Mastering Time Management: Key to Business Success
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The Importance of Building a Strong Brand Identity
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Maximizing Productivity: Tips for a Successful Workday
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The Power of Effective Communication in Business
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Darmowe Typy Bukmacherskie Em Zakłady Sportowe I Typy Dni
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1wіn Вοnuѕ Ηοw Tο Uѕе Іn 1wіn Саѕіn
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[ANSWERED 2023] Assignment 2 Focused SOAP Note and Patient Case Presentation
Assignment 2 Focused SOAP Note and Patient Case Presentation For this Assignment, you will document information about a patient that you examined during the last 3 weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient. Be sure to incorporate any feedback you received on your Week 3 and Week 7 case presentations into this final presentation for the course. To Prepare Review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura video. Select a child or adolescent patient that you examined during the last 3 weeks who presented with a disorder for which you have not already created a Focused SOAP Note in Weeks 3 or 7. (For instance, if you selected a patient with anorexia nervosa in Week 7, you must choose a patient with another type of disorder for this week.) Create a Focused SOAP Note on this patient using the template provided in the Learning Resources. There is also a completed Focused SOAP Note Exemplar provided to serve as a guide to assignment expectations. Please Note: All SOAP notes must be signed, and each page must be initialed by your Preceptor. Note: Electronic signatures are not accepted. When you submit your note, you should include the complete focused SOAP note as a Word document and PDF/images of each page that is initialed and signed by your Preceptor. You must submit your SOAP note using SafeAssign. Note: If both files are not received by the due date, faculty will deduct points per the Walden Grading Policy. Then, based on your SOAP note of this patient, develop a video case study presentation. Take time to practice your presentation before you record. Include at least five scholarly resources to support your assessment, diagnosis, and treatment planning. Ensure that you have the appropriate lighting and equipment to record the presentation. The Assignment Record yourself presenting the complex case for your clinical patient. Do not sit and read your written evaluation! The video portion of the assignment is a simulation to demonstrate your ability to succinctly and effectively present a complex case to a colleague for a case consultation. The written portion of this assignment is a simulation for you to demonstrate to the faculty your ability to document the complex case as you would in an electronic medical record. The written portion of the assignment will be used as a guide for faculty to review your video to determine if you are omitting pertinent information or including non-essential information during your case staffing consultation video. In your presentation: Dress professionally and present yourself in a professional manner. Display your photo ID at the start of the video when you introduce yourself. Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information). Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management. Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value. Be succinct in your presentation, and do not exceed 8 minutes. Specifically address the following for the patient, using your SOAP note as a guide: Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life? Objective: What observations did you make during the psychiatric assessment? Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis, and why? Describe how your primary diagnosis aligns with DSM-5 diagnostic criteria and supported by the patient’s symptoms. Plan: In your video, describe your treatment plan using clinical practice guidelines supported by evidence-based practice. Include a discussion on your chosen FDA-approved psychopharmacologic agents and include alternative treatments available and supported by valid research. All treatment choices must have a discussion of your rationale for the choice supported by valid research. What were your follow-up plan and parameters? What referrals would you make or recommend as a result of this treatment session? In your written plan include all the above as well as include one social determinant of health according to the HealthyPeople 2030 (you will need to research) as applied to this case in the realm of psychiatry and mental health. As a future advanced provider, what are one health promotion activity and one patient education consideration for this patient for improving health disparities and inequities in the realm of psychiatry and mental health? Demonstrate your critical thinking. Reflection notes: What would you do differently with this patient if you could conduct the session over? If you are able to follow up with your patient, explain whether these interventions were successful and why or why not. If you were not able to conduct a follow up, discuss what your next intervention would be. Expert Answer and Explanation Subjective: CC (chief complaint): “I tremble a lot when in front of my classmates.” HPI: AA is a 13-years-old boy of African American brought to the psychiatric mental health practitioner (PMHP) for a complaint of excessive trembling in front of his classmates. The patient’s mother noted that his teacher called that reported that AA never speaks when in front of the class and rarely speaks to people. The patient noted that he always experiences extreme fear when he is exposed to unfamiliar situations. He cannot eat or drink in public including in his class. He does not eat at the dining hall for fear of being embarrassed by peers. The patient noted that he once had extreme feelings of fear when he was tasked by his teacher to give a
[ANSWERED 2023] Select a child or adolescent patient that you examined during the last 3 weeks who presented with a disorder for which you have not already created a Focused SOAP Note in Weeks 3 or 7
Select a child or adolescent patient that you examined during the last 3 weeks who presented with a disorder for which you have not already created a Focused SOAP Note in Weeks 3 or 7 Assignment 2: Focused SOAP Note and Patient Case Presentation For this Assignment, you will document information about a patient that you examined during the last 3 weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient. Be sure to incorporate any feedback you received on your Week 3 and Week 7 case presentations into this final presentation for the course. To Prepare Review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura video. Select a child or adolescent patient that you examined during the last 3 weeks who presented with a disorder for which you have not already created a Focused SOAP Note in Weeks 3 or 7. (For instance, if you selected a patient with anorexia nervosa in Week 7, you must choose a patient with another type of disorder for this week.) Create a Focused SOAP Note on this patient using the template provided in the Learning Resources. There is also a completed Focused SOAP Note Exemplar provided to serve as a guide to assignment expectations. Please Note: All SOAP notes must be signed, and each page must be initialed by your Preceptor. Note: Electronic signatures are not accepted. When you submit your note, you should include the complete focused SOAP note as a Word document and PDF/images of each page that is initialed and signed by your Preceptor. You must submit your SOAP note using SafeAssign. Note: If both files are not received by the due date, faculty will deduct points per the Walden Grading Policy. Then, based on your SOAP note of this patient, develop a video case study presentation. Take time to practice your presentation before you record. Include at least five scholarly resources to support your assessment, diagnosis, and treatment planning. Ensure that you have the appropriate lighting and equipment to record the presentation. The Assignment Record yourself presenting the complex case for your clinical patient. Do not sit and read your written evaluation! The video portion of the assignment is a simulation to demonstrate your ability to succinctly and effectively present a complex case to a colleague for a case consultation. The written portion of this assignment is a simulation for you to demonstrate to the faculty your ability to document the complex case as you would in an electronic medical record. The written portion of the assignment will be used as a guide for faculty to review your video to determine if you are omitting pertinent information or including non-essential information during your case staffing consultation video. In your presentation: Dress professionally and present yourself in a professional manner. Display your photo ID at the start of the video when you introduce yourself. Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information). Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management. Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value. Be succinct in your presentation, and do not exceed 8 minutes. Specifically address the following for the patient, using your SOAP note as a guide: Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life? Objective: What observations did you make during the psychiatric assessment? Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis, and why? Describe how your primary diagnosis aligns with DSM-5 diagnostic criteria and supported by the patient’s symptoms. Plan: In your video, describe your treatment plan using clinical practice guidelines supported by evidence-based practice. Include a discussion on your chosen FDA-approved psychopharmacologic agents and include alternative treatments available and supported by valid research. All treatment choices must have a discussion of your rationale for the choice supported by valid research. What were your follow-up plan and parameters? What referrals would you make or recommend as a result of this treatment session? In your written plan include all the above as well as include one social determinant of health according to the HealthyPeople 2030 (you will need to research) as applied to this case in the realm of psychiatry and mental health. As a future advanced provider, what are one health promotion activity and one patient education consideration for this patient for improving health disparities and inequities in the realm of psychiatry and mental health? Demonstrate your critical thinking. Reflection notes: What would you do differently with this patient if you could conduct the session over? If you are able to follow up with your patient, explain whether these interventions were successful and why or why not. If you were not able to conduct a follow up, discuss what your next intervention would be. Excellent Good Fair Poor Photo ID display and professional attire 5 (5%) – 5 (5%) Photo ID is displayed. The student is dressed professionally. 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Photo ID is not displayed. Student must remedy this before grade is posted. The student is not dressed professionally. Time 5 (5%) – 5 (5%) The video does not exceed the 8-minute time limit. 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) The video exceeds the 8-minute time limit. (Note: Information presented after 8 minutes will not be evaluated for grade inclusion.) Discuss Subjective data: • Chief complaint • History of present illness (HPI) •
[ANSWERED] Shadow Health Comprehensive Assessment of Tina
Shadow Health Comprehensive Assessment of Tina Shadow Health Comprehensive Assessment of Tina Complete the Digital Experience. The estimated average time to complete this assignment each time is 3 hours and 30 minutes. Please note, this is an average time. Some students may need longer. This clinical experience is a comprehensive exam. Students must score at the level of “Proficiency” in the Shadow Health Digital Clinical Experience. Students have three opportunities to complete this assignment and score at the Proficiency level. Upon completion, submit your lab pass to your instructor in the classroom. Students successfully scoring within the Proficiency level in the Digital Clinical Experience on the first attempt will earn a grade of 150 points; students successfully scoring at the Proficiency level on the second attempt will earn a grade of 135 points; and students successfully scoring at the Proficiency level on the third attempt will earn a grade of 120 points. Students who do not pass the performance-based assessment by scoring within the Proficiency level in three attempts will receive a failing grade (102 points). Please review the assignment in the Health Assessment Student Handbook in Shadow Health prior to beginning the assignment to become familiar with the expectations for successful completion. If Proficiency is not achieved on the first attempt it is recommended that you review your answers with the correct answers on the Experience Overview page. Review the report by clicking on each tab to the left titled; Transcript, Subjective Data Collection, Objective Data Collection, Documentation, and SBAR to compare your work. Reviewing this overview and course resources may help you improve your score. You are not required to submit this assignment to LopesWrite. Expert Answer Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order Other Solved Questions: SOLVED! How would your communication and interview SOLVED! Describe the difference between a nursing practice SOLVED! How do you think evidence from nursing journals SOLVED! Discuss how elimination complexities can affect SOLVED! Case C 38-year-old Native American pregnant ANSWERED! In a 1,000–1,250 word essay, summarize two [ANSWERED] Students will develop a 1,250-1,500 word paper that includes [ANSWERED] Post a description of the national healthcare ANSWERED!! Explain how you would inform this nurse ANSWERED!! In a 4- to 5-page project proposal written to the ANSWERED!! A 15-year-old male reports dull pain in both ANSWERED!! Should government continue to take an [ANSWERED] Mrs. Adams a 68-year-old widow who was [ANSWERED] Compare and contrast the various ways you can ANSWERED! Provide a summary of your learning style What is included in a comprehensive health assessment?, tina jones comprehensive assessment shadow health transcript, tina jones comprehensive assessment shadow health subjective tina jones comprehensive assessment shadow health questions, tina jones comprehensive assessment shadow health objective data, tina jones comprehensive exam tina jones objective data, tina jones shadow health comprehensive assessment, tina jones shadow health comprehensive assessment answer key, tina jones shadow health comprehensive assessment documentation, tina jones shadow health comprehensive assessment transcript What is Shadow Health Assessment? Introduction In the world of healthcare and nursing education, new technologies are constantly emerging to enhance patient care and improve training methodologies. One such innovative tool is Shadow Health Assessment. This article aims to provide a comprehensive understanding of what Shadow Health Assessment is, its benefits, how it works, its importance in healthcare, its applications in nursing education, its limitations, and future trends. Understanding Shadow Health Assessment Shadow Health Assessment is a virtual patient simulation platform that enables healthcare professionals and students to engage in realistic clinical scenarios. It is an interactive, web-based learning environment designed to replicate real-life patient interactions. Through this assessment, users can develop critical thinking skills, clinical reasoning abilities, and improve their overall competence in patient care. Benefits of Shadow Health Assessment Realistic Patient Encounters: Shadow Health Assessment offers realistic virtual patients with diverse backgrounds, medical histories, and symptoms. This allows healthcare professionals and students to practice their skills in a safe and controlled environment. Active Learning: Users actively engage in patient assessments, health histories, physical examinations, and clinical reasoning, promoting active learning and knowledge retention. Immediate Feedback: The platform provides immediate feedback and performance evaluations, highlighting strengths and areas for improvement. Flexibility and Accessibility: Shadow Health Assessment can be accessed anytime, anywhere, making it convenient for healthcare professionals and students to enhance their skills and knowledge. Standardized Assessment: The virtual patient scenarios provide standardized assessments, ensuring consistency and fairness in evaluating competency levels. How Shadow Health Assessment Works Shadow Health Assessment utilizes advanced technology to create immersive virtual patient experiences. Users interact with virtual patients through various modules, including health history interviews, physical assessments, documentation, and diagnostic reasoning. The platform simulates the entire patient encounter, allowing users to apply their knowledge and skills in a practical setting. The Importance of Shadow Health Assessment in Healthcare Shadow Health Assessment plays a vital role in healthcare for both professionals and students. It provides an opportunity to refine clinical skills, enhance critical thinking abilities, and improve patient care. By practicing in a risk-free environment, healthcare professionals can gain confidence and competence in their diagnostic and treatment decisions, ultimately leading to better patient outcomes. Shadow Health Assessment in Nursing Education Nursing education greatly benefits from the integration of Shadow Health Assessment. It allows students to bridge the gap between theoretical knowledge and clinical practice. By engaging in virtual patient encounters, nursing students develop essential assessment and communication skills, empowering them to deliver high-quality care in real-life settings. Limitations of Shadow Health Assessment While Shadow Health Assessment offers significant advantages, it also has certain limitations. Some of these limitations include: Lack of Human Interaction: Virtual patient encounters cannot fully replace the experience of interacting with real patients, including the nuances of non-verbal communication and patient-provider rapport. Limited Physical Examination: While virtual patient simulations cover a wide range of scenarios, they may not fully capture the complexity and variability of physical examinations. Technology Requirements: Access to the platform relies on technology
[ANSWERED] For this assignment create a mind-map beginning with a central theme related to The External
Module 2 Assignment Mind mapping is an accelerated learning technique that accesses both sides of the human brain. It is a method that allows learners to take copious notes on a single sheet of paper, brainstorm using words, graphics, pictures, and colors. Mind-mapping helps the learner remember information longer, quickly generating ideas, organizing complex thoughts, and solving challenging problems. For this assignment create a mind-map beginning with a central theme related to The External and Internal Frame Factors (Chapter 3 in Keating et al., 2018). Use pictures, graphics, colors, and symbols in creating your mind map related to the following assignment prompt: Consider your community. If a nursing program exists in your community, discuss the internal and external frame factors (as identified by Keating et al., Ch 3) that would need to be considered if they were to add a new degree program (i.e., RN-to-MSN, geriatric nurse practitioner tract). If no nursing program exists in your community, discuss the internal and external frame factors that would need to be considered if one would consider opening a nursing program in your community. Required Source Keating, S.B., & DeBoor, S.S. (2018). Curriculum development and evaluation in nursing (4th ed.). Springer. ISBN: 978-0826174413. Read Chapters 3 & 4. Additional Resources / Tools Lifehack. (n.d.). 11 Free Mind Mapping Applications & Web Services. Ayoa. (n.d.). Mind Mapping. MindMeister. (n.d.). Online Mind Mapping. MindManager. (n.d.). Mind Mapping. Mind Genius. (n.d.). Mind Maps. Smart Draw. (1994-2020). Smart Draw Expert Answer and Explanation Development of the Nursing Curriculum The development of the nursing curricular is the hallmark for the advancement of the nursing knowledge as well as preparing competent nurses. The process of developing the curricular involves planning of the learned experiences to help improve nurses’ knowledge so that they can promote the health needs of communities. Nurse competency is increasingly becoming necessary now that experts and stakeholders in the healthcare sector are emphasizing the delivery of the quality and safe care. For institutions to produce competent nursing professionals, they need to have sound curriculum, and leverage the curriculum to prepare nurses. An institution seeking to establish a curriculum should understand all the elements or the factors that can affect its development (Ji et al., 2021). These factors can either be internal or external, and Keating (2010) provides a comprehensive description of the factors. It is important to examine the frame factors that one would need to consider when starting a new nursing program within my community. A Discussion of the Internal and External Frame Factors that would need to be considered Certain key elements outside the parent organization can affect curriculum development, and Keating (2010) call them external frame factors (EFF). In total, they are nine, and they range from the community description to the financial support. It is important to examine a description of these factors, and explore my community from the lens of the factors. Community Description and Demographics of the Population Sound description of the community where the institution is located is vital because the curriculum should be relevant to the community’s needs. To effectively describe the community, one should examine elements such as the location and the size. A small city in a rural area with a population of 100,000 people is selected for the program. White Americans are the largest group in the area considering that they account for 85% of the community’s population. Farming is the main source of income for residents, and the main crop the community grows is wheat. Characteristics of the Academic Setting A nursing program should be a feeder to others, and this is why Keating (2010) recommends determining the learning organizations that are within the community, and the programs they offer. There is only one technical college in the community with three high schools which are close to the town. Political Climate and Body Politics The government can offer immense support during the development of the curriculum. The mayor and four commissioners, one of which has a background in nursing, govern the community. Therefore, there is a chance that the commissioner will mobilize their colleagues to support it. The Healthcare System and the Populace’s Health Needs The knowledge of the community’s health is important in designing a curriculum, and there are a number of dimensions that one has to consider for this factor. It is important to consider the challenges the community is facing. For example, examine if there are adequate nursing professionals or facilities that can promote the health of the community. Understanding the community from this perspective is crucial because it will help the institution decide the number of nurses it needs to produce, the number of admissions (Keating & DeBoor, 2018). It will also ensure it models the curriculum in a manner that matches the needs of people within the community. The Need for the Program Considering that the community is experiencing the growth in the number of elderly, the new nursing curriculum should emphasize elderly care. The community, besides, has people grappling with addiction problems. A new program would need to take this into account when seeking to come up with a new curriculum (Hung et al., 2019). The Nursing Profession It is important for an institution to look for the availability of the programs or organizations that can support nurses. The community has a nursing association that assists nursing professionals in the area with career-related information. These associations are necessary in the sense that they can offer expert knowledge that is critical to the program’s success (Keating & DeBoor, 2018). Regulations and Accreditation Requirements Nursing programs are required to meet certain quality metrics, and if one wants to start a new program, they need to review the existing state and federal regulatory policies. The institution will have to assess and incorporate the requirements into its curriculum development. Besides, they will need to involve the Accreditation Commission for Education in Nursing. Financial Support For a certain level of curriculum stability to be achieved, the institution will need to have adequate