NUR 600 Full Course Discussions & Assignments (Module 1-11)

NUR 600 Full Course Discussions & Assignments (Module 1-11)

NUR 600 Full Course Discussions & Assignments (Module 1-11)

NUR 600 Module 1 Discussion: Roles & Responsibilities of the Advanced Nurse Practitioner When Prescribing Medication

Roles & Responsibilities of the Advanced Nurse Practitioner When Prescribing Medication

Based on Module 1: Lecture Materials & Resources and experience, please answer the following questions.

Describe the roles and responsibilities of the APRN when prescribing medication.

Describe the method used to determine what drug therapy to prescribe?

Discuss responsibilities for patient education and teaching based on the prescribed therapy.

Discuss Schedule drugs and prescribing restrictions for each scheduled drug.

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Submission Instructions:

Your initial post should be at least 500 words, formatted and cited in the current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

Each question must be answered individually as in bullet points. Not in an essay format.

Example: Question 1, followed by the answer to question 1; Question 2, followed by the answer to question 2; and so forth.

You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)

Your response should be at least 150 words.

All replies must be constructive and use literature where possible.

Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday.

You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

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Grading Rubric

Your assignment will be graded according to the grading rubric, which is found by clicking the three dots in the upper right-hand corner and selecting “show rubric” from the menu.

Module 1: Lecture Materials & Resources

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icon Principles of Therapeutics

Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)

Read

Arcangelo, P. V., Peterson, M. A., Wilbur, V., & Reinhold, A. J. (2017). Pharmacotherapeutics for advanced practice: a practical approach (4th Ed.). Philadelphia, PA: Wolters Kluwer/Lippincott Williams & Wilkins.

Chapter 1: Issues for the Practitioner in Drug Therapy

Chapter 2: Pharmacokinetic Basis of Therapeutics and Pharmacodynamic Principles

Chapter 3: Impact of Drug Interactions and Adverse Events on Therapeutics

Chapter 4: Principles of Pharmacotherapy in Pediatrics

Chapter 5: Principles of Pharmacotherapy in Pregnancy and Lactation

Chapter 6: Pharmacotherapy Principles in Older Adults

Chapter 7: Principles of Pharmacology in Pain Management

Chapter 8: Principles of Antimicrobial Therapy

Chapter 10: Pharmacogenomics

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).

Use this resource as needed to format your discussion posts and assignments according to the current APA format.

As part of your readings in this module, please also review the following:

Syllabus

APA and Research Guides

Links to an external site.

Watch

St. Thomas University. (2023). Module 1 presentation [slides].

Download and start PowerPoint from the beginning to listen to the voiceover.

Module 1 Presentation

Download Module 1 Presentation

St. Thomas University. (2021). Discussion Instructions [Video].

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Online Materials & Resources

Go to the STU Online Library

Links to an external site. and search for the following articles:

Schuman, A. J. (2017). Safety first: How to avoid prescribing errors. Contemporary Pediatrics, 34(10), 38-40.

Knopf, A. (2016). CleanSlate settlement requires full-time physicians in clinics. Alcoholism & Drug Abuse Weekly, 28(47), 5. doi:10.1002/adaw.30796

Lu, Y., Gong, Z., Xie, Y., Pan, J., Sun, J., Li, Y., & Huang, Y. (2016). Herb-Drug Interaction: Effects of Relinqing® Granule on the Pharmacokinetics of Ciprofloxacin, Sulfamethoxazole, and Trimethoprim in Rats. Evidence-Based Complementary & Alternative Medicine (Ecam), 1-6. doi:10.1155/2016/6194206

Reyes, J. A. (2015). Pain Management and the Role and Responsibility of the Advanced Practice Nurse. Iowa Board of Nursing Newsletter, 34(4), 4-5.

Chen, K., Lee, M. S., Xu, H., & Zhang, Q. (2015). Complementary/Alternative Medicine in Cardiovascular Diseases 2014. Evidence-Based Complementary & Alternative Medicine (Ecam), 20151-2. doi:10.1155/2015/349375

Principi, N., & Esposito, S. (2016). Antimicrobial stewardship in pediatrics. BMC Infectious Diseases, 161-8. doi:10.1186/s12879-016-1772-z
The following websites are great resources for finding clinical information:

Epocrates. (2023). The clinical information you need, at your fingertips. https://www.epocrates.com/

Epocrates

Links to an external site.

RxList. (2023). The internet drug index for prescription information. https://www.rxlist.com/

RxList

Links to an external site.

For medical news, go to the following website:

Medscape. (2023). Latest medical news, clinical trials, guidelines – today on Medscape. https://www.medscape.com/

Medscape

Discussion Rubric
Discussion Rubric
Criteria Ratings Pts

This criterion is linked to a Learning Outcome Identification of Main Issues, Problems, and Concepts
5 pts

Distinguished

Identify and demonstrate a sophisticated understanding of the issues, problems, and concepts.

4 pts

Excellent

Identifies and demonstrate an accomplished understanding of most of issues, problems, and concepts.

2 pts

Fair

Identifies and demonstrate an an acceptable understanding of most of issues, problems, and concepts.

1 pts

Poor

Identifies and demonstrate an unacceptable understanding of most of issues, problems, and concepts.
5 pts

This criterion is linked to a Learning Outcome Use of Citations, Writing Mechanics and APA Formatting Guidelines

3 pts

Distinguished

Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. High level of APA precision and free of grammar and spelling errors.

2 pts

Excellent

Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. Moderate level of APA precision and free of grammar and spelling errors.

1 pts

Fair

Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. APA style and writing mechanics need more precision and attention to detail.

0 pts

Poor

Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing. APA style and writing mechanics need serious attention.
3 pts

This criterion is linked to a Learning Outcome Response to Posts of Peers

2 pts

Distinguished

Student constructively responded to two other posts and either extended, expanded or provided a rebuttal to each.

1 pts

Fair

Student constructively responded to one other post and either extended, expanded or provided a rebuttal.

0 pts

Poor

Student provided no response to a peer’s post.
2 pts

Total Points: 10

NUR 600 Module 1 Assignment: Filling Out Prescriptions

Filling Out Prescriptions

Using the template

Download template provided, upload one of each of the following four prescriptions:

Oral medication (tab/cap)

Oral medication (liquid)

Topical medication

Injectable medication (to be administered either via sub Q, IM or IV)

Submission Instructions:

Complete and submit by 11:59 PM ET Sunday.

Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.

You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

NUR 600 Module 2 Assignment: Begin Research for Your Drug Projects

After getting approval for your drug of choice, you are to begin a bibliography review on your drug of choice for a PowerPoint Presentation (see Module 5 Assignment) and Scholarly Writing Project (see Module 6 Assignment).

Choose from the list provided and reach out to your instructor with your selection. Once your instructor has approved your selection, review a minimum of five academic articles and map out your research on your drug of choice by creating a table that includes the information you found on your drug of choice including the author, the date, article name, location of the published source, and page number.

Vitamin D (Drisdol, Calciferol)

Amoxicillin (Amoxil, Biomox, Polymox)

Levothyroxine (Synthroid, Euthyrox, Levoxyl, Unithroid)

Ibuprofen (Advil, Motrin)

Amphetamine/dextroamphetamine (Adderall, Adderall XR)

Albuterol HFA (Ventolin HFA, Proair HFA, Proventil HFA)

Prednisone (Deltasone, Rayos, Prednisone Intensol)

Gabapentin (Neurontin)

Benzonatate (Tessalon Perles)

Alprazolam (Xanax)

Cyclobenzaprine (Fexmid)

Atorvastatin (Lipitor)

Cetirizine (Zyrtec)

Amoxicillin/clavulanate potassium (Augmentin)

Cephalexin (Keflex)

Folic acid (Folvite)

Sildenafil citrate (Viagra, Revatio)

Trazodone (Desyrel, Oleptro)

Zolpidem tartrate (Ambien)

Escitalopram oxalate (Lexapro)

Clonazepam (Klonopin)

Methylprednisolone (Medrol)

Tadalafil (Cialis)

Methocarbamol (Robaxin)

Fluconazole (Diflucan)

Sertraline (Zoloft)

Doxycycline hyclate (Vibramycin, Acticlate, Targadox)

Furosemide (Lasix)

Fluoxetine (Prozac)

Metronidazole (Vandazole, Metrogel, Flagyl)

Freestyle Libre

Omeprazole (Prilosec)

FeroSul (ferrous sulfate)

Sulfamethoxazole/trimethoprim (Bactrim)

Phenobarbital (Luminal, Solfoton)

Bromphen/pseudoephedrine/dextromethorphan (Bromfed DM)

Meloxicam (Mobic)

Pantoprazole sodium (Protonix)

Estradiol (Estrace, Climara, Minivelle)

Famotidine (Pepcid, Pepcid AC, Zantac 360)

Submission Instructions:

Complete and submit by 11:59 PM ET Sunday.

Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.

You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

NUR 600 Discussion 2.1: Creating a Positive Interview Experience

Value: 15 points

Category: Discussions, 20%

Discussion Guidelines
Initial Post
Using the guidelines in the Bickley text for ensuring cultural humility, describe three approaches you may use to create a positive, non-biased approach to an interview experience.

Response Post
Reply to the initial posts of at least two classmates.

Submission
Post your initial and follow up responses and review full grading criteria on the Discussion 2.1: Creating a Positive Interview Experience page.

 

NUR 600 Assignment 2.1: Patient History

Value: 50 points

Category: Assignments, 6%Assignment Guidelines
Conduct and document a patient history. Include the following components:

Chief complaint
History of present illness
Past medical and surgical history
Family history
Personal social history
Submission
Submit your assignment and review full grading criteria on the Assignment 2.1: Patient History page.

NUR 600 Module 3 Discussion: Drug Therapy & Treatments for Cardiovascular and Hematologic Disorders

Module 3 Discussion

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icon Drug Therapy & Treatments for Cardiovascular and Hematologic Disorders

Based on Module 3: Lecture Materials & Resources and experience, please answer the following questions:
Describe the goals of drug therapy for hypertension and the different antihypertensive treatment.

Describe types of arrhythmias and their treatment

Discuss Atrial Fibrillation

Discuss types of anemia, causes, symptoms, and treatment options

Submission Instructions:

Your initial post should be at least 500 words, formatted and cited in the current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

Each question must be answered individually as in bullet points. Not in an essay format.

Example: Question 1, followed by the answer to question 1; Question 2, followed by the answer to question 2; and so forth.

You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)

Your response should be at least 150 words.

All replies must be constructive and use literature where possible.

Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday.

You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

Discussion Rubric

Discussion Rubric

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Identification of Main Issues, Problems, and Concepts
5 pts

Distinguished

Identify and demonstrate a sophisticated understanding of the issues, problems, and concepts.

4 pts

Excellent

Identifies and demonstrate an accomplished understanding of most of issues, problems, and concepts.

2 pts

Fair

Identifies and demonstrate an an acceptable understanding of most of issues, problems, and concepts.

1 pts

Poor

Identifies and demonstrate an unacceptable understanding of most of issues, problems, and concepts.

5 pts

This criterion is linked to a Learning Outcome Use of Citations, Writing Mechanics and APA Formatting Guidelines

3 pts

Distinguished

Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. High level of APA precision and free of grammar and spelling errors.

2 pts

Excellent

Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. Moderate level of APA precision and free of grammar and spelling errors.

1 pts

Fair

Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. APA style and writing mechanics need more precision and attention to detail.

0 pts

Poor

Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing. APA style and writing mechanics need serious attention.

3 pts

This criterion is linked to a Learning Outcome Response to Posts of Peers

2 pts

Distinguished

Student constructively responded to two other posts and either extended, expanded or provided a rebuttal to each.

1 pts

Fair

Student constructively responded to one other post and either extended, expanded or provided a rebuttal.

0 pts

Poor

Student provided no response to a peer’s post.

2 pts

Total Points: 10

NUR 600 Module 3 Assignment: Draft of Project

Draft of Project

For this week, please present a draft/outline of your PowerPoint project (see Module 5 Assignment).

Submission Instructions:

Complete and submit by 11:59 PM ET Sunday.

Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.

You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

NUR 600 Assignment 3.1: Review of Systems (ROS) Documentation

Value: 60 points

Category: Assignments, 6%

Assignment Guidelines
Using the guidelines in Bickley, Components of the Health History, pp. 7–12, obtain and document a complete ROS on a friend. Document Pertinent Positives and Negatives while taking the ROS, using the Components of the Health History found under “Present Illness.” Include a description with each positive finding on the elicited ROS. Reference pp. 31–33 in the text; the “Case of Mrs. N” gives an example of this type of write-up to use as a guideline.

Submission
Submit your assignment and review full grading criteria on the Assignment 3.1: Review of Systems (ROS) Documentation page.
Week 3: Practicing, Sequencing, and Coordinating the Comprehensive Assessment
Welcome to the third week of Advanced Physical Assessment. This week, you will learn how to complete a review of systems, otherwise known as an ROS, and also learn about how critical pertinent positives and negatives can be to your assessment and ultimate treatment of care for your patient. You will learn how to appropriately document and identify abnormalities in your patient. Finally, you will discuss how to identify the seven attributes of the symptom.

Review a list of all items due this week in your course syllabus.

Lesson 1: The Comprehensive Assessment

During this lesson, you will learn how to complete a ROS, learn about pertinent positives and negatives, and learn about documenting abnormalities.

Learning Outcomes
At the end of this lesson, you will be able to:

Elicit a complete ROS (review of systems) from a friend or family member.
Accurately document pertinent positives and negatives.
Accurately document subjective abnormal data.
Demonstrate the components of symptom analysis using the “seven attributes of a symptom.”
Before attempting to complete your learning activities for this week, review the following learning materials:

Learning Materials
Read the following in your Bates’ Guide to Physical Examination and History Taking textbook:

Chapter 5, “Clinical Reasoning, Assessment, and Plan”
Chapter 6, “Health Maintenance and Screening”
Chapter 7, “Evaluating Clinical Evidence”
These readings will help you perform and document a health history and also identify the seven attributes of a symptom.

NUR 600 Discussion 3.1: The Seven Attributes

Value: 15 points

Category: Discussions, 20%

Discussion Guidelines
Initial Post
Which of the seven attributes of a symptom do you feel is the most essential, and why? Determine and support your choice in a clear and concise manner.

Response Post
Reply to the initial posts of at least two classmates.

Submission
Post your initial and follow up responses and review full grading criteria on the Discussion 3.1: The Seven Attributes page.
Week 3: Practicing, Sequencing, and Coordinating the Comprehensive Assessment
Welcome to the third week of Advanced Physical Assessment. This week, you will learn how to complete a review of systems, otherwise known as an ROS, and also learn about how critical pertinent positives and negatives can be to your assessment and ultimate treatment of care for your patient. You will learn how to appropriately document and identify abnormalities in your patient. Finally, you will discuss how to identify the seven attributes of the symptom.

Review a list of all items due this week in your course syllabus.

Lesson 1: The Comprehensive Assessment

During this lesson, you will learn how to complete a ROS, learn about pertinent positives and negatives, and learn about documenting abnormalities.

Learning Outcomes
At the end of this lesson, you will be able to:

Elicit a complete ROS (review of systems) from a friend or family member.
Accurately document pertinent positives and negatives.
Accurately document subjective abnormal data.
Demonstrate the components of symptom analysis using the “seven attributes of a symptom.”
Before attempting to complete your learning activities for this week, review the following learning materials:

Learning Materials
Read the following in your Bates’ Guide to Physical Examination and History Taking textbook:

Chapter 5, “Clinical Reasoning, Assessment, and Plan”
Chapter 6, “Health Maintenance and Screening”
Chapter 7, “Evaluating Clinical Evidence”
These readings will help you perform and document a health history and also identify the seven attributes of a symptom.

NUR 600 Assignment 3.2: Using the Seven Attributes with a Subjective Abnormal Finding

Value: 20 points

Category: Assignments, 6%

Assignment Guidelines
Choose one of the subjective abnormal findings mentioned by your patient in the CC, History of Present Illness, or ROS. Document your understanding of how to use the “seven attributes” for symptom analysis found in the Bickley text in a one-page document.

Submission
Submit your assignment and review full grading criteria on the Assignment 3.2: Using the Seven Attributes with a Subjective Abnormal Finding page.

NUR 600 Module 4 Discussion: Treatments for Respiratory Disorders

Module 4 Discussion

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icon Treatments for Respiratory Disorders

Based on Module 4: Lecture Materials & Resources and experience, please answer the following questions:

Describe causes of Upper respiratory infections and drug therapy

Discuss triggers of asthma and treatment options

Discuss corticosteroids

Describe chronic bronchitis and treatment options

Submission Instructions:

Your initial post should be at least 500 words, formatted and cited in the current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

Each question must be answered individually as in bullet points. Not in an essay format.

Example: Question 1, followed by the answer to question 1; Question 2, followed by the answer to question 2; and so forth.

You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)

Your response should be at least 150 words.

All replies must be constructive and use literature where possible.

Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday.

You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

Module 4: Lecture Materials & Resources

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icon Drug Therapy for Respiratory Disorder

Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)

Read

Arcangelo, P. V., Peterson, M. A., Wilbur, V., & Reinhold, A. J. (2017).

Chapter 25: Asthma

Chapter 26: Chronic Obstructive Pulmonary Disease

Chapter 28: Nausea and Vomiting

Chapter 29: Gastroesophageal Reflux Disease and Peptic Ulcer Disease

Chapter 30: Constipation, Diarrhea, and Irritable Bowel Syndrome

Chapter 31: Inflammatory Bowel Disease

American Psychological Association. (2019).

As part of your readings in this module, please also review the following:

APA and Research Guides

Links to an external site.

Watch

St. Thomas University. (2023). Module 4 presentation [slides].

Download and start PowerPoint from the beginning to listen to the voiceover.

Module 4 Presentation

Download Module 4 Presentation

Animated COPD Patient. (2014, August 15). Management and treatment of COPD [Video]. YouTube. https://youtu.be/9-ErVE–vjM

Management and Treatment of COPD (7:33)

Links to an external site.Management and Treatment of COPD

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Online Materials & Resources

Dempsey, P. P., Businger, A. C., Whaley, L. E., Gagne, J. J., & Linder, J. A. (2014). Primary care clinicians’ perceptions about antibiotic prescribing for acute bronchitis: a qualitative study. BMC Family Practice, 15(1), 86-105. doi:10.1186/s12875-014-0194-5

Kaufman, G. (2012). Asthma update: recommendations for diagnosis, treatment and management. Primary Health Care, 22(5), 32-39.

Holmes, S., & Scullion, J. (2015). A changing landscape: diagnosis and management of COPD… Chronic obstructive pulmonary disease. British Journal of Nursing, 24(8), 432-440. doi:10.12968/bjon.2015.24.8.432

Lutfiyya, M. N., Henley, E., Chang, L. F., & Wessel Reyburn, S. (2006, February 1). Diagnosis and treatment of community-acquired pneumonia. AAFP American Academy of Family Physicians. https://www.aafp.org/afp/2006/0201/p442.html

Diagnosis and treatment of community-acquired pneumonia

NUR 600 Module 4 Assignment: Draft of Script for PowerPoint Presentation

Draft of Script for PowerPoint Presentation

Next week you will be presenting your drug of choice. Draft a script of how you plan to narrate your PowerPoint presentation.

Submission Instructions:

Complete and submit by 11:59 PM ET Sunday.

Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.

You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

NUR 600 Discussion 4.1: Sequence During a Physical Examination

Category: Discussions, 20%

Discussion Guidelines
Initial Post
Discuss why you feel sequence in physical examination is essential. Be sure to thoroughly support your answer.

Response Post
Reply to the initial posts of at least two classmates.

Submission
Post your initial and follow up responses and review full grading criteria on the Discussion 4.1: Sequence During a Physical Examination page.
Week 4: Beginning the Comprehensive Physical Exam of the Adult Patient—Thyroid and Lymph System
Welcome to the fourth week of Advanced Physical Assessment. During this week, you will begin coordinating the comprehensive physical exam. Take a deep breath. It is not nearly as terrifying as it sounds. If you have peeked ahead at the syllabus, you have realized that we take the body one system at a time, making it much more manageable. We will focus this week on the thyroid and lymph assessment, recognizing the anatomical landmarks specific to those systems. You will learn different exam techniques and review proper terminology and appropriate documentation for those subjective and objective findings. You will then discuss the significance of sequence during the physical exam.

Review a list of all items due this week in your course syllabus.

Lesson 1: Skin, Hair, Nails, Head, and Neck

During this lesson, you will begin coordinating the comprehensive exam, recognizing anatomical landmarks, looking at different exam techniques, and reviewing proper terminology for objective findings.

Learning Outcomes
At the end of this lesson, you will be able to:

Begin the practice of sequencing and coordinating the comprehensive physical exam of the adult patient.
Identify the anatomical landmarks of the human body of these systems: skin, hair, nails, head, and neck.
Correlate examination techniques of the skin, hair, nails, head, and neck body systems using the correct sequence and anatomical landmarks in an adult patient.
Use correct terminology to record objective components of the physical examination findings.
Before attempting to complete your learning activities for this week, review the following learning materials:

Learning Materials
Read the following in your Bates’ Guide to Physical Examination and History Taking textbook:

Chapter 8, “General Survey, Vital Signs, and Pain”
Chapter 10, “Skin, Hair, and Nails”
Chapter 11, “Head and Neck”
These readings will describe how to complete an ROS and an HEENT assessment, recognize pertinent positives and negatives, and understand documentation.

Head-to-Toe Assessment (Adult): HEENT
The following Bickley assessment video will demonstrate the steps taken to perform an adult assessment of the head, eyes, ears, nose, and throat (HEENT).

Head-to-Toe Assessment (Adult): HEENT Transcript

Lymph Nodes and Thyroid Examination
This short examination video will demonstrate how to do the assessment on the thyroid and lymph system.

Lymph Nodes and Thyroid Examination Transcript

Thyroid Examination
This video will give you a more in-depth look at how to perform a thyroid examination.

Thyroid Examination Transcript

NUR 600 Assignment 4.2: Assessment of the HEENT System Write-Up

Category: Write-Ups, 7%

Assignment Guidelines
Submit a write-up on your friend/family member, focusing on the systems we are studying in this unit. Pay attention to proper sequencing of the exam in your write-up, and limit it to 100 words. Be sure to use proper terminology and technical writing skills. The Bickley text has a “Record Your Findings” section at the end of every chapter and will be very helpful with documentation examples.

View a sample write-up document.

Submission
Submit your assignment and review full grading criteria on the Assignment 4.2: Assessment of the HEENT System Write-Up page.

Sample Write-Up: Abdominal (NUR 600)
Abdomen is protuberant with active bowel sounds. It is soft and nontender; no palpable masses or hepatosplenomegaly. Liver span is 7cm in the right midclavicular line; edge is smooth and palpable 1 cm below the right costal margin. Spleen and kidneys were not enlarged and therefore not palpated. No CVA tenderness

This information is based on page 469 in the Bickley text. Your write-up should be 100 words or less.

NUR 600 Module 5 Discussion: Treatments for Gastrointestinal & Endocrine Disorders

Module 5 Discussion

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icon Treatments for Gastrointestinal & Endocrine Disorders

Based on Module 5: Lecture Materials & Resources and experience, please answer the following questions:
Describe diagnostic criteria for nausea and vomiting and treatment recommendations

Discuss symptoms of GERD, complications, and drug management

Compare and contrast Crohn’s disease and Ulcerative colitis

Discuss Diabetes, its causes, symptoms, and treatment

Submission Instructions:
Your initial post should be at least 500 words, formatted and cited in the current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

Each question must be answered individually as in bullet points. Not in an essay format.

Example: Question 1, followed by the answer to question 1; Question 2, followed by the answer to question 2; and so forth.

You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)

Your response should be at least 150 words.

All replies must be constructive and use literature where possible.

Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday.

You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

Drug Therapy Gastrointestinal Tract and Endocrine Disorder

Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

(Note: The citations below are provided for your research convenience. You should always cross reference the current APA guide for correct styling of citations and references in your academic work.)

Read

Arcangelo, P. V., Peterson, M. A., Wilbur, V., & Reinhold, A. J. (2017).

Chapter 32: Urinary Tract Infection

Chapter 33: Prostatic Disorders and Erectile Dysfunction

Chapter 34: Overactive Bladder

Chapter 35: Sexually Transmitted Infections

Chapter 48: Allergies and Allergic Reactions

Chapter 49: Human Immunodeficiency Virus

American Psychological Association. (2019).

APA and Research Guides

Watch

St. Thomas University. (2023). Module 5 presentation [slides].

Download and start PowerPoint from the beginning to listen to the voiceover.

Module 5 Presentation

Download Module 5 Presentation

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Online Materials & Resources

Gawron, A. J., French, D. D., Pandolfino, J. E., & Howden, C. W. (2014). Economic evaluations of gastroesophageal reflux disease medical management. Pharmacoeconomics, 32(8), 745-758. doi:10.1007/s40273-014-0164-8

Abbaslou, P., Farahmand, F., & Fallahi, G. (2009). Efficacy and side effects of cisapride and metoclopramide in children with gastroesophageal reflux disease (GERD). Journal of Applied Research, 9(4), 166-170.

Kraut, E., & Farahani, P. (2015). A Systematic Review of Clinical Practice Guidelines’ Recommendations on Levothyroxine Therapy Alone versus Combination Therapy (LT4 plus LT3) for Hypothyroidism. Clinical & Investigative Medicine, 38(6), E305-E313.

Majeed-Ariss, R., Jackson, C., Knapp, P., & Cheater, F. M. (2015). A systematic review of research into black and ethnic minority patients’ views on self-management of type 2 diabetes. Health Expectations, 18(5), 625-642. doi:10.1111/hex.12080

Discussion Rubric

Discussion Rubric

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Identification of Main Issues, Problems, and Concepts

5 pts

Distinguished

Identify and demonstrate a sophisticated understanding of the issues, problems, and concepts.

4 pts

Excellent

Identifies and demonstrate an accomplished understanding of most of issues, problems, and concepts.

2 pts

Fair

Identifies and demonstrate an an acceptable understanding of most of issues, problems, and concepts.

1 pts

Poor

Identifies and demonstrate an unacceptable understanding of most of issues, problems, and concepts.

5 pts

This criterion is linked to a Learning Outcome Use of Citations, Writing Mechanics and APA Formatting Guidelines
3 pts

Distinguished

Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. High level of APA precision and free of grammar and spelling errors.

2 pts

Excellent

Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. Moderate level of APA precision and free of grammar and spelling errors.

1 pts

Fair

Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. APA style and writing mechanics need more precision and attention to detail.

0 pts

Poor

Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing. APA style and writing mechanics need serious attention.

3 pts

This criterion is linked to a Learning Outcome Response to Posts of Peers
2 pts

Distinguished

Student constructively responded to two other posts and either extended, expanded or provided a rebuttal to each.

1 pts

Fair

Student constructively responded to one other post and either extended, expanded or provided a rebuttal.

0 pts

Poor

Student provided no response to a peer’s post.

2 pts

Total Points: 10

NUR 600 Module 5 Assignment: Drug PowerPoint Presentation

Drug PowerPoint Presentation

For this week you will present a voiceover PowerPoint presentation (with the video on) on your drug of choice. You are to be dressed in office attire. The purpose of the presentation is for you to educate your colleagues on the drug you have selected. The presentation must include information about the:

Drug pharmacology, pharmacokinetics

Brand name

Generic name

Dosing

Indications for use

Side effects

Contraindications

Pregnancy class

You must also perform a cost analysis of the drug.

Provide a patient case study on a patient in which you would utilize the drug you have selected and include at least two peer-reviewed evidence-based studies related to the drug.

Describe the appropriate patient education.

What is your role as a Nurse Practitioner for prescribing this medication to this patient on your case study presentation?

Describe the monitoring and follow-up.

Submission Instructions:

Voiceover Presentation is original work and logically organized in current APA style including citation of references.

Incorporate a minimum of 4 current (published within last five years) scholarly journal articles within your work.

PowerPoint presentation with 10-15 slides, excluding the title slide and the reference slide.

The presentation is clear and concise, and students will lose points for improper grammar, punctuation, and misspelling.

Complete and submit by 11:59 PM ET Sunday.

Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.

You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

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Grading Rubric

Your assignment will be graded according to the grading rubric.

Presentation Rubric

Presentation Rubric
Criteria Ratings Pts

Identification of Drug

view longer description
4 pts

Distinguished

Identifies and demonstrates an understanding of all 5 areas: drug pharmacology pharmacokinetics, brand name, generic name, dosing, and indications for use.

3 pts

Excellent

Identifies and demonstrates an understanding of 4 areas: drug pharmacology pharmacokinetics, brand name, generic name, dosing, or indications for use.

2 pts

Fair

Identifies and demonstrates an understanding of 3 areas: drug pharmacology pharmacokinetics, brand name, generic name, dosing, or indications for use.

1 pts

Poor

Identifies and demonstrates an understanding of 2 areas: drug pharmacology pharmacokinetics, brand name, generic name, dosing, or indications for use.

/ 4 pts

Analysis and Evaluation of Issues/Probelms

view longer description

4 pts

Distinguished

Presents an insightful, thorough analysis and evaluation of side effects, contraindications, cost analysis of the drug, and pregnancy class.

3 pts

Excellent

Presents a thorough analysis and evaluation of most of the side effects, contraindications, cost analysis of the drug, and pregnancy class.

2 pts

Fair

Presents a superficial or incomplete analysis and evaluation of side effects, contraindications, cost analysis of the drug, and pregnancy class.

1 pts

Poor

Presents unacceptable analysis and evaluation of side effects, contraindications, cost analysis of the drug, and pregnancy class.

/ 4 pts

Demonstrates a Conceptual Understanding

view longer description
4 pts

Distinguished

Provides thorough, competent, and interpretive responses to providing a patient case study on a patient in which you would utilize the drug you have selected and include at least two peer-reviewed evidence-based studies related to the drug and describing what is your role as a Nurse Practitioner for prescribing this medication to this patient on your case study presentation and shows a high level of conceptual understanding.

3 pts

Excellent

Provides competent and interpretive responses to providing a patient case study on a patient in which you would utilize the drug you have selected and include at least two peer-reviewed evidence-based studies related to the drug and describing what is your role as a Nurse Practitioner for prescribing this medication to this patient on your case study presentation and shows a moderate level of conceptual understanding.

2 pts

Fair

Provides competent responses to providing a patient case study on a patient in which you would utilize the drug you have selected and include at least two peer-reviewed evidence-based studies related to the drug and describing what is your role as a Nurse Practitioner for prescribing this medication to this patient on your case study presentation, but lacks interpretation and a moderate level of conceptual understanding.

1 pts

Poor

Provides an unacceptable response to providing a patient case study on a patient in which you would utilize the drug you have selected and include at least two peer-reviewed evidence-based studies related to the drug and describing what is your role as a Nurse Practitioner for prescribing this medication to this patient on your case study presentation, and lacks interpretation and a moderate level of conceptual understanding.

/ 4 pts

Use of Citations to Course Readings and Additional Research/Literature

view longer description

4 pts

Distinguished

Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.

3 pts

Excellent

Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.

2 pts

Fair

Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.

1 pts

Poor

Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing.

/ 4 pts

Writing Mechanics and APA Formatting Guidelines

view longer description

4 pts

Full Marks

Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.

3 pts

Excellent

Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.

2 pts

Fair

Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.

1 pts

Poor

Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.

/ 4 pts
Total Points: 0

NUR 600 Discussion 5.1: Lung Diagnoses

Value: 15 points

Category: Discussions, 20%

Discussion Guidelines
Initial Post
Using Chapter 8 of your Goolsby and Grubbs text, select one common diagnosis and one less-common diagnosis for the lungs. Describe how you would be able to differentiate them from each other on an exam.

Response Post
Reply to the initial posts of at least two classmates.

Submission
Post your initial and follow up responses and review full grading criteria on the Discussion 5.1: Lung Diagnoses page.
Week 5: The Comprehensive Physical Exam (cont.)—Thorax and Respiratory System
Welcome to the fifth week of Advanced Physical Assessment. This week, you will continue coordinating the comprehensive physical exam. The system of focus this week is the thorax and respiratory system. You will learn how to recognize anatomical landmarks and look at different exam techniques to decide which one you are most comfortable performing on your nearest and dearest relatives or friends. You will continue to review proper terminology for identifying and then appropriately documenting those subjective and objective findings. You will utilize your differential diagnoses book to help you recognize the similarities, yet uniqueness, of those diagnoses specific to your week’s system of focus.

Review a list of all items due this week in your course syllabus.

Lesson 1: The Thorax and Lungs

During this lesson, you will begin coordinating the comprehensive exam, recognizing anatomical landmarks, looking at different exam techniques, and reviewing proper terminology for objective findings. This week, you will also be utilizing your Goolsby and Grubbs textbook for the discussion question. You are not required to read the entire chapter assigned in the discussion question, but you will need to skim it for specific information.

 

Learning Outcomes
At the end of this lesson, you will be able to:

Begin the practice of sequencing and coordinating the comprehensive physical exam of the adult patient in the thorax and lungs.
Identify the anatomical landmarks of the human body in the thorax and lungs.
Correlate examination techniques of the thorax and lungs using the correct sequence and anatomical landmarks in an adult patient.
Use correct terminology to record objective components of the physical examination findings.
Before attempting to complete your learning activities for this week, review the following learning materials:

Learning Materials
Read the following in your Bates’ Guide to Physical Examination and History Taking textbook:

Chapter 15, “Thorax and Lungs”

This reading will help you perform a thorax and lungs assessment, recognize pertinent positives and negatives, and also document appropriately.

Head-to-Toe Assessment (Adult) Video: Anterior Thorax and Lungs
The following video will demonstrate how to examine the anterior thorax and lungs.

Head-to-Toe Assessment (Adult): Anterior Thorax and Lungs Transcript

Head-to-Toe Assessment (Adult): Back, Posterior Thorax, and Lungs
This short examination video will demonstrate how to do the assessment on the thyroid and lymph system.

Head-to-Toe Assessment (Adult): Back, Posterior Thorax, and Lungs Transcript

Textbook Resource: Lung Sounds
Your Bickley textbook offers several examples of lung sounds. To listen to them, visit Bates’ Visual Guide to Physical Examination

Links to an external site. and log in.

Access by going to Student Resources > Heart and Breath Sounds > Student: Ancillary Content, Heart and Breath Sounds > Lung Sounds

ORDER A CUSTOMIZED, PLAGIARISM-FREE NUR 600 Full Course Discussions & Assignments (Module 1-11) HERE

NUR 600 Assignment 5.2: Assessment of the Thorax and Lungs Write-Up

Week 5: The Comprehensive Physical Exam (cont.)—Thorax and Respiratory System
Welcome to the fifth week of Advanced Physical Assessment. This week, you will continue coordinating the comprehensive physical exam. The system of focus this week is the thorax and respiratory system. You will learn how to recognize anatomical landmarks and look at different exam techniques to decide which one you are most comfortable performing on your nearest and dearest relatives or friends. You will continue to review proper terminology for identifying and then appropriately documenting those subjective and objective findings. You will utilize your differential diagnoses book to help you recognize the similarities, yet uniqueness, of those diagnoses specific to your week’s system of focus.

Review a list of all items due this week in your course syllabus.

Lesson 1: The Thorax and Lungs

During this lesson, you will begin coordinating the comprehensive exam, recognizing anatomical landmarks, looking at different exam techniques, and reviewing proper terminology for objective findings. This week, you will also be utilizing your Goolsby and Grubbs textbook for the discussion question. You are not required to read the entire chapter assigned in the discussion question, but you will need to skim it for specific information.

Learning Outcomes
At the end of this lesson, you will be able to:

Begin the practice of sequencing and coordinating the comprehensive physical exam of the adult patient in the thorax and lungs.
Identify the anatomical landmarks of the human body in the thorax and lungs.
Correlate examination techniques of the thorax and lungs using the correct sequence and anatomical landmarks in an adult patient.
Use correct terminology to record objective components of the physical examination findings.
Before attempting to complete your learning activities for this week, review the following learning materials:

Learning Materials
Read the following in your Bates’ Guide to Physical Examination and History Taking textbook:

Chapter 15, “Thorax and Lungs”

This reading will help you perform a thorax and lungs assessment, recognize pertinent positives and negatives, and also document appropriately.

Head-to-Toe Assessment (Adult) Video: Anterior Thorax and Lungs
The following video will demonstrate how to examine the anterior thorax and lungs.

Head-to-Toe Assessment (Adult): Anterior Thorax and Lungs Transcript

Head-to-Toe Assessment (Adult): Back, Posterior Thorax, and Lungs
This short examination video will demonstrate how to do the assessment on the thyroid and lymph system.

Head-to-Toe Assessment (Adult): Back, Posterior Thorax, and Lungs Transcript

Textbook Resource: Lung Sounds
Your Bickley textbook offers several examples of lung sounds. To listen to them, visit Bates’ Visual Guide to Physical Examination

Links to an external site. and log in.

Access by going to Student Resources > Heart and Breath Sounds > Student: Ancillary Content, Heart and Breath Sounds > Lung Sounds

Category: Write-Ups, 7%

Assignment Guidelines
Submit a write-up on your friend/family member, focusing on the systems we are studying in this unit. Pay attention to proper sequencing of the exam in your write-up, and limit it to 100 words. Be sure to use proper terminology and technical writing skills. The Bickley text has a “Record Your Findings” section at the end of every chapter and will be very helpful with documentation examples.

View a sample write-up document.

Submission
Submit your assignment and review full grading criteria on the Assignment 5.2: Assessment of the Thorax and Lungs Write-Up page.

Sample Write-Up: Abdominal (NUR 600)
Abdomen is protuberant with active bowel sounds. It is soft and nontender; no palpable masses or hepatosplenomegaly. Liver span is 7cm in the right midclavicular line; edge is smooth and palpable 1 cm below the right costal margin. Spleen and kidneys were not enlarged and therefore not palpated. No CVA tenderness

This information is based on page 469 in the Bickley text. Your write-up should be 100 words or less.

NUR 600 Module 6 Discussion: Treatments for Genitourinary Tract Disorders

Module 6 Discussion

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icon Treatments for Genitourinary Tract Disorders

Based on Module 6: Lecture Materials & Resources and experience, please answer the following questions:

Describe urinary tract infection, causes, symptoms and treatment

Discuss treatment for benign prostatic hyperplasia

Describe overactive bladder, causes, symptoms and treatment

Treatment options and recommendations for different STIs (Chlamydia, Gonorrhea and Syphilis)

Submission Instructions:

Your initial post should be at least 500 words, formatted and cited in the current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

Each question must be answered individually as in bullet points. Not in an essay format.

Example: Question 1, followed by the answer to question 1; Question 2, followed by the answer to question 2; and so forth.

You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)

Your response should be at least 150 words.

All replies must be constructive and use literature where possible.

Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday.

You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

Drug Therapy for Genitourinary Tract Disorder

Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)

Read

Arcangelo, P. V., Peterson, M. A., Wilbur, V., & Reinhold, A. J. (2017).

Chapter 36: Osteoarthritis and Gout

Chapter 37: Rheumatoid Arthritis

Chapter 38: Headaches

Chapter 57: Osteoporosis

American Psychological Association. (2019).

APA and Research Guides

Watch

St. Thomas University. (2023). Module 6 presentation [slides].

Download and start PowerPoint from the beginning to listen to the voiceover.

Module 6 Presentation

Download Module 6 Presentation

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Online Materials & Resources

Haddock, G. (2015). Improving the management of urinary tract infection. Nursing & Residential Care, 17(1), 22-25.

Keefe, A. (2012). Syphilis and lymphogranuloma venereum: raising awareness. Nurse Prescribing, 10(9), 434-438.

Pearson, W., Gift, T., Leichliter, J., & Jenkins, W. (2015). Differences in Treatment of Chlamydia trachomatis by Ambulatory Care Setting. Journal of Community Health, 40(6), 1115-1121. doi:10.1007/s10900-015-0037-x

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Grading Rubric

Discussion Rubric

Discussion Rubric
Criteria Ratings Pts

This criterion is linked to a Learning Outcome Identification of Main Issues, Problems, and Concepts

5 pts

Distinguished

Identify and demonstrate a sophisticated understanding of the issues, problems, and concepts.

4 pts

Excellent

Identifies and demonstrate an accomplished understanding of most of issues, problems, and concepts.

2 pts

Fair

Identifies and demonstrate an an acceptable understanding of most of issues, problems, and concepts.

1 pts

Poor

Identifies and demonstrate an unacceptable understanding of most of issues, problems, and concepts.

5 pts

This criterion is linked to a Learning Outcome Use of Citations, Writing Mechanics and APA Formatting Guidelines

3 pts

Distinguished

Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. High level of APA precision and free of grammar and spelling errors.

2 pts

Excellent

Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. Moderate level of APA precision and free of grammar and spelling errors.

1 pts

Fair

Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. APA style and writing mechanics need more precision and attention to detail.

0 pts

Poor

Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing. APA style and writing mechanics need serious attention.

3 pts

This criterion is linked to a Learning Outcome Response to Posts of Peers

2 pts

Distinguished

Student constructively responded to two other posts and either extended, expanded or provided a rebuttal to each.

1 pts

Fair

Student constructively responded to one other post and either extended, expanded or provided a rebuttal.

0 pts

Poor

Student provided no response to a peer’s post.
2 pts

Total Points: 10

NUR 600 Module 6 Assignment: Scholarly Writing

Scholarly Writing

For this assignment, you will write a paper on the pharmacological management of the disease. The paper should include a review of the:

Select a disease process that is of interest to you.

Pathophysiology of the disease state.

Review of the pharmacological agents used for treatment and important information related to advanced practice nurse.

Each student will clearly write a title for this topic: For examples, “Pharmacological Effects of Anti-Hypertensive Medications in the Management of Hypertension”.

Submission Instructions:
The paper is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.

The paper should be formatted per the current APA and 5-7 pages in length, excluding the title, abstract and references page.

Incorporate a minimum of 5 current (published within the last five years) scholarly journal articles within your work.

Complete and submit the assignment by 11:59 PM ET Sunday.

Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.

NUR 600 Discussion 6.1: Cardiovascular Diagnoses

Value: 15 points

Category: Discussions, 20%

Discussion Guidelines
Initial Post
Using Chapter 7 of your Goolsby and Grubbs text, select one common diagnosis and one less-common diagnosis for the cardiovascular system. Describe how you would be able to differentiate them from each other on an exam.

Response Post
Reply to the initial posts of at least two classmates.

Submission
Post your initial and follow up responses and review full grading criteria on the Discussion 6.1: Cardiovascular Diagnoses page.
Week 6: The Comprehensive Physical Exam (cont.)—Cardiovascular System
Welcome to the sixth week of Advanced Physical Assessment. In this week, you will continue to coordinate the comprehensive physical exam. The system of focus this week is the cardiovascular system. You will recognize the specific anatomical landmarks. Remember, identifying these landmarks will make those abnormal findings that much easier to identify. You will look at different cardiac exam techniques and then practice your cardiac exam technique on your cooperating patient of choice. You will then review proper terminology for identifying and appropriately documenting those subjective and objective findings. You will utilize your differential diagnoses book to help you recognize similarities, yet uniqueness, of diagnoses specific to your week’s system of focus.

Review a list of all items due this week in your course syllabus.

Lesson 1: The Cardiovascular System

During this lesson, you will learn about subjective and objective data, as well as how to perform a culturally sensitive assessment and begin proper documentation of an During this lesson, you will begin coordinating the comprehensive exam, recognizing anatomical landmarks, looking at different exam techniques, and reviewing proper terminology for objective findings. This week, you will also use your Goolsby and Grubbs textbook for the discussion question. You are not required to read the entire chapter assigned in the discussion question, but you will need to skim it for specific information.

Learning Outcomes
At the end of this lesson, you will be able to:

Begin the practice of sequencing and coordinating the comprehensive physical exam of the adult patient in the cardiovascular system.
Identify the anatomical landmarks of the cardiovascular system in the human body.
Correlate examination techniques of the cardiovascular system using the correct sequence and anatomical landmarks in an adult patient system.
Use correct terminology to record objective components of the physical examination findings.
Before attempting to complete your learning activities for this week, review the following learning materials:

Learning Materials
Read the following in your Bates’ Guide to Physical Examination and History Taking textbook:

Chapter 16, “Cardiovascular System”

These readings will help you perform a cardiovascular assessment and then recognize pertinent positives and negatives related to that system and document them appropriately. You should also have a good understanding of the murmur tables on pages 380 and 382 of your text.

NUR 600 Assignment 6.3: Assessment of the Cardiovascular System Write-Up

Category: Write-Ups, 7%

Assignment Guidelines
Submit a write-up on your friend/family member, focusing on the systems we are studying in this unit. Pay attention to proper sequencing of the exam in your write-up, and limit it to 100 words. Be sure to use proper terminology and technical writing skills. The Bickley text has a “Record Your Findings” section at the end of every chapter and will be very helpful with documentation examples.

View a sample write-up document.

Submission
Submit your assignment and review full grading criteria on the Assignment 6.3: Assessment of the Cardiovascular System Write-Up page.

Sample Write-Up: Abdominal (NUR 600)
Abdomen is protuberant with active bowel sounds. It is soft and nontender; no palpable masses or hepatosplenomegaly. Liver span is 7cm in the right midclavicular line; edge is smooth and palpable 1 cm below the right costal margin. Spleen and kidneys were not enlarged and therefore not palpated. No CVA tenderness

This information is based on page 469 in the Bickley text. Your write-up should be 100 words or less.

NUR 600 Module 7 Discussion: Treatments for Musculoskeletal & Neurological/Psychological Disorders

Module 7 Discussion

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icon Treatments for Musculoskeletal & Neurological/Psychological Disorders

Based on Module 7: Lecture Materials & Resources and experience, please answer the following questions:

Describe the diagnostic criteria of osteoarthritis versus rheumatoid arthritis

Discuss types of headaches and their treatment

Discuss types of seizures and treatment

Discuss Parkinson’s disease, its causes, symptoms, and treatment

Submission Instructions:

Your initial post should be at least 500 words, formatted and cited in the current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

Each question must be answered individually as in bullet points. Not in an essay format.

Example: Question 1, followed by the answer to question 1; Question 2, followed by the answer to question 2; and so forth.

You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)

Your response should be at least 150 words.

All replies must be constructive and use literature where possible.

Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday.

You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

Module 7: Lecture Materials & Resources

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icon Drug Therapy for Musculoskeletal and Neurological/Psychological Disorder

Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)

Read
Arcangelo, P. V., Peterson, M. A., Wilbur, V., & Reinhold, A. J. (2017).

Chapter 39: Seizure Disorders

Chapter 40: Major Depressive Disorder and Bipolar Disorders

Chapter 44: Alzheimer’s Disease

Chapter 45: Parkinson Disease

Chapter 46: Diabetes Mellitus

Chapter 47: Thyroid Disorders

American Psychological Association. (2019).

APA and Research Guides

Watch

St. Thomas University. (2023). Module 1 presentation [slides].

Download and start PowerPoint from the beginning to listen to the voiceover.

Module 7 Presentation

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Online Materials & Resources

Schneider, M., & Krüger, K. (2013). Rheumatoid Arthritis–Early Diagnosis and Disease Management. Deutsches Aerzteblatt International, 110(27/28), 477-484. doi:10.3238/arztebl.2013.0477

Magennis, B., Lynch, T., & Corry, M. (2014). Current trends in the medical management of Parkinson’s disease: implications for nursing practice. British Journal of Neuroscience Nursing, 10(2), 67-74.

Larsen, M., Rosholm, J., & Hallas, J. (2014). The influence of comprehensive geriatric assessment on drug therapy in elderly patients. European Journal of Clinical Pharmacology, 70(2), 233-239. doi:10.1007/s00228-013-1601-x

NUR 600 Discussion 7.1: Common and Less-Common Diagnoses for the Breasts and Abdomen

Value: 15 points

Category: Discussions, 20%

Discussion Guidelines

Initial Post

Using Chapters 9 and 10 of your Goolsby and Grubbs text, select one common diagnosis and one less-common diagnosis for the breasts and select one common diagnosis and one less-common diagnosis for the abdomen. Describe how you would be able to differentiate the common from the less-common diagnoses in an exam.

Remember, you will have four total diagnoses to discuss this week: two related to breasts and two related to the abdomen.

Response Post

Reply to the initial posts of at least two classmates.

Submission

Post your initial and follow up responses and review full grading criteria on the Discussion 7.1: Common and Less-Common Diagnoses for the Breasts and Abdomen page.

Week 7: The Comprehensive Physical Exam (cont.)—Breasts, Axillae, and Abdomen

Welcome to the seventh week of Advanced Physical Assessment. You have now made it halfway through the course. During this lesson, you will continue coordinating the comprehensive physical exam. The systems of focus this week are the breasts, axillae, and the abdomen. You will learn how to recognize normal and anatomical landmarks. Next, you will look at different exam techniques and then practice that exam technique on your already-selected friend, otherwise known as patient. You will review proper terminology for identifying and then appropriately documenting those subjective and objective findings. You will utilize your differential diagnoses book to help you recognize the similarities, yet uniqueness, of diagnoses specific to your week’s system of focus.

Review a list of all items due this week in your course syllabus.

Lesson 1: Breasts, Axillae, and Abdomen

During this lesson, you will begin coordinating the comprehensive exam, recognizing anatomical landmarks, looking at different exam techniques, and reviewing proper terminology for objective findings. This week, you will also use your Goolsby and Grubbs textbook for the discussion question. You are not required to read the entire chapter assigned in the discussion question, but you will need to skim it for specific information.

Learning Outcomes

At the end of this lesson, you will be able to:

Begin the practice of sequencing and coordinating the comprehensive physical exam of the adult patient in the breasts, axillae, and abdomen.

Identify the anatomical landmarks of the human body in the breasts, axillae, and abdomen.

Correlate examination techniques of the breasts, axillae, and abdomen using the correct sequence and anatomical landmarks in an adult patient system.

Use correct terminology to record objective components of the physical examination findings.

Before attempting to complete your learning activities for this week, review the following learning materials:

Learning Materials

Read the following in your Bates’ Guide to Physical Examination and History Taking textbook:

Chapter 18, “Breasts and Axillae”

Chapter 19, “Abdomen”

These readings will help you perform a breast, axillae, and abdominal assessment, recognize pertinent positives and negatives related to that system, and also document appropriately.

NUR 600 Assignment 7.2: Assessment of the Breasts, Axillae, and Abdomen Write-Up

Value: 20 points

Category: Write-Ups, 7%

Assignment Guidelines

Submit a write-up on your friend/family member, focusing on the systems we are studying in this unit. Pay attention to proper sequencing of the exam in your write-up, and limit it to 100 words. Be sure to use proper terminology and technical writing skills. The Bickley text has a “Record Your Findings” section at the end of every chapter and will be very helpful with documentation examples.

View a sample write-up document.

Sample Write-Up: Abdominal (NUR 600)

Abdomen is protuberant with active bowel sounds. It is soft and nontender; no palpable masses or hepatosplenomegaly. Liver span is 7cm in the right midclavicular line; edge is smooth and palpable 1 cm below the right costal margin. Spleen and kidneys were not enlarged and therefore not palpated. No CVA tenderness

This information is based on page 469 in the Bickley text. Your write-up should be 100 words or less.

Submission

Submit your assignment and review full grading criteria on the Assignment 7.2: Assessment of the Breasts, Axillae, and Abdomen Write-Up page.

Week 7: The Comprehensive Physical Exam (cont.)—Breasts, Axillae, and Abdomen

Welcome to the seventh week of Advanced Physical Assessment. You have now made it halfway through the course. During this lesson, you will continue coordinating the comprehensive physical exam. The systems of focus this week are the breasts, axillae, and the abdomen. You will learn how to recognize normal and anatomical landmarks. Next, you will look at different exam techniques and then practice that exam technique on your already-selected friend, otherwise known as patient. You will review proper terminology for identifying and then appropriately documenting those subjective and objective findings. You will utilize your differential diagnoses book to help you recognize the similarities, yet uniqueness, of diagnoses specific to your week’s system of focus.

Review a list of all items due this week in your course syllabus.

Lesson 1: Breasts, Axillae, and Abdomen

During this lesson, you will begin coordinating the comprehensive exam, recognizing anatomical landmarks, looking at different exam techniques, and reviewing proper terminology for objective findings. This week, you will also use your Goolsby and Grubbs textbook for the discussion question. You are not required to read the entire chapter assigned in the discussion question, but you will need to skim it for specific information.

Learning Outcomes

At the end of this lesson, you will be able to:

Begin the practice of sequencing and coordinating the comprehensive physical exam of the adult patient in the breasts, axillae, and abdomen.

Identify the anatomical landmarks of the human body in the breasts, axillae, and abdomen.

Correlate examination techniques of the breasts, axillae, and abdomen using the correct sequence and anatomical landmarks in an adult patient system.

Use correct terminology to record objective components of the physical examination findings.

Before attempting to complete your learning activities for this week, review the following learning materials:

Learning Materials

Read the following in your Bates’ Guide to Physical Examination and History Taking textbook:
Chapter 18, “Breasts and Axillae”

Chapter 19, “Abdomen”

These readings will help you perform a breast, axillae, and abdominal assessment, recognize pertinent positives and negatives related to that system, and also document appropriately.

Head-to-Toe Assessment (Adult): Breasts

The following video will give you a better understanding of how to do an adult assessment of the breasts.

Head-to-Toe Assessment (Adult): Breasts Transcript

Head-to-Toe Assessment (Adult): Abdomen

The following video will give you a better understanding of how to do an adult assessment of the abdomen.

Head-to-Toe Assessment (Adult): Abdomen Transcript

NUR 600 Discussion 8.1: Common and Less-Common Diagnoses for the Neurologic System

Value: 15 points

Category: Discussions, 20%

Discussion Guidelines

Initial Post

Using Chapter 17 of your Goolsby and Grubbs text, select one common diagnosis and one less-common diagnosis for the neurologic system. Describe how you would be able to differentiate them from each other in an exam.

Response Post

Reply to the initial posts of at least two classmates.

Submission

Post your initial and follow up responses and review full grading criteria on the Discussion 8.1: Common and Less-Common Diagnoses for the Neurologic System page.

Week 8: The Comprehensive Physical Exam (cont.)—Peripheral Vascular and Nervous Systems

Welcome to the eighth week of advanced physical assessment. During this week, you will continue coordinating the comprehensive physical exam. This week’s systems of focus will be the peripheral vascular system and the nervous system. You will learn how to recognize their specific anatomical landmarks, look at different exam techniques, and review proper terminology for identifying and then appropriately documenting those subjective and objective findings. You will also utilize your differential diagnoses book to help you recognize the similarities, yet uniqueness, of diagnoses specific to this week’s systems of focus.

Review a list of all items due this week in your course syllabus.

Lesson 1: The Peripheral Vascular and Nervous Systems

During this lesson, you will begin coordinating the comprehensive exam, recognizing anatomical landmarks, looking at different exam techniques, and reviewing proper terminology for objective findings. This week, you will also use your Goolsby and Grubbs textbook for the discussion question. You are not required to read the entire chapter assigned in the discussion question, but you will need to skim it for specific information.

Learning Outcomes

At the end of this lesson, you will be able to:

Begin the practice of sequencing and coordinating the comprehensive physical exam of the adult patient in the peripheral vascular and nervous systems.

Identify the anatomical landmarks of the human body in the peripheral vascular and nervous systems.

Correlate examination techniques of the peripheral vascular and nervous systems using the correct sequence and anatomical landmarks in an adult patient system.

Use correct terminology to record objective components of the physical examination findings.

Before attempting to complete your learning activities for this week, review the following learning materials:

Learning Materials

Read the following in your Bates’ Guide to Physical Examination and History Taking textbook:

Chapter 17, “Peripheral Vascular System”

Chapter 24, “Nervous System”

These readings will help you perform a peripheral vascular and neurological assessment, recognize pertinent positives and negatives related to each system, and document them appropriately.

Nursing Practice Neurological Exam

The following video demonstrates the various steps to take while performing a neurological exam.

Nursing Practice Neurological Exam Transcript

NUR 600 Assignment 8.2: Assessment of the Peripheral Vascular and Nervous Systems Write-Up

Value: 20 points

Category: Write-Ups, 7%

Assignment Guidelines

Submit a write-up on your friend/family member, focusing on the systems we are studying in this unit. Pay attention to proper sequencing of the exam in your write-up, and limit it to 100 words. Be sure to use proper terminology and technical writing skills. The Bickley text has a “Record Your Findings” section at the end of every chapter and will be very helpful with documentation examples.

View a sample write-up document.

Submission

Submit your assignment and review full grading criteria on the Assignment 8.2: Assessment of the Peripheral Vascular and Nervous Systems Write-Up page.

Sample Write-Up: Abdominal (NUR 600)

Abdomen is protuberant with active bowel sounds. It is soft and nontender; no palpable masses or hepatosplenomegaly. Liver span is 7cm in the right midclavicular line; edge is smooth and palpable 1 cm below the right costal margin. Spleen and kidneys were not enlarged and therefore not palpated. No CVA tenderness

This information is based on page 469 in the Bickley text. Your write-up should be 100 words or less.

NUR 600 Discussion 9.1: Patient Comfort During Genital Exams

Value: 15 points

Category: Discussions, 20%

Discussion Guidelines

Initial Post

After viewing the Bickley video, explain how you will be most successful in approaching genital exams with patients in a way that will keep your patient and yourself comfortable.

Response Post

Reply to the initial posts of at least two classmates.

Submission

Post your initial and follow up responses and review full grading criteria on the Discussion 9.1: Patient Comfort During Genital Exams page.

Week 9: The Comprehensive Physical Exam (cont.)—Genitalia, Anus, Rectum, and Prostate

Welcome to the ninth week of Advanced Physical Assessment. During this week, you will continue coordinating the comprehensive physical exam with a focus on the male and female genitalia systems, the anus, rectum, and prostate. You will learn how to recognize normal anatomical landmarks and then look at different exam techniques that are specific to assessing those systems. You will also review proper terminology for identifying and then appropriately documenting those subjective and objective findings. By understanding the sensitive nature of these systems, you will discuss successful approaches to performing the general exam.

Review a list of all items due this week in your course syllabus.

Lesson 1: Male and Female Genitalia and the Anus, Rectum, and Prostate

During this lesson, you will begin coordinating the comprehensive exam, recognizing anatomical landmarks, looking at different exam techniques, and reviewing proper terminology for objective findings when examining male and female genitalia as well as the anus, rectum, and prostate.

Learning Outcomes

At the end of this lesson, you will be able to:

Begin the practice of sequencing and coordinating the comprehensive physical exam of the adult patient.

Identify the anatomical landmarks of the human body of the genitalia, anus, rectum, and prostate.

Correlate examination techniques of the genitalia, anus, rectum, and prostate using the correct sequence and anatomical landmarks in an adult patient.

Use correct terminology to record objective components of the physical examination findings.

Before attempting to complete your learning activities for this week, review the following learning materials:

Learning Materials

Read the following in your Bates’ Guide to Physical Examination and History Taking textbook:
Chapter 20, “Male Genitalia”

Chapter 21, “Female Genitalia”

Chapter 22, “Anus, Rectum, and Prostate”

These readings will help you perform assessments for a hernia and also assess male and female genitalia, anus, and prostate. It also will help you recognize pertinent positives and negatives related to those systems and document them appropriately.

Additional Required Resources:

Also read the following article:

Spencer, M. J. (2005). Iatrogenic hymenal injury. Topics in Emergency Medicine, 27(1), 80–89.

This article is a case study that will serve as the basis for your written assignment this week.

NUR 600 Assignment 9.1: Iatrogenic Hymenal Case Study Write-Up

Category: Write-Ups, 7%

Assignment Guidelines

Submit a write-up based on the iatrogenic hymenal case study (Spencer, 2005) in this week’s Learning Materials. After reading the case study about M. J., document a write-up of her female genitalia system. Pay attention to proper sequencing of the exam in your write-up, and limit it to 100 words or less. Be sure to use proper terminology and technical writing skills. The Bickley text has a “Record Your Findings” section at the end of every chapter and will be very helpful with documentation examples.

View a sample write-up document.

Submission

Submit your assignment and review full grading criteria on the Assignment 9.1: Iatrogenic Hymenal Case Study Write-Up page.

Sample Write-Up: Abdominal (NUR 600)

Abdomen is protuberant with active bowel sounds. It is soft and nontender; no palpable masses or hepatosplenomegaly. Liver span is 7cm in the right midclavicular line; edge is smooth and palpable 1 cm below the right costal margin. Spleen and kidneys were not enlarged and therefore not palpated. No CVA tenderness

This information is based on page 469 in the Bickley text. Your write-up should be 100 words or less.

NUR 600 Discussion 10.1: Musculoskeletal System Diagnoses

Value: 15 points

Category: Discussions, 20%

Discussion Guidelines

Initial Post

Utilizing Chapter 14 of your Goolsby and Grubbs text, select one common diagnosis and one less-common diagnosis for the musculoskeletal system. Describe how you would be able to differentiate them from each other in an exam.

Response Post

Reply to the initial posts of at least two classmates.

Submission

Post your initial and follow up responses and review full grading criteria on the Discussion 10.1: Musculoskeletal System Diagnoses page.

Week 10: The Comprehensive Physical Exam (cont.)—Musculoskeletal and Neurological Systems

Welcome to the tenth week of Advanced Physical Assessment. During this lesson, you will continue to coordinate the comprehensive physical exam. The systems of focus this week are the musculoskeletal and neurological systems. You will learn about recognizing normal anatomical landmarks and then look at different exam techniques. Next, you will practice those musculoskeletal exam techniques on your friend or patient. You will also review proper terminology for identifying and then appropriately documenting those subjective and objective findings. Finally, you will utilize your differential diagnoses book to help you recognize the similarities, yet uniqueness, of diagnoses specific to this week’s systems of focus.

Review a list of all items due this week in your course syllabus.

Lesson 1: The Musculoskeletal and Neurological Systems

During this lesson, you will begin coordinating the comprehensive exam, recognizing anatomical landmarks, looking at different exam techniques, and reviewing proper terminology for objective findings in regard to the musculoskeletal and neurological systems.

Learning Outcomes

At the end of this lesson, you will be able to:

Begin the practice of sequencing and coordinating the comprehensive physical exam of the adult patient.

Identify the anatomical landmarks of the human body of the musculoskeletal and neurological systems.

Correlate examination techniques of the musculoskeletal and neurological systems using the correct sequence and anatomical landmarks in an adult patient.

Use correct terminology to record objective components of the physical examination findings.

Before attempting to complete your learning activities for this week, review the following learning materials:

Learning Materials

Read the following in your Bates’ Guide to Physical Examination and History Taking textbook:

Chapter 23, “Musculoskeletal System”

These readings will help you perform a musculoskeletal assessment, recognize pertinent positives and negatives related to that system, and also document appropriately.

NUR 600 Assignment 10.2: Musculoskeletal and Neurological Write-Up

Assignment Guidelines

Submit a write-up on your friend/family member, focusing on the musculoskeletal and neurological systems that were discussed in this unit. Pay attention to proper sequencing of the exam in your write-up, and limit your write-up to 100 words or less. Be sure to use proper terminology and technical writing skills. The Bickley text has a “Record Your Findings” section at the end of every chapter and will be very helpful with documentation examples.

View a sample write-up document.

Submission

Submit your assignment and review full grading criteria on the Assignment 10.2: Musculoskeletal and Neurological Write-Up page.

Week 10: The Comprehensive Physical Exam (cont.)—Musculoskeletal and Neurological Systems

Welcome to the tenth week of Advanced Physical Assessment. During this lesson, you will continue to coordinate the comprehensive physical exam. The systems of focus this week are the musculoskeletal and neurological systems. You will learn about recognizing normal anatomical landmarks and then look at different exam techniques. Next, you will practice those musculoskeletal exam techniques on your friend or patient. You will also review proper terminology for identifying and then appropriately documenting those subjective and objective findings. Finally, you will utilize your differential diagnoses book to help you recognize the similarities, yet uniqueness, of diagnoses specific to this week’s systems of focus.

Review a list of all items due this week in your course syllabus.

Lesson 1: The Musculoskeletal and Neurological Systems

Lesson 1: The Musculoskeletal and Neurological Systems

During this lesson, you will begin coordinating the comprehensive exam, recognizing anatomical landmarks, looking at different exam techniques, and reviewing proper terminology for objective findings in regard to the musculoskeletal and neurological systems.

Learning Outcomes

At the end of this lesson, you will be able to:

Begin the practice of sequencing and coordinating the comprehensive physical exam of the adult patient.

Identify the anatomical landmarks of the human body of the musculoskeletal and neurological systems.

Correlate examination techniques of the musculoskeletal and neurological systems using the correct sequence and anatomical landmarks in an adult patient.

Use correct terminology to record objective components of the physical examination findings.

Before attempting to complete your learning activities for this week, review the following learning materials:

Learning Materials

Read the following in your Bates’ Guide to Physical Examination and History Taking textbook:

Chapter 23, “Musculoskeletal System”

These readings will help you perform a musculoskeletal assessment, recognize pertinent positives and negatives related to that system, and also document appropriately.

Head-to-Toe Assessment (Adult): Musculoskeletal/Neurological

The following video will demonstrate the process of a musculoskeletal and system examination, with additional information on neurological assessments.

Head-to-Toe Assessment (Adult): Musculoskeletal and Neurological Systems Transcript

Head-to-Toe Assessment (Adult): Musculoskeletal Upper Extremities

This video will demonstrate the steps that need to be taken when examining a patient’s musculoskeletal upper extremities.

Head-to-Toe Assessment (Adult): Musculoskeletal Upper Extremities Transcript

NUR 600 Discussion 11.1: Crucial Conversations

Discussion Guidelines

Initial Post

Utilizing the Greeny article (in the Learning Materials for this module), select two of the four given “crucial conversations” healthcare professionals struggle with that contribute to patient harm and unacceptable error rates. Describe how you have witnessed/observed these in practice and what you can do to stop/deter them.

Response Post

Reply to the initial posts of at least two classmates.

Submission

Post your initial and follow up responses and review full grading criteria on the Discussion 11.1: Crucial Conversations page.

Week 11: The Comprehensive Physical Exam (cont.)—Behavior and Mental Health

Welcome to the eleventh week of Advanced Physical Assessment. During this lesson, you will continue to coordinate the comprehensive physical exam. The focus of this week is the behavior and mental status assessment. Please keep in mind that because there is a psychiatric nurse practitioner specialty degree, this unit will provide only a brief overview of the psychiatric assessment, as family nurse practitioners do not typically perform this focused exam in detail. You will look different exam techniques and then practice your exam assessment. You will review proper terminology for identifying and then appropriately documenting those subjective and objective findings. You will also focus on the seven crucial conversations that healthcare providers struggle with.

Review a list of all items due this week in your course syllabus.

Lesson 1: Behavior and Mental Health Status

During this lesson, you will continue to coordinate the comprehensive exam, focus on the behavior and mental status, look at different exam techniques, and review proper terminology for objective findings. Please note that this is just a brief summary of mental and behavioral health. These topics require far more attention from specialists and will only be covered in a general sense in this course.

Learning Outcomes

At the end of this lesson, you will be able to:

Begin the practice of sequencing and coordinating the comprehensive physical exam of the adult patient regarding mental and behavioral health status.

Identify the anatomical landmarks of the human body of mental and behavioral health.

Correlate examination techniques of the patient’s mental and behavioral status using the correct sequence and anatomical landmarks in an adult patient.

Use correct terminology to record objective components of the physical examination findings.

Before attempting to complete your learning activities for this week, review the following learning materials:

Learning Materials

Read the following in your Bates’ Guide to Physical Examination and History Taking textbook:

Chapter 9, “Cognition, Behavior, and Mental Status”

Additional Required Resources:

Also read the following article:

Grenny, J. (2009). Crucial conversations: The most potent force for eliminating disruptive behavior. Critical Care Nursing Quarterly, 32(1), 58–67.

This reading will help you perform a mental status assessment, recognize pertinent positives and negatives related to that system, and also document appropriately.

NUR 600 Assignment 11.2: Writing a SOAP Note

Value: 60 points

Category: Assignments, 6%

Assignment Guidelines

Submit a write-up on a family member or friend who has given you permission. The write-up needs to include thorough Subjective, Objective, Assessment, and Plan documentation. Make sure to provide a complete ROS and a complete head-to-toe assessment (breast and GU systems do not need to be assessed). Please look at your previous system write-ups and recommendations to incorporate into this assignment. Refer to Bickley’s write-ups, especially The Case of Mrs. N. from Chapter 1.

Submission

Submit your assignment and review full grading criteria on the Assignment 11.2: Writing a SOAP Note page.

Week 11: The Comprehensive Physical Exam (cont.)—Behavior and Mental Health

Welcome to the eleventh week of Advanced Physical Assessment. During this lesson, you will continue to coordinate the comprehensive physical exam. The focus of this week is the behavior and mental status assessment. Please keep in mind that because there is a psychiatric nurse practitioner specialty degree, this unit will provide only a brief overview of the psychiatric assessment, as family nurse practitioners do not typically perform this focused exam in detail. You will look different exam techniques and then practice your exam assessment. You will review proper terminology for identifying and then appropriately documenting those subjective and objective findings. You will also focus on the seven crucial conversations that healthcare providers struggle with.

Review a list of all items due this week in your course syllabus.

Lesson 1: Behavior and Mental Health Status

During this lesson, you will continue to coordinate the comprehensive exam, focus on the behavior and mental status, look at different exam techniques, and review proper terminology for objective findings. Please note that this is just a brief summary of mental and behavioral health. These topics require far more attention from specialists and will only be covered in a general sense in this course.

Learning Outcomes

At the end of this lesson, you will be able to:

Begin the practice of sequencing and coordinating the comprehensive physical exam of the adult patient regarding mental and behavioral health status.

Identify the anatomical landmarks of the human body of mental and behavioral health.

Correlate examination techniques of the patient’s mental and behavioral status using the correct sequence and anatomical landmarks in an adult patient.

Use correct terminology to record objective components of the physical examination findings.

Before attempting to complete your learning activities for this week, review the following learning materials:

Learning Materials

Read the following in your Bates’ Guide to Physical Examination and History Taking textbook:

Chapter 9, “Cognition, Behavior, and Mental Status”

Additional Required Resources:

Also read the following article:

Grenny, J. (2009). Crucial conversations: The most potent force for eliminating disruptive behavior. Critical Care Nursing Quarterly, 32(1), 58–67.

This reading will help you perform a mental status assessment, recognize pertinent positives and negatives related to that system, and also document appropriately.

Writing a SOAP Note Rubric
Criteria Ratings Pts

Subjective

view longer description

10 to >9 pts

Exceeds Expectations

Documentation well done, with all areas completely covered

9 to >7 pts

Meets Expectations

Documentation missing some areas

7 to >0 pts

Does Not Meet Expectations

Documentation poor, missing key areas

/ 10 pts

Objective

view longer description
10 to >9 pts

Exceeds Expectations

Documentation well done, with all areas completely covered

9 to >7 pts

Meets Expectations

Documentation missing some areas

7 to >0 pts

Does Not Meet Expectations

Documentation poor, missing key areas

/ 10 pts

Assessment

view longer description

10 to >9 pts

Exceeds Expectations

Documentation well done, with all areas completely covered

9 to >7 pts

Meets Expectations

Documentation missing some areas

7 to >0 pts

Does Not Meet Expectations

Documentation poor, missing key areas

/ 10 pts

Plan

view longer description

10 to >9 pts

Exceeds Expectations

Documentation well done, with all areas completely covered

9 to >7 pts

Meets Expectations

Documentation missing some areas

7 to >0 pts

Does Not Meet Expectations

Documentation poor, missing key areas

/ 10 pts

Proper Sequence

view longer description

10 to >9 pts

Exceeds Expectations

Documentation well done, with all areas completely covered

9 to >7 pts

Meets Expectations

Documentation missing some areas

7 to >0 pts

Does Not Meet Expectations

Documentation poor, missing key areas

/ 10 pts

Proper Terminology (including spelling and grammar)

view longer description
10 to >9 pts

Exceeds Expectations

Documentation well done, with all areas completely covered

9 to >7 pts

Meets Expectations

Documentation missing some areas

7 to >0 pts

Does Not Meet Expectations

Documentation poor, missing key areas

/ 10 pts

Total Points: 0