particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]

You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.

Perform either a focused or comprehensive ROS based on the visit type.

General: May include if patient has had a fever, chills, fatigue, malaise, etc.

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GYN: gynecologic

GU: genito-urinary

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Objective (O):

Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

determining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]

Perform either a focused or comprehensive exam based on the visit type.

This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.

Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the

3

same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.

VS: vital signs, height and weight, BMI

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GU: genito-urinary

Gyn: gynecologic

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.

Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.

Remember to include the appropriate ICD-10 code for each diagnosis.

A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).

Plan (P):

Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.

4

Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):

Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.

Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.

Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.

CPT:

References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.

**## AGPCSOAPNoteAssignmentInstructions.pdf**

1

SOAP Note Assignment Instructions

Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.

Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.

Typhon Encounter #:

Type of Note: Focused or Comprehensive

Subjective (S):

CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.

HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]

Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.

Allergies: State the offending medication/food and the reactions.

Medications: Names, dosages, routes, frequency, and indications.

Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.

Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.

Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.

Review of systems (ROS) –

• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,

2

particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]

You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.

Perform either a focused or comprehensive ROS based on the visit type.

General: May include if patient has had a fever, chills, fatigue, malaise, etc.

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GYN: gynecologic

GU: genito-urinary

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Objective (O):

Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

determining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]

Perform either a focused or comprehensive exam based on the visit type.

This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.

Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the

3

same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.

VS: vital signs, height and weight, BMI

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GU: genito-urinary

Gyn: gynecologic

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.

Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.

Remember to include the appropriate ICD-10 code for each diagnosis.

A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).

Plan (P):

Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.

4

Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):

Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.

Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.

Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.

CPT:

References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.

– 1
– 2

November 5, 2026
[Solved] WK7 DISCUSSION1 HP-214

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Executive Solution Overview

COMPLETE WITH 250 WORDS – ## WK7DISCUSSION1HP-214.docx **## WK7DISCUSSION1HP-214.docx** WK7 DISCUSSION1 HP-214 Medicaid Government-sponsored insurance types are often targeted to a specific population of people. Knowing the target population can be a tool for the billing specialist. For this discuss…

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COMPLETE WITH 250 WORDS

– ## WK7DISCUSSION1HP-214.docx

**## WK7DISCUSSION1HP-214.docx**

WK7 DISCUSSION1 HP-214

Medicaid

Government-sponsored insurance types are often targeted to a specific population of people. Knowing the target population can be a tool for the billing specialist. For this discussion, review the main features of Medicaid. You may utilize other sources of information for Medicaid to identify the target population for Medicaid and learn how this knowledge can assist in determining the order for billing primary and secondary insurance types.

Articulate the main features of the Medicaid plan.

Include the following aspects in the discussion:

· Discuss the features of Medicaid

· Is Medicaid solely a federal program, or is it jointly with the state level?

· Describe the characteristics of the target population for Medicaid beneficiaries

·
How can the target population help a billing specialist to process claims?

**## WK7DISCUSSION1HP-214.docx**

WK7 DISCUSSION1 HP-214

Medicaid

Government-sponsored insurance types are often targeted to a specific population of people. Knowing the target population can be a tool for the billing specialist. For this discussion, review the main features of Medicaid. You may utilize other sources of information for Medicaid to identify the target population for Medicaid and learn how this knowledge can assist in determining the order for billing primary and secondary insurance types.

Articulate the main features of the Medicaid plan.

Include the following aspects in the discussion:

· Discuss the features of Medicaid

· Is Medicaid solely a federal program, or is it jointly with the state level?

· Describe the characteristics of the target population for Medicaid beneficiaries

·
How can the target population help a billing specialist to process claims?

November 5, 2026
[Solved] WK7 DISCUSSION2 HP-214

✓ Verified Academic Solution Available

Executive Solution Overview

COMPLETE WITH 250 WORDS – ## WK7DISCUSSION2HP-214.docx **## WK7DISCUSSION2HP-214.docx** WK7 DISCUSSION2 HP-214 Veterans and Military Coverage This week, we have covered the three types of healthcare coverage for our military personnel. One of the drawbacks to Tricare and CHAMPVA is trying to find a …

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COMPLETE WITH 250 WORDS

– ## WK7DISCUSSION2HP-214.docx

**## WK7DISCUSSION2HP-214.docx**

WK7 DISCUSSION2 HP-214

Veterans and Military Coverage

This week, we have covered the three types of healthcare coverage for our military personnel. One of the drawbacks to Tricare and CHAMPVA is trying to find a physician who accepts the insurance. Leaving that significant issue aside, this discussion is to focus on the health care that we provide to our veterans through the VA system. This is a self-contained system run by the Department of Veterans Affairs. Perhaps you know someone who is receiving care from the VA system and has developed your own feelings about the care, or perhaps you have heard politicians or news reports speak about the quality of care. Do a quick search for "quality of veterans' health care" and look at where we are in this country when medically treating veterans.

Express your opinion about the quality of care that our veterans receive.

Include the following aspects in the discussion:

· Discuss the quality of health care given to our veterans

· Cite two sources where you found information about the quality of this care

· Provide any previous opinions that you may have had about the VA

·
Even veterans who typically receive health care through the VA may receive urgent care in a "lay" facility. How will your findings affect your interactions with a veteran receiving "lay" services?

**## WK7DISCUSSION2HP-214.docx**

WK7 DISCUSSION2 HP-214

Veterans and Military Coverage

This week, we have covered the three types of healthcare coverage for our military personnel. One of the drawbacks to Tricare and CHAMPVA is trying to find a physician who accepts the insurance. Leaving that significant issue aside, this discussion is to focus on the health care that we provide to our veterans through the VA system. This is a self-contained system run by the Department of Veterans Affairs. Perhaps you know someone who is receiving care from the VA system and has developed your own feelings about the care, or perhaps you have heard politicians or news reports speak about the quality of care. Do a quick search for "quality of veterans' health care" and look at where we are in this country when medically treating veterans.

Express your opinion about the quality of care that our veterans receive.

Include the following aspects in the discussion:

· Discuss the quality of health care given to our veterans

· Cite two sources where you found information about the quality of this care

· Provide any previous opinions that you may have had about the VA

·
Even veterans who typically receive health care through the VA may receive urgent care in a "lay" facility. How will your findings affect your interactions with a veteran receiving "lay" services?

November 5, 2026
[Solved] WK7 ASSIGNMENT1 HP-214

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Executive Solution Overview

COMPLETE IN DETAIL WITH INFORMATION LISTED – ## WK7ASSIGNMENT1HP-214.docx **## WK7ASSIGNMENT1HP-214.docx** WK7 ASSIGNMENT1 HP-214 Health Insurance Calculations – Tricare Participating Provider There is a video resource that demonstrates a similar scenario. [Ch. 11 Connect, #12 Tutorial](https://www….

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COMPLETE IN DETAIL WITH INFORMATION LISTED

– ## WK7ASSIGNMENT1HP-214.docx

**## WK7ASSIGNMENT1HP-214.docx**

WK7 ASSIGNMENT1 HP-214

Health Insurance Calculations – Tricare Participating Provider

There is a video resource that demonstrates a similar scenario.
[Ch. 11 Connect, #12 Tutorial](https://www.youtube.com/watch?v=j5hyfL028iM) More information is available to you in Chapter 9 of your text.

## Use the attached assignment document to complete and submit for grading.Health Insurance Calculations – Tricare Participating Provider

There is a video resource that demonstrates a similar scenario.
[Ch. 11 Connect, #12Tutorial](https://www.youtube.com/watch?v=j5hyfL028iM). More information is available to you in Chapter 9 of your text. Specific tips are:

· Participating provider receives the full amount listed on the Physician’s Fee Schedule (PFS).

· Limiting charge = the highest amount the provider can collect from the patient & insurance = PFS x 115%

**Fill in the blanks in the following payment situations:**

## 1A

**Participating Provider no remaining deductible**

Physician’s standard fee $ 320

TRICARE fee $ 235

Patient pays 20% $

TRICARE pays 80% $

Provider adjustment (write-off) $

## 1B

**Participating Provider with a remaining deductible**

Physician’s standard fee $320

TRICARE fee $235

Patient pays remaining deductible ($100) $

Patient pays 20% remaining charge of $

TRICARE pays 80% remaining charge $

Provider adjustment (write-off) $

**## WK7ASSIGNMENT1HP-214.docx**

WK7 ASSIGNMENT1 HP-214

Health Insurance Calculations – Tricare Participating Provider

There is a video resource that demonstrates a similar scenario.
[Ch. 11 Connect, #12 Tutorial](https://www.youtube.com/watch?v=j5hyfL028iM) More information is available to you in Chapter 9 of your text.

## Use the attached assignment document to complete and submit for grading.Health Insurance Calculations – Tricare Participating Provider

There is a video resource that demonstrates a similar scenario.
[Ch. 11 Connect, #12Tutorial](https://www.youtube.com/watch?v=j5hyfL028iM). More information is available to you in Chapter 9 of your text. Specific tips are:

· Participating provider receives the full amount listed on the Physician’s Fee Schedule (PFS).

· Limiting charge = the highest amount the provider can collect from the patient & insurance = PFS x 115%

**Fill in the blanks in the following payment situations:**

## 1A

**Participating Provider no remaining deductible**

Physician’s standard fee $ 320

TRICARE fee $ 235

Patient pays 20% $

TRICARE pays 80% $

Provider adjustment (write-off) $

## 1B

**Participating Provider with a remaining deductible**

Physician’s standard fee $320

TRICARE fee $235

Patient pays remaining deductible ($100) $

Patient pays 20% remaining charge of $

TRICARE pays 80% remaining charge $

Provider adjustment (write-off) $

November 5, 2026