[ANSWERED 2023] Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP
Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP Assignment 1: Lab Assignment: Differential Diagnosis for Skin Conditions Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause. In this Lab Assignment, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition. To Prepare Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Lab Assignment. Consider the abnormal physical characteristics you observe in the graphic you selected. How would you describe the characteristics using clinical terminologies? Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected. Consider which of the conditions is most likely to be the correct diagnosis, and why. Search the Walden library for one evidence-based practice, peer-reviewed article based on the skin condition you chose for this Lab Assignment. Review the Comprehensive SOAP Exemplar found in this week’s Learning Resources to guide you as you prepare your SOAP note. Download the SOAP Template found in this week’s Learning Resources, and use this template to complete this Lab Assignment. The Lab Assignment Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case. Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of three to five possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning Resources. Week 4: Assessment of the Skin, Hair, and Nails Something as small and simple as a mole or a discolored toenail can offer meaningful clues about a patient’s health. Abnormalities in skin, hair, and nails can provide non-invasive external clues to internal disorders or even prove to be disorders themselves. Being able to evaluate such abnormalities of the skin, hair, and nails is a diagnostic benefit for any nurse conducting health assessments. This week, you will explore how to assess the skin, hair, and nails, as well as how to evaluate abnormal skin findings. Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause. In this Lab Assignment, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition. To Prepare Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Lab Assignment. Consider the abnormal physical characteristics you observe in the graphic you selected. How would you describe the characteristics using clinical terminologies? Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected. Consider which of the conditions is most likely to be the correct diagnosis, and why. Search the Walden library for one evidence-based practice, peer-reviewed article based on the skin condition you chose for this Lab Assignment. Review the Comprehensive SOAP Exemplar found in this week’s Learning Resources to guide you as you prepare your SOAP note. Download the SOAP Template found in this week’s Learning Resources, and use this template to complete this Lab Assignment. The Lab Assignment Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case. Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of three to five possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning Resources. Week 4: Assessment of the Skin, Hair, and Nails Something as small and simple as a mole or a discolored toenail can offer meaningful clues about a patient’s health. Abnormalities in skin, hair, and nails can provide non-invasive external clues to internal disorders or even prove to be disorders themselves. Being able to evaluate such abnormalities of the skin, hair, and nails is a diagnostic benefit for any nurse conducting health assessments. This week, you will explore how to assess the skin, hair, and nails, as well as how to evaluate abnormal skin findings. NURS_6512_Week_4_Assignment_1_Rubric NURS_6512_Week_4_Assignment_1_Rubric Criteria Ratings Pts This criterion is linked to a Learning Outcome Using the SOAP (Subjective, Objective, Assessment, and Plan) note format: · Create documentation, following SOAP format, of your assignment to choose one skin condition graphic (identify by number in your Chief Complaint). · Use clinical terminologies to explain the physical characteristics featured in the graphic. 35 to >29.0 pts Excellent The response
[ANSWERED 2023] Mary is an 88-year-old African American (AA) female married for 50 years to Albert. Albert complains that Mary cannot hear or hears but does not understand (especially in a group)
Mary is an 88-year-old African American (AA) female married for 50 years to Albert. Albert complains that Mary cannot hear or hears but does not understand (especially in a group) HPI: Mary is an 88-year-old African American (AA) female married for 50 years to Albert. Albert complains that Mary cannot hear or hears but does not understand (especially in a group); turns up radio or television louder to hear (also noted by family, friends, and neighbors); Mary complains of tinnitus; and she feels like people are “mumbling.” PMH: Mary takes ramipril for hypertension (HTN), a baby aspirin for cardio protection, and a statin for hypercholesterolemia. Vital signs are 120/88 P: 88 P02: 96% WT: 156 HT: 5’6″ ROS: Ask if Mary has had any exposure to ototoxic drugs or other otic damage in the past. Describe at least three. PE: What examinations will you perform on the ear? Describe the areas of the ear you will evaluate and what you will expect to find. You determine that Mary has a hearing deficit and tinnitus. What differential diagnoses do you want to consider? Describe at least three. What will your treatment plan for this patient be? What other recommendations will you make (i.e., screening)? What referrals will you make? Education: Name at least two things you will educate your patient about regarding their hearing. Choose the ROS, PE, and DD and final diagnosis for this patient, and then write up your focused SOAP note Expert Answer and Explanation Focused SOAP Note Patient Information: MM, 88, Female, African American S (subjective) CC: “My wife has trouble hearing. She turns up the TV very loud when watching.” HPI: MM is an 88-year-old African American (AA) female who was brought to the clinic for a hearing problem. The patient’s husband complains that MM does not hear him when he talks to her and turns the TV up so loud when watching. Associated symptoms include a feeling of people “mumbling” and tinnitus. She describes tinnitus as buzzing. Tinnitus worsens at bedtime. The patient has not stated the onset of trouble hearing. She has not reported any pain in the ear. Current Medications: She has a statin for hypercholesterolemia, baby aspirin for cardioprotection, and ramipril for hypertension (HTN). Allergies: No environmental, food, or medication allergies. PMHx: She received the Tdap vaccine 7 years ago. She received a PCV15 shot six months ago. She also received the covid-19 vaccine. No past major surgery. He has hypertension. Soc and Substance Hx: She is a retired banker. Denies using alcohol, tobacco, or any other substance abuse. She uses seat belts when in a car. She does not drive. She does not smoke. She has a strong support system comprising of her husband and children. She used to love gun shooting sport. Fam Hx: Her mother had hypertension and died aged 68 from ovarian cancer. Her Father died when she was young from a car accident. Her eldest son has type diabetes and hypertension. My maternal grandfather died of throat cancer and her paternal grandmother died of type two diabetes. Surgical Hx: No prior surgical procedures. Mental Hx: No history of self-harm practices. She was diagnosed with depression when she was 65. Violence Hx: No concerns about violence at home. No history of violence. Reproductive Hx: She is in a menopause state. Not pregnant and do not use contraceptives. She is not sexually active. ROS: GENERAL: No chills, fever, fatigue, or weight loss. HEENT: Eyes: No visual loss, double vision, or blurred vision. Ears, Nose, Throat: Complains of hearing loss. No congestion, sneezing, runny nose, or sore throat. SKIN: No rash or itching. CARDIOVASCULAR: No chest discomfort, pain, or pressure. RESPIRATORY: No sputum, shortness of breath, or cough. GASTROINTESTINAL: No vomiting, anorexia, diarrhea, or nausea. GENITOURINARY: No burning on urination. NEUROLOGICAL: No ataxia, headache, or dizziness. MUSCULOSKELETAL: No joint or muscle pain and stiffness. HEMATOLOGIC: No anemia. LYMPHATICS: No enlarged nodes. ENDOCRINOLOGIC: No polydipsia or reports of sweating, cold or heat intolerance. REPRODUCTIVE: Not sexually active. ALLERGIES: No history of, hives, asthma, rhinitis, or eczema. O (objective) Physical exam: Vital signs: BP 120/88, P02: 96%, P 88, WT: 156 HT: 5’6” General: The patient appears her stated age. She is oriented to place, time, and people. She is well-groomed and hygienic. She answers questions correctly. Head: No scars or any abnormal features. The skull is of normal shape and size. Ears: Outer ear intact. No inflammation in the ear. No excess earwax. No injury to the inner ear. No abnormal ear bone growth. No spams in inner ear muscles. Cardiovascular: No chest cracks. Chest edema. Regular heartbeats or rates. Respiratory: No breathing distress. No fluids in the lungs. No wheezes. Diagnostic results: Audiometer test: The patient will wear earphones and be asked to hear words and sounds directed to each ear to find the quietest sound the patient can hear (van Beeck Calkoen et al., 2019). It is done by an audiologist. Tuning fork test: Kelly et al. (2018) noted that a tuning fork test can help a doctor detect hearing loss. The test can be used to identify where ear damage has occurred. Whisper test: A whisper test can be used by a doctor to evaluate patients’ ears for hearing. It identifies how well a patient hears and responds to words spoken at various volumes (O’Donovan et al., 2019). Blood test: Blood can be used to test for ear infections. A (assessment) Differential diagnoses: Presbycusis: Presbycusis is the primary diagnosis for this case. Presbycusis is a hearing loss that occurs gradually as one ages (Wang & Puel, 2020). Symptoms of presbycusis include withdrawal from conversations, trouble hearing conversations, muffling sounds, difficulty understanding words and turning up the volume of radio or television (Wang & Puel, 2020). The patient experiences most of the symptoms making the presbycusis a primary diagnosis. The patient’s age also supports the diagnosis. Ear infection: Ear infection has been included in the diagnosis because it causes hearing loss and tinnitus (Venekamp et al., 2020). However, it has been ruled out because a physical exam shows no inflammation
[ANSWERED 2023] Define both SIDS and SUID Contrast the two definitions – Do they both define the same type of infant death? What are the differences between investigating an infant death and an adult death?
SIDS Syndrome Essay Write a 2000-2500 word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least three (3) sources in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment. Most people are familiar with the term SIDS (sudden infant death syndrome), but not too many people outside of the death investigation community are familiar with the term SUID (sudden unexpected infant death). Define both SIDS and SUID Contrast the two definitions – Do they both define the same type of infant death? What are the differences between investigating an infant death and an adult death? (include developmental issues with your answer) Contrast any differences that may exist between the public/general medical community’s understanding of unexplained infant deaths, and the Medical Examiner/Coroner (death investigation) and forensic pathologist’s community position. If there are contrasting opinions, discuss why you believe these exist. Provide an explanation for why statistical reporting on unexplained infant deaths has shifted from one category to another over recent years. Place your order now on a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers. What is the Difference Between Suids and SIDS? Introduction When it comes to infant mortality, two terms often mentioned are “Suids” and “SIDS.” These terms may sound similar, but they refer to different concepts related to the unfortunate loss of young lives. Understanding the difference between Suids and SIDS is crucial for parents, caregivers, and healthcare professionals alike. In this article, we will delve into the definitions, causes, risk factors, and preventive measures associated with Suids and SIDS. Understanding Suids Suid, or Sudden Unexpected Infant Death, is a broad term that encompasses all sudden and unexpected deaths of infants under the age of one year. It serves as an umbrella term for various causes, including accidents, infections, congenital anomalies, and other medical conditions. Unlike SIDS, Suid does not have a specific set of criteria or diagnostic protocols. Instead, it represents a category that includes all infant deaths that are sudden and unexpected. The Definition and Causes of SIDS Sudden Infant Death Syndrome (SIDS) refers specifically to the sudden and unexplained death of an otherwise healthy infant under the age of one year. SIDS is typically diagnosed when no other cause for the infant’s death can be identified, even after a thorough investigation. It is a diagnosis of exclusion, made when all other possible causes have been ruled out. The exact causes of SIDS are still unknown, and extensive research is ongoing to better understand this phenomenon. However, there are several theories that aim to explain its occurrence, such as abnormalities in the brainstem that affect the infant’s ability to respond to certain stressors or environmental factors. Additionally, factors like sleeping position, unsafe sleeping environments, and maternal smoking during pregnancy have been identified as potential risk factors. Risk Factors for SIDS While Suids encompass a broader range of causes, there are specific risk factors associated with SIDS. These include: Sleeping position: Placing infants on their stomachs or sides during sleep increases the risk of SIDS. The American Academy of Pediatrics recommends placing infants on their backs to sleep. Unsafe sleep environments: Factors like soft bedding, loose blankets, stuffed animals, and sleeping with parents or other adults increase the risk of SIDS. It is crucial to provide infants with a safe sleeping environment, free from any potential hazards. Maternal smoking: Smoking during pregnancy or exposure to secondhand smoke after birth can increase the risk of SIDS. Premature birth or low birth weight: Infants born prematurely or with a low birth weight are at a higher risk of SIDS. Protective Measures for Preventing SIDS To reduce the risk of SIDS, several preventive measures can be taken: Back to sleep: Always place infants on their backs to sleep, both for naps and nighttime sleep. Safe sleeping environment: Ensure that the crib or bassinet is free from any suffocation hazards, such as loose bedding, pillows, or stuffed animals. Firm sleep surface: Use a firm mattress covered with a fitted sheet for infants to sleep on. Room-sharing without bed-sharing: Share a room with your infant, but avoid sharing a bed. Instead, place the crib or bassinet close to your bed for easy access during nighttime feedings. Breastfeeding: Breastfeeding has been associated with a lower risk of SIDS. If possible, exclusively breastfeed your infant for the first six months. Differences between Suids and SIDS The primary difference between Suids and SIDS lies in their definitions and diagnostic criteria. Suids encompass all sudden and unexpected infant deaths, while SIDS specifically refers to the sudden and unexplained death of an otherwise healthy infant. Suids can have identifiable causes, such as accidents or medical conditions, whereas SIDS remains unexplained even after a thorough investigation. Suids involve a wide range of possible causes, including accidents, infections, and medical conditions, while SIDS is a diagnosis of exclusion. It is essential to differentiate between the two to better understand the circumstances surrounding an infant’s death and provide appropriate support to affected families. Conclusion In conclusion, while both Suids and SIDS involve the sudden and unexpected death of infants, they are distinct in their definitions and diagnostic criteria. Suids encompass all sudden and unexpected infant deaths, while SIDS refers specifically to the sudden and unexplained death of an otherwise healthy infant. Understanding these differences is crucial for healthcare professionals, researchers, and families affected by these tragic events. FAQs Q: Are all sudden infant deaths considered SIDS? A: No, sudden infant deaths can fall under various categories, including accidents, infections, or other medical conditions. SIDS refers specifically to unexplained deaths.
[ANSWERED 2023] Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem
Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal. Include the following: Provide an overview of the problem and the setting in which the problem or issue occurs. Explain why a quality improvement initiative is needed in this area and the expected outcome. Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement proposed. Discuss steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer. Explain how the quality improvement initiative will be evaluated to determine whether there was improvement. Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Rubric Criteria Problem or Issue in Practice or Organization 7.5 points Significance of Quality Improvement in Practice or Organization 15 points Demonstration of Support from Previous Research 22.5 points Steps Necessary to Implement Quality Improvement Initiative 22.5 points Evaluation of Quality Improvement 22.5 points Identification of Variables, Hypothesis Test, and Statistical Test 15 points Thesis Development and Purpose 10.5 points Argument Logic and Construction 12 points Mechanics of Writing 7.5 points Paper Format 7.5 points Documentation of Sources 7.5 points Total 150 points Expert Answer and Explanation Quality Improvement Proposal Pediatric care centers are crucial in addressing the health needs of children, but they face issues that risk plaguing the entire healthcare industry. Among these issues include care variation, communication breakdown across patients and between providers, patient discharge variations, and avoidable medical errors. The initiation of quality improvement initiatives helps to address some of these issues by devising strategies to better-face the associated challenges (Randmaa, 2016). Following its quality improvement initiative regarding communication errors, Duke Children’s Hospital in Durham, NC was among the facilities that won the 2013 Pediatric Quality Award Winners (Children’s Hospital Association, 2020). Nurse leasers and other people who are vision bearers in hospitals are expected to lead in these quality improvement projects, which would not only help in saving the associated monetary damages, but would also add to the patient satisfaction. Overview of the Problem and the Setting in which the Problem Occurs Communication errors in facilities often have the impact of creating teamwork breakdowns, which results in medical errors as well as poor patient outcomes. Also, facilities with communication breakdowns often have higher costs of care as well as prolonged length of stay. Among the common causes of communication errors in healthcare is the lack of proper education among healthcare providers as well as among patients. Whenever the patients, for instance, are unable to interpret the message of the healthcare givers, they often create a communication gap that leads to ineffective healthcare. Also, healthcare givers who do not have the right education about dealing with different patient care outcomes are likely to result in communication errors (Boling, 2020). There are many settings for the problem to occur, but most of the time, communication errors happen where there is interaction between people in the healthcare set up. For instance, during patient discharge, the healthcare providers give various instructions to patients to enhance their wellbeing while away from the facility. If there is a communication challenge, it is likely that they cannot experience the right recovery. Why a Quality Improvement Initiative is needed in this Area and the Expected Outcomes A quality improvement initiative is needed in this area because this is an area of care where failure is likely to lead to numerous inefficiencies. If there is no intervention regarding communication errors, it is likely that a facility will be less capable of addressing the patient care demands. Clinicians who communicate wrongly do not have what it takes to listen, explain, and emphasize the effect of functional and biological outcomes. Also, the fact that clinicians have thousands of patient interactions in the course of their career means that a misunderstanding about a communication error may lead to lifelong effects on their career by repeating numerous mistakes on patients. Also, in healthcare, there are competing demands that show that communication errors leads to adverse effects on patient privacy, which has recently become a healthcare concern due to the introduction of technology and other modern means of communication. Solving communication errors helps in embracing better evidence-based practice and improving the care outcomes. How the Results of Previous Research Demonstrate Support for the Quality Improvement Initiative and the Projected Outcomes Omura et al. (2017) discusses about some of the implication of assertiveness communication training programs among nursing students and healthcare professionals. The research identifies communication errors as part of the reasons why there are numerous negative effects on patient safety. Healthcare providers should acquire the necessary skills to eliminate patient risk through improving the communication methods and avoiding the occurrence of communication errors (Omura et al., 2017). There is also evidence that interventions improve assertive communication is often more efficient in some groups. Also, teamwork in healthcare is only possible with the help of the relevant communication strategies. Grahramanian et
[ANSWERED 2023] Write a paper 2,000-2,500 words in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain
Write a paper 2,000-2,500 words in which you apply the concepts of Write a paper 2,000-2,500 words in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance when completing this assignment. Communicable Disease Selection Chickenpox Tuberculosis Influenza Mononucleosis Hepatitis B HIV Ebola Measles Polio Influenza Epidemiology Paper Requirements Describe the chosen communicable disease, including causes, symptoms, mode of transmission, complications, treatment, and the demographic of interest (mortality, morbidity, incidence, and prevalence). Is this a reportable disease? If so, provide details about reporting time, whom to report to, etc. Describe the social determinants of health and explain how those factors contribute to the development of this disease. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. Are there any special considerations or notifications for the community, schools, or general population? Explain the role of the community health nurse (case finding, reporting, data collection, data analysis, and follow-up) and why demographic data are necessary to the health of the community. Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organizations contribute to resolving or reducing the impact of disease. Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area? Provide an example. A minimum of three peer-reviewed or professional references is required. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Expert Answer and Explanation HIV Infection Epidemiology can be regarded as the study of diseases, their distribution in populations their causes and how they can be prevented among other factors concerning the general population health. This paper will focus on the epidemiology of infectious diseases where HIV will be selected for analysis. Human Immunodeficiency Virus (HIV) Among the most known infections globally, HIV can be regarded as being top of the list. It is a disease that came to be known widely in the 1980s, where the first instance of the infection started to be reported and the numerous deaths that occurred as a result. According to the UNAIDS 2018 factsheet, the number of HIV infected persons globally almost neared forty million. The CDC further reports that gay men, and men who have sex with other men, transgender, Blacks, and Latinos, and drug users who inject themselves are at an increased risk of infection than any other population group (Hall et al. 2015). For a healthy person, the body uses the T-helper cells (T-cells/CD4 cells) to fight off against any harmful bacteria or viruses. Bell and Noursadeghi (2018) elaborate that when a person is infected by HIV, the virus fights off against the T-helper cells, but due to the rapid multiplication and mutation of the virus, the struggle renders the body to have insufficient immunity leading to other opportunistic diseases like tuberculosis to creep in further worsening the health condition of the infected person. The disease is mainly spread through sexual intercourse, with factors such as drug use and abuse, risky sexual behavior and not using protection during intercourse increasing the risk of one getting infected. The infection passes through mucous membranes and raptured tissues of the body where bodily fluids can be absorbed. Phases of HIV The disease has three major stages, first second and third, with each stage having its characteristics. The first stage of the disease is normally captured in the first two to four weeks after transmission. This stage is characterized by a high virus count in the body and the infected person is usually unaware of the infection as there are no serious accompanying symptoms (Doitsh & Greene, 2016). However, one may feel feverish during this period. It is always advised for a person who suspects having been infected, especially after sexual intercourse, to go for a nucleic acid test for confirmation. This is done to prevent further infection and control the disease before it develops to the next stage. The second stage of the infection is considered as being asymptomatic with the virus multiplying at a slow pace. An infected person can remain in this phase for over decades, but with ART, the duration can even be longer. The duration however varies from person to person, with more encounters of the virus through risky sexual behavior, accelerating the virus count in the body. It is important to note that an infected person at this stage, even under anti-retroviral-therapy (ART) can still infect others. However, ARTs reduce the chances of infection spread as compared to an infected person, not under medication. When the virus continues to multiply unrestrained, the stage advances to the third and final stage which is also referred to as Acquired immunodeficiency syndrome (AIDS). This phase is characterized by very weak immunity with the CD4 count drastically dropping if a suitable therapy is not taken (Doitsh & Greene, 2016). At this stage, that is when other opportunistic infections like TB creep in taking advantage of the weakened body increasing the likelihood of fatality. This stage is accompanied by various symptoms including chills, fatigue, high prevalence of getting other infections among others. An infected person at stage three of the disease is can easily infect others. Treatment and cure for HIV Currently, there is no known cure for the infection given the ability of the virus to constantly mutate. However, ART is a known method that can hinder the advancement of the virus from one stage to the next. The ART should be taken by an infected person for the rest of
[2023] Using your problem statement and SAE’s website locate 3 relevant SAE papers for the project/system. Cut and paste the paper number, title, and description into a word document
Frames and Chasis Using your problem statement and SAE’s website locate 3 relevant SAE Using your problem statement and SAE’s website locate 3 relevant SAE papers for the project/system. Cut and paste the paper number, title, and description into a word document. Using the Internet/Library etc., find 5 more quality relevant sources to help with your research. These can be papers, articles, books etc. In the same word doc as above, provide the title, description of the source and where I could find this source ie web link, library etc. The research topic, problem statement and sources are due 3/28/23 at 10am – printed out and brought to class. Finally, write a 5 page research paper on the project/ topic/ system that you have formulated your problem statement on. The paper needs to be in SAE format which a template can be downloaded from SAE’s website. https://www.sae.org/participate/volunteer/author/event-paper-process. The paper needs to be at least 5 pages of body text and needs to contain a reference section which is not part of the 5 pages of body text. Appendixes are optional but always help. Please do not play around with the text size or margins in the SAE format. Doing so will lower your grade since you won’t be following their format. 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 What are the requirements for SAE technical paper? Introduction: SAE technical papers play a vital role in disseminating valuable research findings and technical knowledge within the engineering community. These papers are a fundamental part of the Society of Automotive Engineers (SAE) organization and are essential for sharing advancements in automotive and aerospace engineering. If you are considering contributing to the SAE community by writing a technical paper, it is crucial to understand the requirements and guidelines that govern the preparation of these papers. This article will provide you with insights into the necessary elements and structure to create a successful SAE technical paper. Understanding SAE Technical Papers: SAE technical papers are formal documents that present original research, analysis, and developments related to engineering disciplines, especially those focused on mobility technology. These papers serve as a platform for engineers, researchers, and industry experts to share their findings, methodologies, and innovations with the global engineering community. The Purpose of SAE Technical Papers: The primary purpose of an SAE technical paper is to communicate technical information and knowledge effectively. These papers facilitate the exchange of ideas, promote collaboration, and contribute to the advancement of engineering technologies. Moreover, SAE technical papers are often referenced by other researchers and professionals, making them an integral part of academic and industrial research. Requirements for Writing an SAE Technical Paper: Writing an SAE technical paper involves adhering to specific guidelines and requirements to ensure uniformity and consistency across all published papers. Below are the essential elements that should be included in your SAE technical paper: Title and Abstract: The title of your paper should be concise, descriptive, and clearly represent the content of the research. The abstract, which comes after the title, should provide a brief overview of the paper’s objectives, methodology, key findings, and conclusions. Introduction: The introduction sets the context for your research and provides the reader with background information. Clearly state the problem or research question that your paper addresses and explain why it is significant. Literature Review: Incorporate a literature review that highlights the existing research and knowledge related to your topic. This shows your understanding of the subject and positions your work within the broader context of the field. Methodology: Explain the methods and procedures used in your research. This section should be detailed enough for others to replicate your study and validate your findings. Results and Analysis: Present your research findings in a clear and organized manner. Use graphs, charts, and tables to support your analysis. Interpret the results and discuss their implications. Conclusion: Summarize the key points of your paper and reiterate your main findings. Discuss the significance of your research and suggest potential areas for further investigation. References: Provide a comprehensive list of all the sources cited in your paper. Use a standard citation style approved by SAE. Formatting and Structure of an SAE Technical Paper: The format and structure of your SAE technical paper are equally important as its content. Adhering to the following guidelines will enhance the readability and professionalism of your paper: Length and Style: SAE technical papers vary in length, but generally, they should be between 4,000 to 10,000 words. Use clear and concise language, avoiding jargon or overly complex terminology. Sections and Subsections: Organize your paper into logical sections and subsections. Use headings and subheadings to guide the reader through the content smoothly. Figures and Tables: Incorporate relevant figures, charts, and tables to support your findings visually. Ensure they are properly labeled and referenced in the text. Review and Approval Process: After submitting your technical paper to SAE, it goes through a peer-review process to assess its quality, originality, and relevance. Be prepared to make revisions based on the feedback received. Tips for Writing a Successful SAE Technical Paper: To increase the chances of your paper’s acceptance and recognition, consider the following tips: Focus on Original Research: SAE technical papers should contribute new and valuable insights to the field of engineering. Ensure your research is innovative and adds value to the existing body of knowledge. Be Clear and Concise: Present your ideas in a straightforward manner and avoid unnecessary complexity. Aim for clarity to ensure your message reaches a wide audience. Use Appropriate Language and Terminology: Tailor your writing to the target audience, which may include engineers, researchers, and industry professionals. Use technical language but define terms that might not be universally understood. Include Visuals: Visual aids can enhance the reader’s understanding of complex concepts. Utilize graphs, images, and diagrams where applicable. Review and Edit: Thoroughly review your paper for grammatical
[2023] Find a simple recipe in a cookbook or online. Rewrite your recipe using a combination ofpseudocode with either a flowchart, or an IPO chart
Find a simple recipe in a cookbook or online Find a simple recipe in a cookbook or online. Rewrite your recipe using a combination of pseudocode with either a flowchart, or an IPO chart. Be sure you declare your variables in thepseudocode. 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 What is pseudocode with an example? Introduction In the realm of computer programming and algorithm design, developers often face the challenge of planning and describing their solutions before actually implementing them in a specific programming language. Pseudocode comes to the rescue as a powerful and versatile tool that facilitates this process. In this article, we will explore what pseudocode is, why it is used, and its practical applications. Moreover, we will delve into an example to understand its implementation better. Understanding Pseudocode What is Pseudocode? Pseudocode is a high-level, informal, and human-readable description of a computer program or algorithm. It serves as an intermediate step between problem-solving and actual coding, allowing programmers to outline their logic before committing to a particular programming language. Pseudocode is not tied to any specific syntax, making it easy to grasp and comprehend. Why is Pseudocode Used? Pseudocode offers several advantages to programmers and developers. It helps in visualizing the logic flow of a program, identifying potential flaws early in the design phase, and communicating ideas effectively within a team. Furthermore, it simplifies the process of translating the algorithm into code later on. Pseudocode Example: Calculating the Sum of Two Numbers Let’s consider a simple example of pseudocode to calculate the sum of two numbers. This will give you a better idea of how it works in practice. bash # Pseudocode to calculate the sum of two numbers START READ number1 READ number2 SET sum = number1 + number2 PRINT “The sum is: “, sum END Guidelines for Writing Pseudocode While there are no rigid rules for writing pseudocode, certain guidelines can enhance its effectiveness: Keep it simple and easy to understand. Use descriptive variable names. Employ indentation to represent the structure of the code. Utilize control flow statements such as loops and conditionals. Benefits of Using Pseudocode Pseudocode offers various benefits, including: Enhanced understanding of complex algorithms. Easier collaboration among team members. Early identification of potential errors. A foundation for the step-by-step translation into programming languages. Differences Between Pseudocode and Algorithms Although pseudocode and algorithms share similarities, they are not the same. An algorithm is a precise, step-by-step set of instructions to solve a specific problem, while pseudocode is a more generalized, informal representation of an algorithm. Practical Applications of Pseudocode Pseudocode finds applications in various domains, such as: Software development Algorithm design Teaching programming concepts Prototyping complex algorithms Challenges of Using Pseudocode Despite its advantages, working with pseudocode can present some challenges. These include: Ambiguity in certain situations due to its informal nature. Difficulty in translating complex real-world scenarios into pseudocode. The absence of a standardized syntax, leading to varying representations. Tips for Writing Effective Pseudocode o create efficient pseudocode, consider the following tips: Clearly define the problem before attempting to write pseudocode. Break down the problem into smaller steps and tackle them one by one. Test the pseudocode mentally to ensure it covers all possible scenarios. Conclusion In conclusion, pseudocode serves as a valuable tool for programmers, allowing them to plan and visualize their solutions effectively. It bridges the gap between idea and implementation, enabling developers to create robust algorithms and code. Whether you are a seasoned programmer or just starting, incorporating pseudocode in your development process can significantly boost your productivity and result in more reliable software. FAQs Is pseudocode a programming language? Pseudocode is not a programming language; it is an informal way of describing algorithms using human-readable language. Can pseudocode be directly executed? No, pseudocode cannot be directly executed by a computer. It is meant for human understanding and not for machine interpretation. Does pseudocode have specific syntax rules? Pseudocode does not have strict syntax rules, making it flexible and easy to adapt to different programming languages. Can pseudocode be used in place of algorithms? While pseudocode is a useful planning tool, algorithms provide precise, step-by-step instructions, which may be required for certain applications. How can I improve my pseudocode writing skills? Practice is key to improving pseudocode writing. Start with simple problems and gradually move on to more complex ones to enhance your proficiency. What are the 5 Rules of Pseudocode? Introduction to Pseudocode Pseudocode is a vital tool used by programmers to plan and design algorithms before they are implemented in a specific programming language. It serves as a bridge between human understanding and machine execution. By using a combination of English-like language and programming logic, pseudocode allows developers to outline the steps required to solve a problem without getting tangled in language syntax or constraints. Rule 1: Clarity and Simplicity One of the fundamental rules of writing pseudocode is to maintain clarity and simplicity. It is essential to use straightforward language and avoid ambiguity. This ensures that anyone reading the pseudocode can easily understand the intended logic without confusion. By employing clear and concise language, programmers can lay a solid foundation for the actual implementation. Rule 2: Precision and Consistency Pseudocode must be precise and consistent in its use of variables and operations. It is crucial to define variables accurately, indicating their data types and purpose in the algorithm. Moreover, maintaining consistent formatting throughout the pseudocode enhances readability. By adhering to a standard structure, programmers can avoid errors and misinterpretations during the coding phase. Rule 3: Modularity and Reusability Complex problems can be overwhelming to tackle all at once. Thus, the third rule of pseudocode is to promote modularity and reusability. Programmers should break down intricate algorithms into smaller, manageable modules that can be independently understood and tested. Additionally, writing reusable code segments simplifies future problem-solving,
[2023] Perform a Vulnerability Assessment of your place of employment or living area. If you use your work area make sure you inform the Security Manager
Assignment 1: Vulnerability Assessment Perform a Vulnerability Assessment of your place of employment or living area Topic: Perform a Vulnerability Assessment of your place of employment or living area. If you use your work area make sure you inform the Security Manager to get permission as to what you are doing. If you live in a gated community inform the security guard of your activities. For this assignment: The 4 Heading-1s are required. Each Heading-1 must have at least 3 Heading-2s. Each Heading must have at least 2 properly formatted paragraphs with 3 properly formatted sentences each. NOTE: This is a Physical Security subject and the course is ISOL-634-B05. It should include below headings: Natural Surveillance Territorial Reinforcement Access Control Maintenance 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 How is Vulnerability Assessment Performed? Learn about vulnerability assessment and how it is performed to ensure the security and protection of your digital assets. This comprehensive guide provides insights into the process, tools, and best practices. Introduction In today’s digital age, where cyber threats are ever-evolving, ensuring the security of your digital assets is of paramount importance. Vulnerability assessment is a crucial process that helps identify weaknesses and potential security gaps in a system, network, or application. By conducting regular vulnerability assessments, organizations can proactively safeguard their sensitive data and prevent unauthorized access. In this comprehensive guide, we will delve into the intricacies of vulnerability assessment, exploring the tools, methodologies, and best practices to perform an effective assessment. How is Vulnerability Assessment Performed? Vulnerability assessment involves a systematic and meticulous approach to identify, quantify, and prioritize vulnerabilities in a target system. The process can be broken down into the following steps: 1. Scoping and Planning The first step in performing a vulnerability assessment is defining the scope of the assessment. This involves identifying the assets, systems, or networks to be assessed. The scope may vary depending on the size and complexity of the organization. Once the scope is defined, a detailed plan is created, outlining the objectives, methodologies, and timeline for the assessment. 2. Gathering Information To effectively assess vulnerabilities, a comprehensive understanding of the target system is essential. Gathering information about the system’s architecture, hardware, software, and network infrastructure provides valuable insights for the assessment process. This information can be obtained through interviews, documentation review, and automated scanning tools. 3. Vulnerability Identification The core of the vulnerability assessment process is the identification of potential vulnerabilities in the target system. This is accomplished through a combination of automated vulnerability scanners and manual inspection by cybersecurity experts. Common vulnerabilities such as weak passwords, outdated software, and misconfigurations are often the primary focus. 4. Vulnerability Classification and Prioritization Not all vulnerabilities pose an equal level of risk to an organization. Once identified, vulnerabilities are classified based on their severity and potential impact. This prioritization enables organizations to allocate resources and address critical vulnerabilities first to minimize the risk exposure. 5. Verification and Validation After identifying vulnerabilities, it is crucial to verify and validate their existence. This involves manually testing and confirming the vulnerabilities to eliminate false positives generated by automated scanners. Validation helps ensure that the assessment results are accurate and reliable. 6. Risk Assessment The assessed vulnerabilities are then analyzed in the context of the organization’s risk tolerance and business objectives. Risk assessment involves evaluating the potential impact of each vulnerability and the likelihood of exploitation. This step assists organizations in making informed decisions regarding risk mitigation strategies. 7. Reporting and Documentation A comprehensive and well-structured report is essential for communicating the assessment findings to stakeholders. The report should include details about the identified vulnerabilities, their potential impact, and recommended remediation measures. Proper documentation facilitates tracking and monitoring the progress of vulnerability mitigation efforts. 8. Remediation and Follow-up The final step in vulnerability assessment is implementing the recommended remediation measures. This process involves patching, configuration changes, or updates to mitigate the identified vulnerabilities. Continuous monitoring and periodic re-assessments ensure that new vulnerabilities are promptly identified and addressed. Common Tools and Technologies for Vulnerability Assessment To perform effective vulnerability assessments, cybersecurity experts rely on various tools and technologies. Here are some commonly used tools: Nessus: A powerful and widely-used vulnerability scanner that identifies security weaknesses across a wide range of systems and applications. OpenVAS: An open-source vulnerability scanner that helps detect potential threats in networks and servers. Nmap: A versatile network scanning tool used to identify open ports and services, aiding in vulnerability discovery. Metasploit: A penetration testing framework that allows cybersecurity professionals to simulate attacks and identify vulnerabilities. Wireshark: A network protocol analyzer used to examine packets and identify potential security issues. Best Practices for Effective Vulnerability Assessment Performing vulnerability assessments requires expertise and adherence to best practices. Here are some recommendations to ensure a successful assessment: Regular Assessments: Conduct vulnerability assessments regularly, especially after significant changes in the system or network infrastructure. Collaboration: Foster collaboration between IT and cybersecurity teams to ensure a comprehensive understanding of the target system. Stay Updated: Keep abreast of the latest threats and vulnerabilities to enhance the accuracy and relevance of assessments. Patch Management: Establish a robust patch management process to address vulnerabilities promptly. Compliance and Standards: Align vulnerability assessments with industry standards and regulatory requirements. Training and Awareness: Invest in training cybersecurity personnel to enhance their expertise in vulnerability assessment methodologies. Conclusion Vulnerability assessment is an indispensable process that empowers organizations to protect their digital assets from evolving cyber threats. By understanding the steps involved in vulnerability assessment, using appropriate tools, and adhering to best practices, organizations can enhance their security posture and mitigate potential risks effectively. Regular vulnerability assessments combined with timely remediation measures create a robust defense against cyber-attacks, safeguarding sensitive data and ensuring the continuity of business operations. FAQs What is the difference between vulnerability assessment and penetration testing? Vulnerability assessment focuses on identifying and quantifying vulnerabilities
[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) •