In this task you will begin the prototype stage in which you will create a storyboard that communicates the intended instructional design strategy and content for a one-hour e-learning module.
In this task you will begin the prototype stage in which you will create a storyboard that communicates the intended instructional design strategy and content for a one-hour e-learning module. INTRODUCTION The performance assessments in the Learning Experience Design (LXD) Foundations I and II courses cover the five stages of design thinking: empathize, define, ideate, prototype, and test. In this task you will begin the prototype stage in which you will create a storyboard that communicates the intended instructional design strategy and content for a one-hour e-learning module. In LXD Foundations I, you chose one of the case studies, found in the Web Links section, to guide your work. The same case study will be used throughout this course (LXD Foundations II). It is important to note that these case studies are designed to provide sample instructional scenarios. In an authentic design thinking project, the information presented would normally be obtained by gathering data and perspectives in your instructional setting directly from the target learners and from other team members, stakeholders, and subject matter experts. All three case studies can be found in the Web Links section of this task for easy reference. For this task, you will refine your idea from your ideation work in Task 1 of LXD Foundations II and use that idea to build your first prototype—a storyboard for your one-hour e-learning module. Your storyboard will be evaluated on several factors, some of which should be evident in the storyboard itself, while others will need to be explained. This storyboard will be used to build a mock-up in Task 3. REQUIREMENTS Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information. Grammarly Note: Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information. Microsoft Files Note: Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may notbe submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see Computer System and Technology Requirements. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Include the following sections of your passing submissions from previous tasks to provide context for your identified instructional problem and learner population: the target audience analysis and the learning goal from Task 2, parts A1 and B (LXD Foundations I) the learning objective and the previously passed idea for an e-learning module from Task I, parts C1–C3 (LXD Foundations II) Note: The tasks in LXD Foundations I and LXD Foundations II are designed to be completed in order, using the same case study throughout, to simulate the design thinking process from start to finish. Part I: Refining an E-Learning Solution Refine the solution you ideated and described in Task 1 so the idea can be delivered in a one-hour e- learning module that addresses the learning objective in part A by doing the following: Describe how you could refine your e-learning solution to incorporate each of the three UDL principles (i.e., engagement, representation, and action and expression). Describe how learning could be measured as learners work toward the achievement of the learning objective in part A. Explain how a specific instructional strategy will guide the design of the storyboard to support the learners’ needs identified in the learner analysis in part Explain how you will organize the content in the storyboard to support the target learners’ achievement of the learning objective in part A. Part II: Storyboard Prototype Create an original storyboard (e.g., visual or narrative) within a self-selected storyboard template of the one-hour e-learning module (suggested length of 6–10 slides/screens) you refined in part Your storyboard should do the following: Represent the following elements: a descriptive title introduction to the content 2–4 content pages summary of content (i.e., key takeaways of learning) assessment (i.e., formative and/or summative measure of learning) Note: The storyboard should represent a one-hour e-learning module; it will likely require more content than the listed bulleted elements, but it must include representations of the bulleted elements at a minimum. Organize the content in the storyboard to scaffold toward achievement of the learning objective using the identified instructional strategy in part Conceptually represent the text, visuals, audio, and interactions you will use to address the learning objective and learner needs in the storyboard prototype. Note: For part C3, the text, visuals, audio, and interactions are placeholders. They are not intended to be the content that will be in your final e-learning solution. Placeholders may provide a general detail about a concept or topic, but they do not need to contain details of specific content. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or Demonstrate professional communication in the content and presentation of your File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg,
The performance assessments in the Learning Experience Design (LXD) Foundations I and II courses cover the five stages of design thinking: empathize, define, ideate, prototype, and test
The performance assessments in the Learning Experience Design (LXD) Foundations I and II courses cover the five stages of design thinking: empathize, define, ideate, prototype, and test Introduction The performance assessments in the Learning Experience Design (LXD) Foundations I and II courses cover the five stages of design thinking: empathize, define, ideate, prototype, and test. In this task, you will begin the ideate stage, in which you will generate solutions to an instructional problem using design thinking and practical application of learning theories. In LXD Foundations I, you chose one of the case studies, found in the Web Links section, to guide your work. The same case study will be used throughout this course (LXD Foundations II). It is important to note that these case studies are designed to provide sample instructional scenarios. In an authentic design thinking project, the information presented would normally be obtained by gathering data and perspectives in your instructional setting directly from the target learners and from other team members, stakeholders, and subject matter experts. All three case studies can be found in the Web Links section of this task for easy reference. For this task, you will ideate solutions to the instructional problem from Task 2 of LXD Foundations I with the goal of generating an e-learning solution. As part of your ideation experience, you will be required to describe your ideation process, as well as explain key attributes of your ideas in order to demonstrate the degree of alignment to the instructional problem and the needs of your target learners. Your ideation work will inform the storyboard for a one-hour e-learning module you will create in Task 2. Requirements Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information. Grammarly Note: Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information. Microsoft Files Note: Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see Computer System and Technology Requirements. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Generate a solution to an instructional problem represented in your chosen case study, found in the Web Links section, by doing the following: Note: The tasks in LXD Foundations I and LXD Foundations II are designed to be completed in order, using the same case study throughout, to simulate the design thinking process from start to finish. A. Include the following sections of your passing submission from LXD Foundations I to provide context for your identified instructional problem and learner population: • the target audience analysis from Task 2, parts A1–A3 (LXD Foundations I) • the problem statement from Task 2, part A4 (LXD Foundations I) • the learning goal and learning objectives from Task 2, parts B and C (LXD Foundations I) Note: The sections from the previously completed task should be copied and pasted within one document along with the submission for the rest of this task. The previously evaluated sections will not be reevaluated for quality, but they are necessary to include to provide context as you work through each phase of the design process. B. Using design thinking methods, ideate potential original e-learning solutions to address the instructional problem from LXD Foundations I by doing the following: 1. Explain your experience engaging in the ideation process, including how your experience exemplifies divergent thinking. 2. Provide an artifact related to your ideation experience (e.g., diagram, outline, graphic organizer, or any other medium that displays your work). 3. Identify three distinct ideas generated from your ideation process and explain how each idea addresses the instructional problem. C. Explain how you could develop one of your ideas in part B into an original one-hour e-learning module by doing the following: Note: You will prototype this idea as a one-hour e-learning module in Tasks 2 and 3. 1. Provide one observable learning objective aligned to the learning goal in part A that your one-hour e-learning module will address. Note: Your learning objective may be one of the learning objectives you submitted in LXD Foundations I Task 2, or you may revise or refine a learning objective so it is better suited for a one-hour e-learning module and will better meet the requirements of this task. The learning objective should still align to the learning goal. 2. Describe how you could develop one idea—either from part B3 or a new idea—into an original one-hour e-learning module to solve the instructional problem. 3. Explain how learners will learn the concepts and skills to achieve the learning objective in part C1. Note: The explanation should focus on the learners’ experience of learning important concepts and skills. It may include tools, resources, and instructional components, but the focus should be on how learners interact and engage with these components to learn. 4. Explain how a specific learning theory could support the learning process within the e-learning module. 5. Explain
Shadow Health Focused Exam Chest Pain (Brian Foster) — Ultimate Guide for Nursing Students (2025)
Introduction Shadow Health simulations are among the most widely used virtual clinical learning tools in nursing education. Among its many modules, the Brian Foster chest pain focused exam is one of the more challenging and high-stakes encounters for students. If you mess up history taking, miss key objective findings, or fumble documentation or empathy, you risk losing points. In this comprehensive guide, you will get: A detailed, step-by-step walkthrough of the subjective, objective, and documentation portions of Brian Foster’s chest pain assessment Tips to maximize your score in Shadow Health (subjective, objective, empathy, documentation) A differential diagnosis table, documentation templates, and sample dialogue Common pitfalls, study tactics, and FAQ By the end of this article, you’ll have a battle plan to enter the simulation confidently and perform the chest pain exam optimally. Overview: Who Is Brian Foster & Why This Case Matters Brian Foster is a 58-year-old Caucasian male, hospitalized post-TURP (transurethral resection of the prostate) for three days, who now presents with chest pain during his hospital stay. His scenario is crafted to test your skills in focused history taking, physical exam, differentiation of cardiac vs noncardiac etiologies, empathy/education, and documentation. According to procedural breakdowns seen in student reports, many lose points in objective data (e.g. auscultation, inspection) and documentation. This case is particularly useful in developing clinical reasoning: Is this chest pain angina, myocardial ischemia, GERD, costochondritis, or another cause? The simulation expects you to sift through clues and ask the right follow-up questions. Clinical & Guideline Context: Why Chest Pain Must Be Taken Seriously Before diving into the steps, it’s worth framing the broader clinical significance of chest pain: Chest pain is one of the most common reasons for emergency department visits in the U.S. However, only a minority of chest pain cases turn out to be acute coronary syndromes (ACS). For example, among ED patients in whom ACS is suspected, <5% will have STEMI, 5–10% NSTEMI, 5–10% unstable angina, while 50–60% have noncardiac causes (e.g. GI, musculoskeletal) The 2025 ACC/AHA/ACEP guideline emphasizes risk stratification, early biomarker testing (e.g. high sensitivity troponin), ECG, and avoiding unnecessary testing in low-risk individuals. The 2021 AHA/ACC chest pain guideline underscores that one size doesn’t fit all — testing should be tailored to pretest probability, and “noncardiac” is preferred over “atypical” in terminology. In the context of Brian Foster, your job is not to “prove” a diagnosis but to gather enough data to identify risk, rule out red flags, and formulate a plausible differential. That’s exactly what Shadow Health expects. Step-by-Step Assessment Guide This section walks you through what to ask, what to examine, and how to document — along with tips on how to maximize scoring. 1. Subjective / History of Present Illness (HPI) Begin with a structured history using PQRST or OLDCARTS. Follow with risk factors, associated symptoms, and background medical history. Key domains and sample phrases: Domain Key Questions / Prompts Purpose & Tips Onset & Duration “When did the pain begin?” “How long does it last?” For Brian, pain began with exertion (yard work, stairs) and lasts a few minutes. Provoking / Palliating “What makes it better or worse?” He reports pain triggered by exertion or heavy meals; relieved by rest. Quality & Severity “How would you describe it?” “On a scale of 1–10, how bad is it?” He describes “tightness,” “uncomfortable,” approx 5/10. Location & Radiation “Where exactly is it?” “Does it go anywhere else (arm, jaw, back)?” Midsternal, over the heart, no clear radiation in some student docs. Timing / Pattern “Does it come and go?” “When is it worst?” Episodes intermittently over the past month. Associated Symptoms SOB, nausea, diaphoresis, heartburn, fatigue Ask systematically: shortness of breath, palpitations, GI symptoms. Risk Factors & PMH HTN, hyperlipidemia, obesity, family history of CAD He has hypertension, high cholesterol, weight gain, sedentary lifestyle. Medications / Compliance “What meds do you take?” “Do you take them as prescribed?” Essential; missing this is a subtle point many students omit. Social / Lifestyle Smoking, diet, exercise He does not exercise regularly. Family History “Any heart attacks or strokes in family?” Helps with risk stratification. Tips for Shadow Health scoring: Always include negative findings. For example: “Denies nausea,” “Denies dizziness.” Follow-up appropriately. If he says pain started when climbing stairs, follow up: “How many flights? Did it radiate?” Avoid one-word answers — encourage elaboration. Sample conversational lines: “Mr. Foster, when did you first notice this chest tightness? Did it start suddenly or gradually?”“You said it began when doing yard work. How many minutes into the exertion did the pain begin?”“Does it move to your jaw, shoulder, or back? Any shortness of breath or sweating when this happens?”“Have you ever had tests like ECGs, stress tests, or been diagnosed with heart disease before?” 2. Objective / Physical Examination & Vital Signs After history, perform a focused physical exam. In Shadow Health, objective points are critical — many students lose points here if they omit inspection, auscultation, or palpation details. Key categories and what to observe: Examination Domain What to Inspect / Palpate / Auscultate Expected / Relevant Findings in This Case Vital Signs BP (both arms), HR, RR, SpO₂, Temp E.g. BP ~146/88, HR ~100–104, SpO₂ ~98% (student docs) General / Skin Pallor, diaphoresis, cyanosis, edema Likely none visible Neck / JVD Jugular venous distension Usually negative in this case Chest Inspection Symmetry, movement, accessory muscle use Expect symmetric, no retractions Palpation Tenderness, masses, PMI, pulsations No chest wall tenderness (less likely musculoskeletal) Heart Auscultation S1, S2, extra sounds (S3, S4), murmurs Might hear an S4 gallop (sign of stiff ventricle) — check carefully Lung Auscultation Breath sounds, crackles, wheezes Likely clear Peripheral Vascular Pulses (radial, dorsalis pedis), capillary refill, edema Expect normal pulses, no edema, refill < 3 seconds Carotids Bruits Usually none Example findings (from student reports): Objective data report: 31 of 33 items correct in student transcripts for inspection, JVD, symmetry, pulses, etc. In one document, auscultated carotids, heart sounds, pulses, no edema, normal cap refill. Tips for
RN Professional Nursing Assessment: A Comprehensive Guide for Registered Nurses
Introduction The RN professional nursing assessment represents the cornerstone of evidence-based nursing practice and patient-centered care delivery. As the first critical step in the nursing process, a comprehensive assessment enables registered nurses to gather essential information about a patient’s health status, identify actual or potential health problems, and establish a foundation for individualized care planning. This systematic evaluation combines clinical expertise, theoretical knowledge, and critical thinking skills to ensure that patients receive safe, effective, and holistic care throughout their healthcare journey. For registered nurses, mastering the art and science of professional nursing assessment is not merely a procedural requirement—it is a fundamental professional responsibility that directly influences patient outcomes, safety, and satisfaction. According to a 2023 study published in the Journal of Nursing Care Quality, comprehensive nursing assessments reduce adverse patient events by up to 43% and decrease hospital readmissions by 28% when performed systematically and thoroughly. A thorough assessment serves as the basis for clinical decision-making, guides intervention selection, and establishes baseline data for evaluating treatment effectiveness. Whether you are a nursing student preparing for clinical rotations, a newly licensed RN building your assessment skills, or an experienced nurse educator, understanding the principles, processes, and best practices of professional nursing assessment is essential for delivering high-quality patient care in today’s complex healthcare environment. What Is a Professional Nursing Assessment? A professional nursing assessment is a systematic, comprehensive process of collecting, validating, analyzing, and documenting patient data to understand an individual’s health status, functional abilities, and care needs. Unlike medical assessments that primarily focus on diagnosing and treating diseases, nursing assessments adopt a holistic approach that examines how illness, injury, or health conditions affect the patient’s overall functioning, quality of life, and ability to perform daily activities. Definition and Purpose The American Nurses Association (ANA) defines nursing assessment as the systematic and continuous collection of data about a patient’s health status for the purpose of identifying actual and potential health problems, determining health promotion opportunities, and establishing a basis for nursing care. This foundational component of the nursing process encompasses both subjective information (what the patient reports) and objective data (what the nurse observes and measures). Statistical Impact: Research from the Agency for Healthcare Research and Quality (AHRQ) indicates that systematic nursing assessments are associated with: 31% reduction in medication errors 25% decrease in patient falls 38% improvement in early sepsis detection 47% increase in patient satisfaction scores The primary purposes of an RN professional nursing assessment include: Establishing baseline health data that serves as a reference point for detecting changes in patient condition Identifying patient strengths and resources that can support recovery and health maintenance Recognizing actual and potential health problems requiring nursing intervention Prioritizing patient care needs based on urgency and significance Facilitating communication among healthcare team members through accurate documentation Ensuring legal protection by creating a comprehensive record of patient status and care decisions Supporting evidence-based practice through systematic data collection and analysis The RN’s Role in the Assessment Process Registered nurses occupy a unique position within the healthcare team, spending more direct time with patients than most other healthcare professionals. According to the Bureau of Labor Statistics (2024), RNs spend an average of 6-8 hours per shift in direct patient care activities, with assessment comprising approximately 25-30% of that time. This proximity enables RNs to conduct thorough assessments, detect subtle changes in patient condition, and identify problems that might otherwise go unrecognized. Table 1: Comparison of Assessment Responsibilities Across Nursing Roles Assessment Component Registered Nurse (RN) Licensed Practical Nurse (LPN) Certified Nursing Assistant (CNA) Initial Comprehensive Assessment ✓ Independent authority ✗ Not within scope ✗ Not within scope Physical Examination ✓ Complete assessment ◐ Basic assessment under RN supervision ✗ Not within scope Vital Signs Measurement ✓ Yes, with interpretation ✓ Yes, reports to RN ✓ Yes, reports to licensed nurse Data Analysis & Interpretation ✓ Independent responsibility ◐ Limited, supervised ✗ Not within scope Nursing Diagnosis Formulation ✓ Independent authority ✗ Not within scope ✗ Not within scope Assessment Documentation ✓ Complete documentation ◐ Contributes data ◐ Documents delegated tasks Clinical Judgment & Decision-Making ✓ Independent within scope ◐ Limited, requires RN oversight ✗ Not within scope ✓ = Full authority/responsibility | ◐ = Limited or supervised | ✗ = Not within scope of practice The registered nurse’s scope of practice includes the authority and responsibility to perform comprehensive health assessments, analyze findings, formulate nursing diagnoses, and initiate appropriate interventions within their professional judgment. This advanced level of assessment requires critical thinking skills, clinical reasoning abilities, and theoretical knowledge that come from professional nursing education and licensure. Impact on Care Quality and Patient Outcomes Research consistently demonstrates that high-quality nursing assessments directly correlate with improved patient outcomes, reduced complications, and enhanced patient satisfaction. A landmark study published in BMJ Quality & Safety (2023) found that hospitals with standardized nursing assessment protocols experienced: 34% reduction in failure-to-rescue events 29% decrease in unplanned ICU transfers 41% improvement in early deterioration detection 22% reduction in hospital-acquired conditions When registered nurses perform comprehensive assessments, they can: Detect early warning signs of complications before they become critical Individualize care plans based on unique patient needs, preferences, and circumstances Reduce medical errors by identifying risk factors and implementing preventive measures Improve care coordination through clear communication of patient status Enhance patient engagement by involving individuals in their own care planning Support evidence-based decision-making through systematic data collection The quality of the initial assessment sets the trajectory for the entire care experience. Incomplete or inaccurate assessments can lead to missed diagnoses, inappropriate interventions, delayed treatment, and compromised patient safety. Conversely, meticulous assessments create a solid foundation for clinical excellence and optimal patient outcomes. Steps in an RN Nursing Assessment The nursing assessment process follows a systematic, logical sequence that ensures comprehensive data collection while remaining flexible enough to accommodate individual patient circumstances and clinical settings. Understanding and implementing these steps consistently enables registered nurses to perform thorough, efficient assessments that capture essential information without overwhelming either the nurse or the patient.
Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader
Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following: Personal Leadership Philosophy Core Values My philosophy for leadership is based on honesty, integrity and open-mindedness, and this philosophy is the anchor for my core values. I believe that a person in position of leadership has to be honest so that they be open in performing their roles. By being open, the leader makes it possible for the followers to be aware of what the leader wants and the approach to pursuing leadership objectives. I also hold in high esteem the ethical principles which guide behaviors, and personally, I feel that every leadership has to be an individual of integrity and set an example to the followers. Besides, I accept divergent views and opinions because this is one of the ways in which individuals can learn (Allen et al., 2016) Personal Vision My personal vision intertwines with my moral philosophy of respect for what others feel and think. People’s cultural identities diverge, and because of the divergence in individuals’ cultural beliefs and values, conflicts can occur while the leader exercises their leadership role especially when working with people with whom they culturally differ. I believe that people in leading positions can prevent organizational conflicts by leading the way in respecting people other cultures and the divergent views. On their part, a leader should strive to found out about the teaching and values from other cultures so that they can involve every follower, irrespective of their culture, in promoting organizational vision (Marshall & Broome, 2017). An Analysis of My CliftonStrengths Assessment Summarizing the results of My Profile Reflecting on the outcomes from self-evaluation using the Clifton Strengths Assessment (CSA), I consider myself an effective communicator, an empathetic person and a strategist. While communicating a point, I tend to put together my thoughts and feelings in a way that others may understand whatever I message I convey. I believe that everyone has their weakest link, and for this reason, I tend to express empathy to people who make mistakes, and help them correct these mistakes. As a strategist, I study organizational situations, and apply my leadership knowledge to address any issue which arise in the organization. Two Key Behaviors that I Wish to Strengthen While exhibit strengths when it comes to executing leadership functions, I need to make adjustments to the way I handle tasks and manage relationships. I tend to lose focus by taking multiple tasks, and I am also poor when it comes to relating with some employees. I always handle more than two tasks at once, and this can be overwhelming for me. In future, I will need to handle tasks, one at a time so that I avoid undesirable outcomes such as failing to properly complete tasks (Duggan et al., 2015). A Development Plan for Improvement of Behavior The intervention plan to change the undesirable behavior integrates various elements including the goals which the plan seeks to attain. In this context, the goals is to learn how to individually handle tasks and manage relationships. The learning process involves using a simulated management activity in which I have to virtually learn how to deal with situations related to handling of tasks and managing relationships. Conclusion In overview, individual’s personal philosophy mirror in how they behave and their core visions. When one is honest, empathetic and respect the views of others, their followers would want to emulate the former’s approach to leadership. Leaders, therefore, have to strive to continuously build relationships with those who follow these leaders. References Allen, G. P., Moore, W. M., Moser, L. R., Neill, K. K., Sambamoorthi, U., & Bell, H. S. (2016). The Role of Servant Leadership and Transformational Leadership in Academic Pharmacy. American journal of pharmaceutical education, 80(7), 113.Doi: https://doi.org/10.5688/ajpe807113. Duggan, K., Aisaka, K., Tabak, R. G., Smith, C., Erwin, P., & Brownson, R. C. (2015). Implementing administrative evidence-based practices: Lessons from the field in six local health departments across the United States. BMC Health Services Research, 15(1). doi:10.1186/s12913-015-0891-3. Retrieved from https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-015-0891-3. Khoshhal, K. I., & Guraya, S. Y. (2016). Leaders produce leaders and managers produce followers. A systematic review of the desired competencies and standard settings for physicians’ leadership. Saudi medical journal, 37(10), 1061–1067.Doi: https://doi.org/10.15537/smj.2016.10.15620. Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New York, NY: Springer. Assignment: Personal Leadership Philosophies Many of us can think of leaders we have come to admire, be they historical figures, pillars of the industry we work in, or leaders we know personally. The leadership of individuals such as Abraham Lincoln and Margaret Thatcher has been studied and discussed repeatedly. However, you may have interacted with leaders you feel demonstrated equally competent leadership without ever having a book written about their approaches. What makes great leaders great? Every leader is different, of course, but one area of commonality is the leadership philosophy that great leaders develop and practice. A leadership philosophy is basically an attitude held by leaders that acts as a guiding principle for their behavior. While formal theories on leadership continue to evolve over time, great leaders seem to adhere to an overarching philosophy that steers their actions. What is your leadership philosophy? In this Assignment, you will explore what guides your own leadership. To Prepare: Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments. Reflect on the leadership behaviors presented in the three resources that you selected for review. Reflect on your results of the CliftonStrengths Assessment, and consider how the results relate to your leadership traits. The Assignment (2-3 pages): Personal Leadership Philosophies Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following: A description of your core values. A personal mission and vision statement. An analysis of your CliftonStrengths Assessment summarizing the results of your profile A description of two key behaviors that you wish to strengthen. A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples. Be sure to incorporate your colleagues’ feedback on your CliftonStrengths Assessment from this Module’s Discussion 2. Need help
Post a description of your views on whether or not digital inclusion or broad band access should be added as a key area to the social determinants of health
Post a description of your views on whether or not digital inclusion or broad band access should be added as a key area to the social determinants of health. Be specific and provide examples that support your position. Explain how electronic health records, mobile health, patient portals, or telemedicine can impact and be impacted by the social determinants of health. The inclusion of the broadband or digital access as one of the social determinants of health (SDOH) is crucial because it will compel the individuals tasked with addressing the SDOH to focus on empowering and supporting populations to access health services using the contemporary healthcare technologies. Currently, some of these technologies supplement the traditional care, allowing patients to access health services delivered virtually. For instance, a patient discharge from the hospital may have virtual consultation with their provider, providing them with the opportunity to receive new recommendations on how to manage their health. Including access to the digital technologies into SDOH is equally critical in the sense that it supports the preparation of the populations for a potential disaster (Sieck, et al., 2021). This implies that it helps address the disadvantages tied to the divide in access to pertinent information during public health emergencies. A recent study showed that digital exclusion was associated with higher incidences of Covid-19, with digitally excluded counties recording higher rates of Covid-19 including Covid-19-based mortality compared to counties with established digital infrastructure (Li, 2022). The results of this study highlight the need to expand access to digital technologies, which essentially sustains access to information. Impact of the Social Determinants of Health on EHRs, Mobile Health, Patient Portals or Telemedicine and Vice Versa The usefulness or the impact of the digital technologies on population health depends on education and income, which are some of the SDOH. For one to benefit from these technologies, for instance, they have to be literate and computer literate because ability to read is a prerequisite for successful or effective interaction with communication devices. Conversely, the informatics technologies impact the SDOH in the sense that it addresses the impediments tied to the individuals’ income status. The lack of transport to health facilities, and living in underserved communities are some of the disadvantages that people from low-income families are likely to experience. Additionally, lack of adequate funds may limit individuals from purchasing mobile health devices like wearable devices that take vital data like blood pressure. If patients have access to digital technologies, they would less likely to worry about missing out on essential health services delivered virtually (McGonigle & Mastrian, 2022). Conclusion Reflecting on how access to or lack of access to digital technologies is impacting the delivery of health services, there is need to adopt it as one of the social factors that determine health outcomes among populations. Digital access is tied to other SDOH, and it is imperative that it is considered as a SDOH because it affects other determinants. This implies that even if the other SDOH were to be addressed, divide in access to digital technologies may exacerbate the disparity in access to health services. References Benda, N. C., Veinot, T. C., Sieck, C. J., & Ancker, J. S. (2020). Broadband Internet Access is a Social Determinant of Health!. American Journal of Public Health, 110(8), 1123-1125. https://Doi.Org/10.2105/AJPH.2020.305784. Li, F. (2022). Disconnected in A Pandemic: COVID-19 Outcomes and The Digital Divide in the United States. Health & Place, 77, 102867. https://doi.org/10.1016/j.healthplace.2022.102867. Mcgonigle, D., & Mastrian, K. G. (2022). Nursing Informatics and the Foundation of Knowledge (5th Ed.). Jones & Bartlett Learning. Sieck, C. J., Sheon, A., Ancker, J. S., Castek, J., Callahan, B., & Siefer, A. (2021). Digital Inclusion as A Social Determinant Of Health. NPJ Digital Medicine, 4(1), 52. https://Doi.Org/10.1038/S41746-021-00413-8. Post a description of your views on whether or not digital inclusion or broad band access should be added as a key area to the social determinants of health. Be specific and provide examples that support your position. Explain how electronic health records, mobile health, patient portals, or telemedicine can impact and be impacted by the social determinants of health. Support your explanation with the required or optional resources. Need help with a similar assignment? Our experts can write a 100% original version for you Chat Directly with Us on WhatsApp Social Determinants of Health When we talk about health, it’s not just about our physical well-being or the absence of illness. It’s a complex interplay of various factors that influence our overall quality of life. These factors are what we refer to as determinants of health, and among them, the social determinants of health (SDoH) play a particularly significant role. In this article, we will delve into the world of determinants of health, with a specific focus on the social determinants of health and the impact they have on our well-being. Understanding Determinants of Health Determinants of health are the wide array of factors that affect our physical, mental, and social well-being. They encompass everything from our access to healthcare services to our lifestyle choices. These determinants can be categorized into two broad categories: social determinants and health determinants. Social Determinants of Health (SDoH) Social determinants of health (SDoH) refer to the conditions in which people are born, grow, live, work, and age. These conditions are shaped by various socioeconomic and environmental factors and have a profound influence on our health. SDoH encompass a wide range of elements, including: Economic Stability: Our income, employment status, and economic opportunities play a significant role in determining our access to resources and, subsequently, our health. Education: Education provides us with the knowledge and skills to make informed choices about our health. Limited access to education can lead to poorer health outcomes. Social and Community Context: Our social and community environments, including our relationships and support systems, can greatly affect our health. Strong social connections promote better health. Healthcare Access and Quality: Access to healthcare services and the quality of care we receive are critical to managing and preventing health issues. Neighborhood and Built Environment: The safety and quality
Provide a summary of your learning style according the VARK questionnaire
Provide a summary of your learning style according the VARK questionnaire. Describe your preferred learning strategies Summary of My Learning Style According to the VARK Questionnaire According to the VARK questionnaire, my learning style is Multimodal, whereby I prefer learning concepts using multiple methods or channels of communication. Among these different ways, my largest preference is Kinesthetic, as I had the highest scores in the category. Kinesthetic learning implies that I prefer using my hands, body, and sense of touch when learning. From the results, it is clear that people with my preference like to use different formats of information such as maps, graphs, and diagrams (Truong, 2016). They also like using discussions, listening, questioning, and taking notes, practical exercises, as well as experiences. Most importantly, they like using things that are real such as case studies in understanding various concepts that boost their learning experience. Fig 1. A screenshot of my scores from the VARK website. My preferred mode of learning is multimodal, with kinesthetic being the highest choice (The VARK Questionnaire, 2019). My Preferred Learning Strategies Among the strategies I prefer in learning include class discussions as well as class lectures that have illustrative diagrams. This relates to my learning style as it is a connection of different styles to achieve one mixture of methods. The main reason why I prefer class discussions is because they allow one to express themselves to class colleagues (and other people horizontally- with common level of education) about their learning experience. Illustrative diagrams also allow one to grasp the concept without much difficulty. How Learning Styles Can Affect the Degree of Performance in Educational Activities Learning styles affect the degree of performance in educational activities in that the better the learning style, the greater the performance. People who have not learnt how to integrate their learning styles with the educational activities find it hard improving the performance in the learning forums that they are involved in (Willingham, Hughes, & Dobolyi, 2015). When working with learners, educators should investigate their individual learning styles as they would understand the most applicable techniques when imparting them with knowledge, and this can greatly improve the learning outcomes. Why Understanding the Learning Styles of Individuals Involved in Health Promotion is Important Health promotion is a marketing strategy in which marketers or members of healthcare units attempt to increase the likelihood of health products becoming more popular among members of the public (Bokhari & Zafar, 2019). Just like teachers and lecturers, individuals participating in such campaign have the goal of increasing the knowledge of various products in a positive way to the members of the public. They can achieve the results through implementing practices and lessons that directly or indirectly result to behavior change and subsequent demand of the health products. Learning styles of the recipients of health promotional material can affect behavior change in that the more the promoter is aware of the recipient’s learning style, the higher the likelihood of changing their behavior (Bokhari & Zafar, 2019). People with a greater coincidence of learning styles knowledge have a higher likelihood of achieving positive results. Behavior change is also accomplished more easily when health promoters have the potential to quickly recognize the effect of their techniques on behavior change. Different learning styles can be accommodated in health promotion by having health promotion experts who have specific specializations of teaching. That is, when a certain group of expert is specialized in educating kinesthetic learners about the product, it becomes easier to convince the clients using their own language (Bokhari & Zafar, 2019). Having different learning styles is also a source of unity among health promoters as they have to work together to build a clientele in all diverse fields. Conclusion After an analysis of my learning preferences using the questionnaire presented in the VARK Website, it is clear that I am a multimodal individual, with a high preference of kinesthetic learning techniques. This means that besides having the ability of interlinking different ways of learning, I have a high preference of using actions and using the body or touch as a way of learning. Learning styles can affect the performance in educational activities as applying the most individually suitable style imply that the learners have the best results. Understanding the learning styles of individuals in health promotion is also important as it increases the likelihood of health products becoming popular among the members of the public through implementation of behavior change practices. References Bokhari, N. M., & Zafar, M. (2019). Learning styles and approaches among medical education participants. Journal of Education and Health Promotion, 8(1), 181. The VARK Questionnaire (2019). Retrieved from: http://vark-learn.com/the-vark-questionnaire/?p=results Truong, H. M. (2016). Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities. Computers in human behavior, 55, 1185-1193. Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271. Assignment Question Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,”( http://vark-learn.com/the-vark-questionnaire/ ) located on the VARK website, and then complete the following: Click “OK” to receive your questionnaire scores. Once you have determined your preferred learning style, review the corresponding link to view your learning preference. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page). Compare your current preferred learning strategies to the identified strategies for your preferred learning style. Examine how awareness of learning styles has influenced your perceptions of teaching and learning. In a paper (750‐1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following: Provide a summary of your learning style according the VARK questionnaire. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style. Describe how individual learning styles affect the degree to which a learner can
Explain the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned
Explain the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned BUILDING A HEALTH HISTORY: COMMUNICATING EFFECTIVELY TO GATHER APPROPRIATE HEALTH-RELATED INFORMATION Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. There may also be significant cultural factors. In May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged Black women to maintain a weight above what is considered healthy. Randall explained from her observations and her personal experience, as a Black woman, that many African American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012). Randall’s statements sparked a great deal of controversy and debate at the time; however, they emphasize an underlying reality in the healthcare field: Different populations, cultures, and groups have diverse beliefs and practices that impact their health. APRNs and other healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity. As an advanced practice nurse, you must build a patient health history that takes into account all of the factors that make a patient unique and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with each patient, but it will also enable you to more effectively gather the information needed to assess a patient’s health risks. For this first Assignment, you will take on the role of an APRN who is building a health history for a particular patient assigned by your Instructor. You will consider how social determinants of health and specific cultural considerations will influence your interview and communication techniques as you work in partnership with the patient to gather data for an accurate health history. Note: You are expected to draw on the resources for both Week 1 and Week 2 when completing your Assignment. To prepare: Reflect on your experience as an advanced practice nurse and on the information provided in the Week 1 Learning Resources on building a health history and the Week 2 Learning Resources on diversity issues in health assessments. By Day 1 of this week, your Instructor will assign a case study for this Assignment. Note: Please see the Course Announcements section of the classroom for your Case Study Assignment. Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of your assigned patient. Consider how you would build a health history for the patient. What questions would you ask? How might you target your questions based on the patient’s social determinants of health? How would you frame the questions to be sensitive to the patient’s background, lifestyle, and culture? Identify any potential health-related risks, based on the patient’s age, gender, ethnicity, or environmental setting, which should be taken into consideration. What risk assessment instruments would be appropriate to use with this patient? What questions would you ask to assess the patient’s health risks? Select one (1) risk assessment instrument discussed in the Learning Resources, or another tool with which you are familiar, related to your selected patient. Develop five (5) targeted questions you would ask the patient to build their health history and to assess their health risks. Think about the challenges associated with communicating with patients from a variety of specific populations. What communication techniques would be most appropriate to use with this patient? What strategies can you as an APRN employ to be sensitive to different cultural factors while gathering the pertinent information? Assignment: Building a Health History With Cultural and Diversity Awareness Include the following: Explain the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Be specific. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Describe the communication techniques you would use with this patient. Include strategies to demonstrate sensitivity with this patient. Be specific and explain why you would use these techniques. Summarize the health history interview you would conduct with this patient. Provide at least five (5) targeted questions you would ask the patient to build their health history and to assess their health risks. Explain your reasoning for each question and how you frame each for this specific patient. Identify the risk assessment instrument you selected, and then justify why it would be applicable to your assigned patient. Be specific. Include a reference list with a minimum of 3 scholarly articles. Expert Answer and Explanation Building a Culturally Sensitive Health History for WH, a 62-Year-Old Chinese Male Health assessments are key in comprehending patient needs and informing clinical decision-making. In order to be effective, evaluations should extend beyond the physical and address cultural, socioeconomic, and spiritual backgrounds (Ball et al., 2023). The case of WH, a 62-year-old Chinese male with low English proficiency, demonstrates the significance of taking history in a culturally sensitive manner. The background of WH, family life, and his health beliefs shape his contention to care and its comprehension. Cultural awareness, the correct type of communication strategies, and sensitivity to social determinants of health will make it possible to construct an effective health history of this patient. This paper aims to analyse the factors, issues, communication methods, questions to be asked, and risk assessment tools applicable to developing a culturally sensitive health history of WH. Social, Economic, Spiritual, Lifestyle, and Cultural Factors. There are barriers to health care among Chinese immigrants and older Chinese adults that influence their experiences with the management of chronic illness. Research indicates that access and adherence are lower due to language barriers, lack of health literacy, financial limitations, and familiarity with the Western medical system (Zhu et al., 2024). WH relies on his daughter to communicate and navigate the health system, which can restrict his autonomy. Social isolation associated with his being a widower may also make
Research the health-illness continuum and its relevance to patient care. In a 750-1,000-word paper
Research the health-illness continuum and its relevance to patient care. The Health-Illness Continuum Perspective and its Importance in the Health and the Human Experience when Caring for Patients The Health-Illness continuum perspective represents a graphical or diagrammatic illustration of the concept of human well-being on their emotional and mental states. For some people, wellness is the direct opposite of illness, where the absence of disease conditions shows they are well (Swanson et al., 2019). Other individuals believe that having a healthy lifestyle or the potential to lead a healthy lifestyle is the real definition of wellness (Kishan, 2020). A pictorial illustration of the illness-wellness continuum is as follows. Fig 1: An illustration of the illness-wellness continuum. The right side of the graph in Fig 1 shows the different degrees of wellness, while the left side shows illness levels. In this continuum, wellness is explained to be dynamic, in that it is not static, and that the patient is often changing in their present states. Individuals’ outlook is what contributes to their states of wellness for the positive vision of a person who has a disability or a disease, and such a person is likely to face the right side of the continuum (Ow & Poon, 2020). This is unlike a healthy individual who has a negative outlook, feels anxiety, complains a lot, and is depressed. The latter would face the left side of the continuum, and their emotional and mental growth and wellness are hindered to the point that they experience the real state of wellness. How Understanding the Health-Illness Continuum Could Enable Healthcare Providers to Better-Promote the Value and Dignity of Individuals or Groups and Serve others in Ways that Promote Human Flourishing In caring for patients, understanding the health-illness continuum helps to improve the patients’ mental and emotional development. Healthcare givers can use this continuum to motivate the patients’ healthcare and have better health systems including but not limited to, preventing emotional and physical diseases (Sajnani, Marxen, & Zarate, 2017). This continuum is also essential in patient care as it helps to analyze the different developments and evaluate the patient progress. A Reflection of My Overall State of Health and the Behaviors that Support or Detract from Health and Well-Being Several behaviors support my overall state of health, and these include but are not limited to workouts, exercises, and healthy eating. I believe what I eat and my behaviors determine how I will show wellness. I have to continually keep my weight in check, where a negative shift in my BMI prompts me to change my diet and my workout strategies. Besides hitting the gym at least thrice a week, I do regular jogging in the morning before embarking on my daily activities, which I believe serves a long way in improving my emotional well-being. I also walk for 30 minutes to the gym instead of using other less engaging means of transport. I have recently started consuming plenty of water and many greens, which I believe will help me improve my immunity from diseases. Among the negative behaviors that could be distracting me from wellness is smoking, which I did not know its detrimental effects until a recent webinar on lung cancer. Also, I think I barely have enough time to have a healthy sleep. Lastly, I believe I spend too little time with my loved ones due to excessive engagement in my workplace. Options and Resources that Could Help Me to Move toward Wellness on the Health-Illness Spectrum Among the essential resources to help me improve wellness on the spectrum are programs to stop my smoking habit. I receive a lot of pleasure from smoking, which I believe is healthy, but it is also clear that there are several adverse effects (Pickard, 2018). I have already accessed several support groups from smokers, which will help me improve my score in the spectrum. Also, I hope to use my digital calendar to manage my sleep schedules better. Conclusion An individual’s score in the health-illness spectrum is based on their feelings towards healthcare and their perceptions of their health conditions. People who feel that they lack some wellness despite all positive physical signs are more likely to show lower scores. As a healthcare giver, understanding the health-illness continuum helps improve the patients’ mental and emotional development. I believe some of the behaviors that promote my scores are routine exercising and checking on my diet. Smoking, inadequate sleep, and disconnection from family are some of the things that could contribute to lower scores. Resources such as support groups for smokers could help me to improve my scores significantly. References Kishan, P. (2020). Yoga and Spirituality in Mental Health: Illness to Wellness. Indian Journal of Psychological Medicine, 42(5), 411-420. https://doi.org/10.1177/0253717620946995 Ow, R., & Poon, A. W. C. (2020). Theories on Mental Health, Illness and Intervention. Mental Health and Social Work, 3-21. https://doi.org/10.1007/978-981-13-6975-9_1 Pickard, S. (2018). Health, Illness and Frailty in Old Age: A Phenomenological Exploration. Journal of aging studies, 47, 24-31. https://doi.org/10.1016/j.jaging.2018.10.002 Sajnani, N., Marxen, E., & Zarate, R. (2017). Critical Perspectives in the Arts Therapies: Response/Ability across a Continuum of Practice. The Arts in Psychotherapy, 54, 28-37. https://doi.org/10.1016/j.aip.2017.01.007 Swanson, C., Thompson, A., Valentz, R., Doerner, L., & Jezek, K. (2019). Theory of Nursing for the Whole Person: A Distinctly Scriptural Framework. Journal of Christian Nursing, 36(4), 222-227. Doi: https://doi.org/10.1097/cnj.0000000000000656 Benchmark – Human Experience Across the Health–Illness Continuum Research the health-illness continuum and its relevance to patient care. In a 750-1,000-word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following: Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients. Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing and are consistent with the Christian worldview. Reflect on your
[Solved] Comprehensive Psychiatric Evaluation Note and Patient Case Presentation
Comprehensive Psychiatric Evaluation Note and Patient Case Presentation Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Comprehensive psychiatric evaluation notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care. For this Assignment, you will document information about a patient that you examined in a group setting during the last 4 weeks, using the Comprehensive Psychiatric Evaluation Note Template provided. You will then use this note to develop and record a case presentation for this patient. To Prepare Review this week’s Learning Resources and consider the insights they provide about clinical practice guidelines. Select a group patient for whom you conducted psychotherapy for a mood disorderduring the last 4 weeks. Create a Comprehensive Psychiatric Evaluation Note on this patient using the template provided in the Learning Resources. There is also a completed template provided as an exemplar and guide. All psychiatric evaluation notes must be signed by your Preceptor. When you submit your note, you should include the complete comprehensive psychiatric evaluation note as a Word document and pdf/images the completed assignment signed by your Preceptor. You must submit your note using Turnitin. Please Note: Electronic signatures are not accepted. If both files are not received by the due date, Faculty will deduct points per the Walden Grading Policy. Then, based on your evaluation of this patient, develop a video presentation of the case. Plan your presentation using the Assignment rubric and rehearse what you plan to say. Be sure to review the Kalturasupport resources in the Classroom Support Center found by clicking on the Help Include at least five scholarly resources to support your assessment and diagnostic reasoning. 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. Be succinct in your presentation, and do not exceed 8 minutes. Include subjective and objective data; assessment from most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; current psychotherapeutic plan (include one health promotion activity and one patient education strategy you provided); and patient progress toward treatment goals. Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What was 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 the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses in order of highest to lowest priority and explain why you chose them. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with DSM-5-TR diagnostic criteria and is supported by the patient’s symptoms. Plan: Describe your treatment modality and your plan for psychotherapy. Explain the principles of psychotherapy that underline your chosen treatment plan to support your rationale for the chosen psychotherapy framework. What were your follow-up plan and parameters? What referrals would you make or recommend as a result of this psychotherapy session? Reflection notes: What would you do differently in a similar patient evaluation? Reflect on 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. Expert Answer and Explanation Comprehensive Psychiatric Evaluation Note Subjective CC (chief complaint): “I feel sad most of the time and have no energy to do anything.” HPI: M.M. is a 42-year-old African American woman seeking assessment and treatment for symptoms of depression. She describes ongoing low mood, lack of pleasure, difficulty concentrating, and sleep issues over the last four months, with gradual deterioration. She reports major exhaustion, sensations of worthlessness, and occasional passive thoughts of “not wanting to wake up,” yet she refutes any active suicidal ideation, planning, or intent. Appetite has diminished, resulting in slight weight loss. She rejects any present anxiety, panic episodes, hallucinations, or manic signs. Psychiatric ROS (rule-out): Depression: Reports depressed mood, anhedonia, fatigue, poor sleep, poor concentration. Mania: Denies elevated mood, grandiosity, pressured speech, decreased need for sleep. Psychosis: Denies hallucinations, delusions, paranoia. Anxiety: Denies generalized worry, panic episodes, OCD symptoms. Substance use: Denies active use (see below). Past Psychiatric History: General Statement: First entered treatment at age 25 for postpartum depression. Caregivers: None currently. Hospitalizations: One psychiatric hospitalization at age 30 following suicidal ideation without attempt. Medication trials: Previously prescribed sertraline (ineffective), fluoxetine (caused restlessness), venlafaxine (mild benefit, discontinued for cost). Psychotherapy/Previous Psychiatric Diagnosis: History of major depressive disorder, recurrent; attended CBT-based therapy in the past, reported moderate benefit. Substance Use History: Denies alcohol, tobacco, or illicit drug use. Drinks one cup of coffee daily. No history of withdrawal seizures, tremors, or detoxification. Family Psychiatric/Substance Use History: Mother with major depressive disorder; father with alcohol use disorder (deceased due to liver cirrhosis).