NURS 6512 Week 3 Assignment: Differential Diagnoses and Diagnostic Testing

NURS 6512 Week 3 Assignment: Differential Diagnoses and Diagnostic Testing

NURS 6512 Week 3 Assignment: Differential Diagnoses and Diagnostic Testing

Identify chief complaint, physical exams, lab tests and other diagnostic exams that would be most appropriate to gather more information about the patient’s condition. Be specific and explain your reasoning.

Week 3 Case:

A 92 y/o African American male is brought to the Emergency Department by his daughter. The patient has slurred speech. His blood pressure is 210/100.

Case Study Assignment: differential diagnoses and diagnostic testing

When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools to help in understanding a patient’s condition. In turn, beginning with a differential diagnosis supports the process of further applying information to narrow the possibilities of what the condition may be and working to arrive at the most accurate diagnosis for planning treatment.

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For this Case Study Assignment, you will determine the physical exams and diagnostic tests that would be most appropriate for gaining information and better understanding of your patient’s condition. Then, based on your analysis, you will formulate a differential diagnosis for the patient.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Lecturio Resources

Week 3 Videos

White Blood Cell (WBC) Count (Nursing) (07:53)

Review of Critical WBC Values (Nursing) (05:16)

Hemoglobin (Hg) (02:37)

Hematocrit (HCT) and Hydration Status (08:32)

Platelet Count: Thrombocytopenia vs. Thromocytosis (09:06)

RBC Count: Polycythemia vs. Anemia (05:09)

Macrocytic Anemias Introduction and Etiology (02:56)

Macrocystic Anemias: Clinical Pathology (07:26)

Interpreting Urine Culture and Sensitivity Tests (07:04)

Interpreting Urine Dipstick Tests (04:07)

Central Role of Sodium Electrolyte Balance (01:28)

Potassium—Electrolyte Balance (03:23)

Chloride—Electrolyte Balance (01:21)

Acid-Base Balance (02:43)

Fluid, Electrolyte, and Acid Base Balance in a Nutshell (01:33)

Required Readings

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2023).?Seidel’s guide to physical examination: An interprofessional approach?(10th ed.). Elsevier Mosby.

Chapter 3, “Examination Techniques and Equipment”

This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process.

Sullivan, D. D. (2019).?Guide to clinical documentation?(3rd ed.). F. A. Davis Company.

Chapter 2, “The Comprehensive History and Physical Exam”

i-Human?Patients. (2023).?i-Human Patients case player student manual

Download i-Human Patients case player student manual.?i-Human Patients by Kaplan. (PDF)

Required Media

To access this i-Human Patients resource, use the Access i-Human Patients link from the Start Here Module.

i-Human Patients Cases. (2023).?Case studies: Marvin Webster, Jr.?[Video]. i-Human Patients by Kaplan.

Walden University, LLC. (2024). Differential diagnosis [Video]. Walden University Canvas. https://waldenu.instructure.com/

Supplemental Resources

Note: These readings are intended to serve as supplementary to the Lecturio content and required textbook readings provided in this course. Please refer/review these supplementary resources should you need help in reinforcing concepts and in preparation for completing this week’s Assessments.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019).?Student checklist: Health history guide

Download Student checklist: Health history guide. In?Seidel’s guide to physical examination?(9th ed.). Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019).?Advanced health assessment and clinical diagnosis in primary care?(6th ed.). Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J. E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

Chapter 1, “Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis

Download Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis”

This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment.

Nyante, S. J., Benefield, T. S., Kuzmiak, C. M., Earnhardt, K., Pritchard, M., & Henderson, L. M. (2021). Population?level impact of coronavirus disease 2019 on breast cancer screening and diagnostic procedures

Links to an external site..?Cancer, 127(12), 2111–2121. https://doi.org/10.1002/cncr.33460

Note: Although this resource page displays as an Assignment, it will not be counted towards your final grade. Your progress through the Lecturio resources will be reported as a percentage in the gradebook that will only be used as reference.

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To prepare:

By Day 1 of this week, your Instructor will assign a patient profile for this Assignment.?Note: Please see the Course Announcements section of the classroom for your patient profile Assignment.

Review this week’s Learning Resources.

Review the details of the patient case study.

Consider what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition.

Reflect on how the results would be used to make a diagnosis.

Identify three to five (3–5) possible conditions that may be considered in a differential diagnosis for the patient.

Assignment: Diagnostic Reasoning

Include the following:

Identify the patient’s chief complaint.

Identify what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition. Be specific and explain your reasoning.

Explain how the results would be used to make a diagnosis.

Identify three to five (3–5) possible conditions that may be considered in a differential diagnosis for the patient. Explain your thinking.

By Day 7 of Week 3

Submit your Assignment.

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

To submit your completed assignment, save your Assignment as WK3Assgn1_LastName_FirstInitial

Then, click on Start Assignment near the top of the page.

Next, click on Upload File and select Submit Assignment for review.

Rubric

NURS_6512_Week 3_Assignment 1_Rubric

NURS_6512_Week 3_Assignment 1_Rubric

ORDER A CUSTOMIZED, PLAGIARISM-FREE NURS 6512 Week 3 Assignment: Differential Diagnoses and Diagnostic Testing HERE

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Identify the patient’s chief complaint.
15 to >12.0 pts

Excellent

The response clearly, accurately, and in detail explains the assigned patient’s chief complaint.

12 to >9.0 pts

Good

The response accurately explains the assigned patient’s chief complaint.

9 to >6.0 pts

Fair

The response vaguely and with some inaccuracy explains the assigned patient’s chief complaint.

6 to >0 pts

Poor

The response is inaccurate and/or missing an explanation of the assigned patient’s chief complaint.
15 pts

This criterion is linked to a Learning Outcome Identify what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition. Be specific and explain your reasoning.
20 to >17.0 pts

Excellent

The response clearly, accurately, and in detail Identifies physical exams and diagnostic tests that are most appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is clear, accurate, and detailed.

17 to >14.0 pts

Good

The response accurately Identifies physical exams and diagnostic tests that are most appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is specific and accurate.

14 to >13.0 pts

Fair

The response vaguely and with some inaccuracy Identifies physical exams and diagnostic tests that are appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is vague and somewhat accurate.

13 to >0 pts

Poor

The response is inaccurate and/or missing identification of physical exams and diagnostic tests that are appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is inaccurate or missing.
20 pts

This criterion is linked to a Learning Outcome Explain how the results would be used to make a diagnosis.
15 to >12.0 pts

Excellent

The response clearly, accurately, and in detail explains how the results would be used to make a diagnosis.

12 to >9.0 pts

Good

The response accurately explains how the results would be used to make a diagnosis.

9 to >6.0 pts

Fair

The response vaguely and with some inaccuracy explains how the results would be used to make a diagnosis.

6 to >0 pts

Poor

The response explains inaccurately and/or is missing how the results would be used to make a diagnosis.
15 pts

This criterion is linked to a Learning Outcome Identify three to five (3–5) possible conditions that may be considered in a differential diagnosis for the patient. Explain your thinking.

35 to >29.0 pts

Excellent

The response clearly, accurately, and in detail identifies four or five possible conditions that may be considered in a differential diagnosis for the patient; with clear, accurate, and detailed reasoning for each possible condition.

29 to >23.0 pts

Good

The response accurately identifies three to five possible conditions that may be considered in a differential diagnosis for the patient; with accurate reasoning for each possible condition.

23 to >17.0 pts

Fair

The response vaguely and lacking specificity identifies three possible conditions that may be considered in a differential diagnosis for the patient; with vague reasoning for each possible condition.

17 to >0 pts

Poor

The response inadequately identifies fewer than three possible conditions that may be considered in a differential diagnosis for the patient; with inadequate or missing reasoning for each possible condition.

35 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting: Paragraph Development and Organization — Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused and neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 to >4.0 pts

Excellent

Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

4 to >3.0 pts

Good

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

3 to >2.0 pts

Fair

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.

2 to >0 pts

Poor

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting: English Writing Standards — Correct grammar, mechanics, and proper punctuation
5 to >4.0 pts

Excellent

Uses correct grammar, spelling, and punctuation with no errors.

4 to >3.0 pts

Good

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3 to >2.0 pts

Fair

Contains several (3 or 4) grammar, spelling, and punctuation errors.

2 to >0 pts

Poor

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting: APA The paper follows correct APA format for title page, headings, font, spacing,?margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.
5 to >4.0 pts

Excellent

Uses correct APA format with no errors.

4 to >3.0 pts

Good

Contains a few (1 or 2) APA format errors.

3 to >2.0 pts

Fair

Contains several (3 or 4) APA format errors.

2 to >0 pts

Poor

Contains many (≥ 5) APA format errors.
5 pts

Total Points: 100