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NURS-6512 Advanced Health Assessment 2021 NURS-6512 Advanced Health Assessment 2021 NURS-6512 Advanced Health Assessment 2021 Week 1: Building a Comprehensive Health History According to a 2011 Gallup poll, nurses are ranked as the most trusted professionals in the United States. One of the most admired nursing skills is the ability to put patients at ease. When patients enter into a healthcare setting, they are often apprehensive about sharing personal health information. Caring nurses can alleviate the hesitance of patients and encourage them to be forthcoming with this information. The initial health history interview can be an excellent opportunity to develop supportive relationships between patients and nurses. Nurses may employ a variety of communication skills and interview techniques to foster strong bonds with patients and to effectively facilitate the diagnostic process. In conducting interviews, advanced practice nurses must also take into account a range of patient-specific factors that may impact the questions they ask, how they ask those questions, and their complete assessment of the patient’s health. This week, you will consider how social determinants of health such as age, gender, ethnicity, and environmental situation impact the health and risk assessment of the patients you serve. You will also consider how social determinants of health influence your interview and communication techniques as you work in partnership with a patient to gather data to build an accurate health history. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Learning Objectives Students will: Analyze communication techniques used to obtain patients’ health histories based upon social determinants of health Analyze health-related risk Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information Learning Resources Required Readings (click to expand/reduce) Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. Chapter 1, “The History and Interviewing Process” This chapter explains the process of developing relationships with patients in order to build an effective health history. The authors offer suggestions for adapting the creation of a health history according to age, gender, and disability. Chapter 5, “Recording Information” This chapter provides rationale and methods for maintaining clear and accurate records. The authors also explore the legal aspects of patient records. Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis. Chapter 2, “The Comprehensive History and Physical Exam” (pp. 19–29) Deckx, L., van den Akker, M., Daniels, L., De Jonge, E. T., Bulens, P., Tjan-Heijnen, V. C. G., … Buntinx, F. (2015). Geriatric screening tools are of limited value to predict decline in functional status and quality of life: Results of a cohort study. BMC Family Practice , 16, 1–12. https://doi-org.ezp.waldenulibrary.org/10.1186/s12875-015-0241- x Wu, R. R., & Orlando, L. A. (2015). Implementation of health risk assessments with family health history: Barriers and benefits. Postgraduate Medical Journal, (1079), 508–513. Lushniak, B. D. (2015). Surgeon general’s perspectives: Family health history: Using the past to improve future health. Public Health Reports , (1), 3. Jardim, T. V., Sousa, A. L. L., Povoa, T. I. R., Barroso, W. K. S., Chinem, B., Jardim, L., … Jardim, P. C. B. V. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15 (1111), 1–7. https://doi-org.ezp.waldenulibrary.org/10.1186/s12889-015-2477-8 Shadow Health Support and Orientation Resources Use the following resources to guide you through your Shadow Health orientation as well as other support resources: Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file]. Retrieved from https://www.youtube.com/watch?v=Rfd_8pTJBkY Shadow Health. (n.d.). Shadow Health help desk. Retrieved from https://support.shadowhealth.com/hc/en-us Document : Shadow Health. (2014). Useful tips and tricks (Version 2) (PDF) Document : Shadow Health Nursing Documentation Tutorial (Word document) Optional Resource LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw- Hill Medical. Chapter 2, “History Taking and the Medical Record” (pp. 15–33) Required Media (click to expand/reduce) Welcome and General Course Guidelines Dr. Tara Harris reviews the overall guidelines and the expectations for the course. Consider how you will manage your time as you review your media and Learning Resources throughout the course to better prepare for your Discussions, Case Study Lab Assignments, Digital Clinical Experience (DCE) Assignments, and your Midterm and Final Exams (14m). Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript Module 1 Introduction Dr. Tara Harris reviews the overall expectations for Module 1. Please pay special attention to the registration requirements for your use of Shadow Health for your Digital Clinical Experience (DCE) Assignments as well as the criteria for the DCE Assignments (3m). Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript Discussion: Building a Health History Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.NURS-6512 Advanced Health Assessment 2021 For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor. Photo Credit: Getty Images/Caiaimage To prepare: With the information presented in Chapter 1 of Ball et al. in mind, consider the following: By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note : Please see the “Course Announcements” section of the classroom for your new patient profile assignment. How would your communication and interview techniques for building a health history differ with each patient? How might you target your questions for building a health history based on the patient’s social determinants of health? What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks? Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration. Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient. Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history. By Day 3 of Week 1 Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient. Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit! Read a selection of your colleagues’ responses. By Day 6 of Week 1 Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches: Share additional interview and communication techniques that could be effective with your colleague’s selected patient. Suggest additional health-related risks that might be considered. Validate an idea with your own experience and additional research. Submission and Grading Information Grading Criteria To access your rubric: Week 1 Discussion Rubric Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6512_Week_1_Discussion_Rubric Grid View List View Excellent Good Fair Poor Main Posting 45 (45%) – 50 (50%) “Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.NURS-6512 Advanced Health Assessment 2021 40 (40%) – 44 (44%) “Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 35 (35%) – 39 (39%) “Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. 0 (0%) – 34 (34%) “Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Main Post: Timeliness 10 (10%) – 10 (10%) Posts main post by Day 3. 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) Does not post main post by Day 3. First Response 17 (17%) – 18 (18%) “Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 15 (15%) – 16 (16%) “Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 13 (13%) – 14 (14%) “Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 12 (12%) “Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Second Response 16 (16%) – 17 (17%) “Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 14 (14%) – 15 (15%) “Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 12 (12%) – 13 (13%) “Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.NURS-6512 Advanced Health Assessment 2021 0 (0%) – 11 (11%) “Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Participation 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on three different days. Total Points: 100 Name: NURS_6512_Week_1_Discussion_Rubric Post by Day 3 of Week 1 and Respond by Day 6 of Week 1 To Participate in this Discussion: Week 1 Discussion NURS-6512 Advanced Health Assessment 2021Week 2: Functional Assessments and Cultural and Diversity Awareness in Health Assessment Diversity is not about how we differ. Diversity is about embracing one another’s uniqueness. —Ola Joseph Countless assessments can be conducted on patients, but they may not be useful. In order to ensure that health assessments result in the necessary care, health assessments should take into account the impact of factors such as cultures and developmental circumstances. Learning Objectives Students will: Analyze diversity considerations in health assessments Apply concepts, theories, and principles related to examination techniques, functional assessments, and cultural and diversity awareness in health assessment Learning Resources Required Readings (click to expand/reduce) Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. Chapter 1, “The History and Interviewing Process” (Previously read in Week 1) This chapter highlights history and interviewing processes. The authors explore a variety of communication techniques, professionalism, and functional assessment concepts when developing relationships with patients. Chapter 2, “Cultural Competency” This chapter highlights the importance of cultural awareness when conducting health assessments. The authors explore the impact of culture on health beliefs and practices. Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: 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 2, “Evidenced-Based Clinical Practice Guidelines” Melton, C., Graff, C., Holmes, G., Brown, L., & Bailey, J. (2014). Health literacy and asthma management among African-American adults: An interpretative phenomenological analysis. Journal of Asthma, 51 (7), 703–713. doi:10.3109/02770903.2014.906605 Credit Line: Health literacy and asthma management among African-American adults: An interpretative phenomenological analysis by Melton, C., Graff, C., Holmes, G., Brown, L., & Bailey, J., in Journal of Asthma, Vol. 51/Issue 7. Copyright 2014 by Taylor & Francis, Inc. Reprinted by permission of Taylor & Francis, Inc. via the Copyright Clearance Center. The authors of this study discuss the relationship between health literacy and health outcomes in African American patients with asthma. Centers for Disease Control and Prevention. (2015). Cultural competence . Retrieved from https://npin.cdc.gov/pages/cultural-competence This website discusses cultural competence as defined by the Centers for Disease Control and Prevention (CDC). Understanding the difference between cultural competence, awareness, and sensitivity can be obtained on this website. United States Department of Human & Health Services. Office of Minority Health. (n.d.). A physician’s practical guide to culturally competent care. Retrieved June 10, 2019, from https://cccm.thinkculturalhealth.hhs.gov/ From the Office of Minority Health, this website offers CME and CEU credit and equips healthcare professionals with awareness, knowledge, and skills to better treat the increasingly diverse U.S. population they serve. Espey , D. K., Jim, M. A., Cobb, N., Bartholomew, M., Becker, T., Haverkamp, D., & Plescia, M. (2014). Leading causes of death and all-cause mortality in American Indians and Alaska Natives. American Journal of Public Health, 104 (Suppl 3), S303–S311. The authors of this article present patterns and trends in all-cause mortality and leading cause of death in American Indians and Alaskan Natives. Wannasirikul, P., Termsirikulchai, L., Sujirarat, D., Benjakul, S., & Tanasugarn, C. (2016). Health literacy, medication adherence, and blood pressure level among hypertension older adults treated at primary health care centers. Southeast Asian Journal of Tropical Medicine and Public Health , 47(1), 109–120. The authors of this study explore the causal relationships between health literacy, individual characteristics, literacy, culture and society, cognitive ability, medication adherence, and the blood pressure levels of hypertensive older adults receiving healthcare services at primary healthcare centers. Required Media (click to expand/reduce) Module 2 Introduction Dr. Tara Harris reviews the overall expectations for Module 2. Consider how you will manage your time as you review your media and Learning Resources for your Discussion, Case Study Lab Assignment, and your DCE Assignment (3m). Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript Discussion: Diversity and Health Assessments May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012). Photo Credit: Getty Images Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the healthcare field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity. In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds. Your Instructor will assign a case study to you for this Discussion. To prepare: Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments. By Day 1 of this week, you will be assigned a case study by your Instructor. Note : Please see the “Course Announcements” section of the classroom for your case study assignment. Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you. Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks. Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information? By Day 3 of Week 2 Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks. Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit! Read a selection of your colleagues’ responses. By Day 6 of Week 2 Respond on or before Day 6 on 2 different days to at least two of your colleagues who were assigned a different patient than you. Critique your colleague’s targeted questions, and explain how the patient might interpret these questions. Explain whether any of the questions would apply to your patient, and why. Submission and Grading Information Grading Criteria To access your rubric: Week 2 Discussion Rubric Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6512_Week_2_Discussion_Rubric Grid View List View Excellent Good Fair Poor Main Posting 45 (45%) – 50 (50%) “Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 40 (40%) – 44 (44%) “Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 35 (35%) – 39 (39%) “Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. 0 (0%) – 34 (34%) “Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Main Post: Timeliness 10 (10%) – 10 (10%) Posts main post by Day 3. 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) Does not post main post by Day 3. First Response 17 (17%) – 18 (18%) “Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 15 (15%) – 16 (16%) “Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 13 (13%) – 14 (14%) “Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 12 (12%) “Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Second Response 16 (16%) – 17 (17%) “Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 14 (14%) – 15 (15%) “Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 12 (12%) – 13 (13%) “Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 11 (11%) “Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Participation 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on three different days. Total Points: 100 Name: NURS_6512_Week_2_Discussion_Rubric Post by Day 3 of Week 2 and Respond by Day 6 of Week 2 To Participate in this Discussion: Week 2 Discussion NURS-6512 Advanced Health Assessment 2021 Week 3: Assessment Tools, Diagnostics, Growth, Measurement, and Nutrition in Adults and Children Many experts predict that genetic testing for disease susceptibility is well on its way to becoming a routine part of clinical care. Yet many of the genetic tests currently being developed are, in the words of the World Health Organization (WHO), of “questionable prognostic value.” —Leslie Pray, PhD Obesity remains one of the most common chronic diseases in the United States. As a leading cause of United States mortality, morbidity, disability, healthcare utilization and healthcare costs, the high prevalence of obesity continues to strain the United States healthcare system (Obesity Society, 2016).? More than one-third (39.8%) of U.S. adults have obesity (CDC, 2018). The estimated annual medical cost of obesity in the U.S. was $147 billion in 2008 U.S. dollars; the medical costs for people who are obese were $1,429 higher than those of normal weight (CDC, 2018). According to the Centers for Disease Control and Prevention (CDC), the rate of childhood obesity has tripled in the past 30 years, with an estimated 13.7 million children and adolescents considered obese (CDC, 2018). When seeking insights about a patient’s overall health and nutritional state, body measurements can provide a valuable perspective. This is particularly important with pediatric patients. Measurements such as height and weight can provide clues to potential health problems and help predict how children will respond to illness. Nurses need to be proficient at using assessment tools, such as the Body Mass Index (BMI) and growth charts, in order to assess nutrition-related health risks and pediatric development while being sensitive to other factors that may affect these measures. Body Mass Index is also used as a predictor for measurement of adult weight and health. Assessments are constantly being conducted on patients, but they may not provide useful information. In order to ensure that health assessments provide relevant data, nurses should familiarize themselves with test-specific factors that may affect the validity, reliability, and value of these tools. This week, you will explore various assessment tools and diagnostic tests that are used to gather information about patients’ conditions. You will examine the validity and reliability of these tests and tools. You will also examine assessment techniques, health risks and concerns, and recommendations for care related to patient growth, weight, and nutrition. Learning Objectives Students will: Evaluate validity and reliability of assessment tools and diagnostic tests Analyze diversity considerations in health assessments Apply concepts, theories, and principles related to examination techniques, functional assessments, and cultural and diversity awareness in health assessment Apply assessment skills to collect patient health histories Learning Resources Required Readings (click to expand/reduce) Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: 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. Chapter 8, “Growth and Nutrition” In this chapter, the authors explain examinations for growth, gestational age, and pubertal development. The authors also differentiate growth among the organ systems. Chapter 5, “Recording Information” (Previously read in Week 1) This chapter provides rationale and methods for maintaining clear and accurate records. The text also explores the legal aspects of patient records. Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Student checklist: Health history guide. In Seide

NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers Week 5 Announcement Posted on: Friday, September 25, 2020 8:58:18 AM EDT Week 5 Update From Dr. O. Welcome to Week 5! It is hard to believe that we are almost at the 1/2 way point of completing this term. Just a few updates for this week: ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 1. Assignments This Week: There are two assignments this week: Assignment 1: Case Study Assignments. This assignment you will be doing in SOAP format. Case Study 1: Last Name Beginning A-M is a 50-year-old male with nasal congestion, sneezing, rhinorrhea, and postnasal drainage. Richard has struggled with an itchy nose, eyes, palate, and ears for 5 days. As you check his ears and throat for redness and inflammation, you notice him touch his fingers to the bridge of his nose to press and rub there. He says he’s taken Mucinex OTC the past 2 nights to help him breathe while he sleeps. When you ask if the Mucinex has helped at all, he sneers slightly and gestures that the improvement is only minimal. Richard is alert and oriented. He has pale, boggy nasal mucosa with clear thin secretions and enlarged nasal turbinates, which obstruct airway flow but his lungs are clear. His tonsils are not enlarged but his throat is mildly erythematous… NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers Case Study 2: Last Name Beginning N-Z Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus during the past 2 weeks, Lily figured she shouldn’t take her 3-day sore throat lightly. Your clinic has treated a few cases similar to Lily’s. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn’t sound congested. Assignment #2 is DCE in Shadow Health. This week is a focused exam on “cough”. You will load the acknowledgement form and the Lab pass like last week. Overall, I think the Shadow Health assignments are going well. Remember to work with SH support with any technical issues. I hope all of you have a great week !! Dr. O. NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers Emily, age 15, is brought to your clinic complaining of chills, aches, and a sore throat. Without any testing, consider all of the possible diagnoses. It could be a cold, the flu, bronchitis, or even something more serious, such as meningitis or mononucleosis. Assessing the actual cause will involve much more than simple visual inspection. Some conditions are so subtle that they require the use of special instruments and tests in addition to a trained eye and ear. NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers This week, you will explore how to assess the head, neck, eyes, ears, nose, and throat. Whether dealing with a detached retina, sinusitis, meningitis, or even cough, advanced practice nurses need to know the proper assessment techniques in order to form accurate diagnoses. Learning Objectives Students will: Apply assessment skills to diagnose eye, ear, and throat conditions Apply concepts, theories, and principles relating to health assessment techniques and diagnoses for the head, neck, eyes, ears, nose, and throat Learning Resources For NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers Required Readings (click to expand/reduce) Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. Chapter 11, “Head and Neck” This chapter reviews the anatomy and physiology of the head and neck. The authors also describe the procedures for conducting a physical examination of the head and neck. Chapter 12, “Eyes” In this chapter, the authors describe the anatomy and function of the eyes. In addition, the authors explain the steps involved in conducting a physical examination of the eyes. Chapter 13, “Ears, Nose, and Throat” The authors of this chapter detail the proper procedures for conducting a physical exam of the ears, nose, and throat. The chapter also provides pictures and descriptions of common abnormalities in the ears, nose, and throat. Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: 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 15, “Earache” This chapter covers the main questions that need to be asked about the patient’s condition prior to the physical examination as well as how these questions lead to a focused physical examination. Chapter 21, “Hoarseness” This chapter focuses on the most common causes of hoarseness. It provides strategies for evaluating the patient, both through questions and through physical exams. Chapter 25, “Nasal Symptoms and Sinus Congestion” In this chapter, the authors highlight the key questions to ask about the patients symptoms, the key parts of the physical examination, and potential laboratory work that might be needed to provide an accurate diagnosis of nasal and sinus conditions. Chapter 30, “Red Eye” The focus of this chapter is on how to determine the cause of red eyes in a patient, including key symptoms to consider and possible diagnoses. Chapter 32, “Sore Throat” A sore throat is one most common concerns patients describe. This chapter includes questions to ask when taking the patient’s history, things to look for while conducting the physical exam, and possible causes for the sore throat. Chapter 38, “Vision Loss” This chapter highlights the causes of vision loss and how the causes of the condition can be diagnosed. Note: Download the six documents (Student Checklists and Key Points) below, and use them as you practice conducting assessments of the head, neck, eyes, ears, nose, and throat. Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Head and neck: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: 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. Ball, J. W., Dains, J. E., Flynn, J. A., & Solomon, B. S., & Stewart, R. W. (2019). Head and neck: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: 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. Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Eyes: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: 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. Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Eyes: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: 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. Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Ears, nose, and throat: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: 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. Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Ears, nose, and throat: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: 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. Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia, PA: F. A. Davis. Credit Line: Advanced practice nursing procedures, 1st Edition by Colyar, M. R. Copyright 2015 by F. A. Davis Company. Reprinted by permission of F. A. Davis Company via the Copyright Clearance Center. Chapter 71, “Visual Function Evaluation: Snellen, Illiterate E, Pictorial This section explains the procedural knowledge needed to perform eyes, ears, nose, and mouth procedures. Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis. Chapter 2, “The Comprehensive History and Physical Exam” (Previously read in Weeks 1, 3, 4, and 5) Bedell, H. E., & Stevenson, S. B. (2013). Eye movement testing in clinical examination. Vision Research 90, 32–37. doi:10.1016/j.visres.2013.02.001. Retrieved from https://www.sciencedirect.com/science/article/pii/S0042698913000217 Rubin, G. S. (2013). Measuring reading performance. Vision Research, 90, 43–51. doi:10.1016/j.visres.2013.02.015. Retrieved from http://www.sciencedirect.com/science/article/pii/S0042698913000436 Harmes, K. M., Blackwood, R. A., Burrows, H. L., Cooke, J. M., Harrison, R. V., & Passamani, P. P. (2013). Otitis media: Diagnosis and treatment. American Family Physicians, 88 (7), 435–440. Otolaryngology Houston. (2014). Imaging of maxillary sinusitis (X-ray, CT, and MRI). Retrieved from http://www.ghorayeb.com/ImagingMaxillarySinusitis.html This website provides medical images of sinusitis, including X-rays, CT scans, and MRIs (magnetic resonance imaging). Document : Episodic/Focused SOAP Note Exemplar (Word document) Document : Episodic/Focused SOAP Note Template (Word document) Document: Midterm Exam Review (Word document) ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Shadow Health Support and Orientation Resources Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file]. Retrieved from https://www.youtube.com/watch?v=Rfd_8pTJBkY Shadow Health. (n.d.). Shadow Health help desk. Retrieved from https://support.shadowhealth.com/hc/en-us Document : Shadow Health. (2014). Useful tips and tricks (Version 2) (PDF) Document : Student Acknowledgement Form (Word document) Note : You will sign and date this form each time you complete your DCE Assignment in Shadow Health to acknowledge your commitment to Walden University’s Code of Conduct. Document : DCE (Shadow Health) Documentation Template for Focused Exam: Cough (Word document) Use this template to complete your Assignment 2 for this week. Optional Resource for NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers Use the following resources to guide you through your Shadow Health orientation as well as other support resources: LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical. Chapter 7, “The Head and Neck” (pp. 178–301) This chapter describes head and neck examinations that can be made with general clinical resources. Also, the authors detail syndromes of common head and neck conditions. Required Media (click to expand/reduce) Online media for Seidel’s Guide to Physical Examination It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination . Focus on the videos and animations in Chapters 10, 11, and 12 that relate to the assessment of the head, neck, eyes, ears, nose, and throat. Refer to the Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/. University of Iowa Ophthalmology. (2016, December 19). Fluorescein staining of the cornea. Retrieved from https://vimeo.com/198695974 Credit Line: University of Iowa Ophthalmology. (n.d.). Fluorescein staining of the cornea [Video file]. Retrieved from ?https://vimeo.com/198695974. The author(s) and publishers acknowledge the University of Iowa and EyeRounds.org for permission to reproduce this copyrighted material. NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers Note : Approximate length of this media program is 25 seconds. Assignment 1: Case Study Assignment: Assessing the Head, Eyes, Ears, Nose, and Throat Photo Credit: Getty Images/Blend Images Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment. Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes but would probably perform a simple strep test. In this Case Study Assignment, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions. NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers To Prepare By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor. Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case. With regard to the case study you were assigned: Review this week’s Learning Resources and consider the insights they provide. Consider what history would be necessary to collect from the patient. Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis? Identify at least five possible conditions that may be considered in a differential diagnosis for the patient. The Assignment Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis and justify why you selected each. NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers By Day 6 of Week 5 Submit your Assignment. Submission and Grading Information – NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers To submit your completed Assignment for review and grading, do the following: Please save your Assignment using the naming convention “WK5Assgn1+last name+first initial.(extension)” as the name. Click the Week 5 Assignment 1 Rubric to review the Grading Criteria for the Assignment. Click the Week 5 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area. Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn1+last name+first initial.(extension)” and click Open . If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database . Click on the Submit button to complete your submission. Grading Criteria To access your rubric: Week 5 Assignment 1 Rubric Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6512_Week_5_Assignment_1_Rubric. NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers Grid View List View Excellent Good Fair Poor Using the Episodic/Focused SOAP Template: · Create documentation or an episodic/focused note in SOAP format about the patient in the case study to which you were assigned. · Provide evidence from the literature to support diagnostic tests that would be appropriate for your case. 45 (45%) – 50 (50%) The response clearly, accurately, and thoroughly follows the SOAP format to document the patient in the assigned case study. The response thoroughly and accurately provides detailed evidence from the literature to support diagnostic tests that would be appropriate for the patient in the assigned case study. 39 (39%) – 44 (44%) The response accurately follows the SOAP format to document the patient in the assigned case study. The response accurately provides detailed evidence from the literature to support diagnostic tests that would be appropriate for the patient in the assigned case study. NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers 33 (33%) – 38 (38%) The response follows the SOAP format to document the patient in the assigned case study, with some vagueness and inaccuracy. The response provides evidence from the literature to support diagnostic tests that would be appropriate for the patient in the assigned case study, with some vagueness or inaccuracy in the evidence selected. 0 (0%) – 32 (32%) The response incompletely and inaccurately follows the SOAP format to document the patient in the assigned case study. The response provides incomplete, inaccurate, and/or missing evidence from the literature to support diagnostic tests that would be appropriate for the patient in the assigned case study. · List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each. 30 (30%) – 35 (35%) The response lists five distinctly different and detailed possible conditions for a differential diagnosis of the patient in the assigned case study, and provides a thorough, accurate, and detailed justification for each of the five conditions selected. 24 (24%) – 29 (29%) The response lists four or five different possible conditions for a differential diagnosis of the patient in the assigned case study and provides an accurate justification for each of the five conditions selected. 18 (18%) – 23 (23%) The response lists three to five possible conditions for a differential diagnosis of the patient in the assigned case study, with some vagueness and/or inaccuracy in the conditions and/or justification for each. 0 (0%) – 17 (17%) The response lists two or fewer, or is missing, possible conditions for a differential diagnosis of the patient in the assigned case study, with inaccurate or missing justification for each condition selected. 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–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 (5%) – 5 (5%) 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 (4%) – 4 (4%) 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 (3%) – 3 (3%) 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. 0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. 4 (4%) – 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors. 3 (3%) – 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors. 0 (0%) – 2 (2%) Contains many (? 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – 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 (5%) – 5 (5%) Uses correct APA format with no errors. 4 (4%) – 4 (4%) Contains a few (1 or 2) APA format errors. 3 (3%) – 3 (3%) Contains several (3 or 4) APA format errors. 0 (0%) – 2 (2%) Contains many (? 5) APA format errors. Total Points: 100 Name: NURS_6512_Week_5_Assignment_1_Rubric Check Your Assignment Draft for Authenticity To check your Assignment draft for authenticity: Submit your Week 5 Assignment 1 draft and review the originality report. Submit Your Assignment by Day 6 of Week 5 To participate in this Assignment: Week 5 Assignment 1 ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Assignment 2: Digital Clinical Experience: Focused Exam: Cough In this DCE Assignment, you will conduct a focused exam related to cough in your DCE using the simulation tool, Shadow Health. You will determine what history should be collected from the patient, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions. NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers Photo Credit: Getty Images To Prepare Review this week’s Learning Resources and consider the insights they provide related to ears, nose, and throat. Review the Shadow Health Resources provided in this week’s Learning Resources specifically the tutorial to guide you through the documentation and interpretation within the Shadow Health platform. Review the examples also provided. Review the DCE (Shadow Health) Documentation Template for Focused Exam: Cough found in this week’s Learning Resources and use this template to complete your Documentation Notes for this DCE Assignment. Access and login to Shadow Health using the link in the left-hand navigation of the Blackboard classroom. Review the Week 5 Focused Exam: Cough Rubric provided in the Assignment submission area for details on completing the Assignment in Shadow Health. Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis? Focused Exam: Cough Assignment: Complete the following in Shadow Health: Respiratory Concept Lab (Recommended but not required) Episodic/Focused Note for Focused Exam: Cough Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve a total of 80% or better (this includes your DCE and your Documentation Notes), but you must take all attempts by the Week 5 Day 7 deadline. Submission and Grading Information By Day 7 of Week 5 Complete your Focused Exam: Cough DCE Assignment in Shadow Health via the Shadow Health link in Blackboard. Once you complete your Assignment in Shadow Health, you will need to download your lab pass and upload it to the corresponding assignment in Blackboard for your faculty review. ( Note: Please save your lab pass as “LastName_FirstName_AssignmentName”.) You can find instructions for downloading your lab pass here: https://link.shadowhealth.com/download-lab-pass Once you submit your Documentation Notes to Shadow Health, make sure to copy and paste the same Documentation Notes into your Assignment submission link below . Download , sign , date , and submit your Student Acknowledgement Form found in the Learning Resources for this week. NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers Grading Criteria To access your rubric: Week 5 Assignment 2 DCE Rubric Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6512_Week_5_DCE_Assignment_2_Rubric Description: To complete the Shadow Health assignments, it is helpful to use the text and follow along with each chapter correlating to the area of assessment to assist in covering all the subjective questions and the physical assessment areas. Review the Advanced Health Assessment Nursing Documentation Tutorial located in the Weeks 1 and 4 Resources, the model documentation in Shadow Health, as well as sample documentation in the text to assist with narrative documentation of the assessments. Shadow Health exams may be added to or repeated as many times as necessary prior to the due date to assist in achieving the desired score. NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers Grid View List View Excellent Good Fair Poor Student DCE score (DCE percentages will be calculated automatically by Shadow Health after the assignment is completed.) Note: DCE Score – Do not round up on the DCE score. 56 (56%) – 60 (60%) DCE score>93 51 (51%) – 55 (55%) DCE Score 86-92 46 (46%) – 50 (50%) DCE Score 80-85 0 (0%) – 45 (45%) DCE Score <79 No DCE completed. Subjective Documentation in Provider Notes Subjective narrative documentation in Provider Notes is detailed and organized and includes: Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS) ROS: covers all body systems that may help you formulate a list of differential diagnoses. You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe. 16 (16%) – 20 (20%) Documentation is detailed and organized with all pertinent information noted in professional language. Documentation includes all pertinent documentation to include Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS). 11 (11%) – 15 (15%) Documentation with sufficient details, some organization and some pertinent information noted in professional language. NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers Documentation provides some of the Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS). 6 (6%) – 10 (10%) Documentation with inadequate details and/or organization; and inadequate pertinent information noted in professional language. Limited or/minimum documentation provided to analyze students critical thinking abilities for the Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS). 0 (0%) – 5 (5%) Documentation lacks any details and/or organization; and does not provide pertinent information noted in professional language. No information is provided for the Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS). or No documentation provided. Objective Documentation in Provider Notes – this is to be completed in Shadow Health Physical exam: Document in a systematic order starting from head-to-toe, include what you see, hear, and feel when doing your physical exam using medical terminology/jargon. Document all normal and abnormal exam findings. Do not use “WNL” or “normal”. You only need to examine the systems that are pertinent to the CC, HPI, and History. Diagnostic result – Include any pertinent labs, x-rays, or diagnostic test that would be appropriate to support the differential diagnoses mentioned Differential Diagnoses (list a minimum of 3 differential diagnoses). Your primary or presumptive diagnosis should be at the top of the list (#1). 16 (16%) – 20 (20%) Documentation detailed and organized with all abnormal and pertinent normal assessment information described in professional language. Each system assessed is clearly documented with measurable details of the exam. 11 (11%) – 15 (15%) Documentation with sufficient details and some organization; some abnormal and some normal assessment information described in mostly professional language. Each system assessed is somewhat clearly documented with measurable details of the exam. NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers 6 (6%) – 10 (10%) Documentation with inadequate details and/or organization; inadequate identification of abnormal and pertinent normal assessment information described; inadequate use of professional language. Each system assessed is minimally or is not clearly documented with measurable details of the exam. 0 (0%) – 5 (5%) Documentation with no details and/or organization; no identification of abnormal and pertinent normal assessment information described; no use of professional language. None of the systems are assessed, no documentation of details of the exam. or No documentation provided. Total Points: 100 Name: NURS_6512_Week_5_DCE_Assignment_2_Rubric Description: To complete the Shadow Health assignments, it is helpful to use the text and follow along with each chapter correlating to the area of assessment to assist in covering all the subjective questions and the physical assessment areas. Review the Advanced Health Assessment Nursing Documentation Tutorial located in the Weeks 1 and 4 Resources, the model documentation in Shadow Health, as well as sample documentation in the text to assist with narrative documentation of the assessments. Shadow Health exams may be added to or repeated as many times as necessary prior to the due date to assist in achieving the desired score. NURS-6512 Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat papers Submit Your Assignment by Day 7 of Week 5 To submit your Lab Pass: Week 5 Lab Pass To participate in this Assignment: Week 5 Documentation Notes for Assignment 2 To Submit your Student Acknowledgement Form: Submit your Week 5 Assignment 2 DCE Student Acknowledgement Form Get a 10 % discount on an order above $ 100

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NR 504 Week 5 Assignment Chamberlain ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON NR 504 Week 5 Assignment Chamberlain Criteria for Content Part I : Concept Map Identify the mission, vision, and values of a selected organization. Create a concept map that portrays the relationships among the organizational mission, vision, and core values, depicting how they do or do not support a culture of excellence. The concept map must be your own, original work. Preparing the Assignment – NR 504 Week 5 Assignment Chamberlain Criteria for Format and Special Instructions Abide by the Chamberlain College of Nursing Academic Integrity Policy. Part I: Create and submit a concept map as a pdf or Word document. Concept map may be neatly drawn by hand or created using software. Concept map must be clear and legible. Concept map must be the student’s original work PART II: WRITTEN PAPER In a three- to four- page paper, address the elements below. Use a minimum of four peer-reviewed scholarly sources, current within 5 years, to support your work. See the rubric for specific, required content criteria within each section of the paper. Provide an introduction to the paper. Discuss the characteristics of a culture of excellence. Present the mission, vision, and values of a selected organization, and explain the interrelationships between each element in the concept map. Describe how the mission, vision, and values do or do not support a culture of excellence. Discuss application of two specific leadership strategies that promote a culture of excellence, and how they support the Chamberlain Care Model®. Provide a conclusion to the paper. Preparing the Assignment Criteria for Format and Special Instructions Abide by the Chamberlain College of Nursing Academic Integrity Policy. Part II: Using Microsoft Word 2013, create the written paper for this assignment. Include a title page with your name, date, and course information, as well as a reference page. The paper (excluding title and reference pages) should be three to four pages in length. A minimum of four peer-reviewed scholarly sources, current within 5 years, are required. Sources older than 5 years may not be used without the permission of the class professor. Only one short quote (15 words or less) may be used within the body of your writing . Title page, pagination, subheadings, body of paper, citation of sources, and reference page must follow APA guidelines as found in the current edition of the manual. Rules of grammar, spelling, word usage, punctuation, and sentence and paragraph structure are followed and consistent with formal, scholarly writing as noted in the APA Manual (current edition). First person may only be used in the self-reflection portion of the assignment (see Conclusion section for criteria). nr_504_week_5_assignment_guidelines_and_rubric_may_2020_part_1.docx Week Five: Leading a Culture of Excellence Paper Purpose The purpose of this assignment is to consider the value of a culture of excellence and leadership strategies which support a culture of excellence within the student’s selected MSN track. Students will identify organizational characteristics which support a culture of excellence. In addition, students will identify an existing organizational mission, vision, and values and create an original concept map to portray the interrelationships between each element. The extent to which the organizational mission, vision, and values reflect a culture of excellence will be examined. Leadership strategies which promote a culture of excellence and support the Chamberlain Care Model® will be applied. Course Outcomes Through this assignment, the student will address the following Course Outcomes: CO #1 – Discern leadership approaches that facilitate achievement of health outcomes through interprofessional collaborative practice within micro-, meso-, and macro-level systems. CO #2 – Appraise the role of the MSN-prepared nurse to lead safe, efficient, ethical, high-quality, person-centered health care across complex systems. CO #3 – Integrate communication modalities which convey cultural humility, value the diverse nature of individuals, and cultivate healthful work environments. Due Date: Sunday 11:59 PM MT at the end of Week Five Total Points Possible:225 points Requirements Criteria for Content Part I : Concept Map Identify the mission, vision, and values of a selected organization. Create a concept mapwhich portrays the relationships between the organizational mission, vision and core values, depicting how they do or do not support a culture of excellence. The concept map must be your own, original work. Part II: Written Paper In a three- to four- page paper, address the elements below. Use a minimum of four peer-reviewed scholarly sources, current within five years, to support your work. See rubric for specific, required content criteria within each section of the paper : Provide an introduction to the paper. Discuss the characteristics of a culture of excellence. Present the mission, vision, and values of a selected organization, and explain the interrelationships between each element in the concept map. Describe how the mission, vision, and values do or do not support a culture of excellence. Discuss application of two specific leadership strategies which promote a culture of excellence, and how they support the Chamberlain Care Model®. Provide a conclusion to the paper. Preparing the Assignment Criteria for Format and Special Instructions Abide by the Chamberlain College of Nursing Academic Integrity Policy. Part I: Create and submit a concept map as a pdf or word document. Concept map may be neatly drawn by hand or created using software. Concept map must be clear and legible. Concept map must be the student’s original work. Part II: Using Microsoft Word 2013, create the written paper for this assignment. Include a title page with your name, date, and course information, as well as a reference page. The paper (excluding title and reference pages) should be three to four pages in length. A minimum of four (4) peer-reviewed scholarly sources, current within five years, are required. Sources older than five years may not be used without the permission of the class professor. Only one short quote (15 words or less) may be used within the body of your writing . Title page, pagination, subheadings, body of paper, citation of sources, and reference page must follow APA guidelines as found in the 6 th edition of the manual. Rules of grammar, spelling, word usage, punctuation, sentence and paragraph structure are followed and consistent with formal, scholarly writing as noted in the APA Manual (6 th edition). First person may only be used in the self-reflection portion of the assignment (see conclusion section for criteria). Directions and Assignment Criteria – NR 504 Week 5 Assignment Chamberlain Grading Criteria Category Points % Description Part I: Originally-constructed Concept Map 36 16% Submit an original concept map which portrays the following: · Organizational mission, vision and values · Interrelationships between the mission, vision and values · How the organizational mission, vision, and values do or do not reflect a culture of excellence · The concept map must be the student’s original work · Follow submission guidelines Part II: Introduction 18 8% Introduction includes: · Importance of pursuing a culture of excellence within the health care industry · Key role of mission, vision and values to guide organizational culture · Identify sections of the paper · Sufficient integration of scholarly literature to support information presented. NR 504 Week 5 Assignment Chamberlain Provide support from current, peer reviewed scholarly sources Part II: Culture of Excellence 36 16% This section includes: · Explanation of the concept of a culture of excellence · Identification of at least three specific organizational characteristics or practices which reflect a culture of excellence · Discussion regarding how a culture of excellence is significant to the selected specialty track · Sufficient integration of scholarly literature to support information presented Provide support from current, peer-reviewed scholarly sources Part II: Overview of Concept Map: Mission, Vision, and Values 45 20% This section includes: · Description of the mission, vision, and values of a selected organization · Explanation regarding the interrelationships portrayed within the concept map · Discussion regarding how the mission, vision, and values do or to not reflect a culture of excellence · Sufficient integration of scholarly literature to support information presented Provide support from current, peer-reviewed scholarly sources Part II: Leading a Culture of Excellence 36 16% This section includes: · Identification and discussion of two specific leadership strategies which will promote a culture of excellence in the selected MSN specialty track role · Explanation of how the two identified leadership strategies reflect the Chamberlain Care Model® · Sufficient integration of scholarly literature to support information presented Provide support from current, peer-reviewed scholarly sources Part II: Conclusion 27 12% Conclusion includes: · Summary which addresses the following: o Importance of a culture of excellence o Leadership strategies that support a culture of excellence · Synopsis of the selected mission, vision, and values and how they do or do not support a culture of excellence · Self-reflection of learning regarding new insights gained by completing this assignment · Self-reflection regarding implications for future advanced nursing practice in the selected MSN specialty track Graduate-level Writing Style 27 12% Graduate-level writing style is included, evidenced by integrating the following standards: · Correct use of spelling, grammar, punctuation, sentence and paragraph structure · Clarity, organization, and logical flow of ideas within writing; accurate use of APA levels of headings · APA format for citing and referencing sources · No more than one short quote (15 words or less) is used within the assignment · APA document format including margins, spacing, font style and size · APA document structure including pagination, title page, reference page · Congruence with APA mechanics of style (abbreviations, capitalization, italics, numbers, and use of figures or tables if applicable) · Use of first person is limited to the self-reflection portion of the conclusion Quality of Literature Support It is an expectation that a minimum of four current, peer-reviewed scholarly sources are integrated within the assignment. If the above expectation is not met, 9 points shall be deducted. Paper Length It is an expectation that the paper is a minimum of three full pages in length, and no more than four full pages in length. If the above expectation is not met, 9 points shall be deducted. Total 225 100% A quality assignment will meet or exceed all the above requirements. Part I – Concept Map Grading Rubric Assignment Criteria Exemplary (100%) Accomplished (92%) Average (84%) Marginally Acceptable (76%) Insufficient (0%) Content Possible Points = 35 Points Part I: Concept Map 36 Points 33 Points 30 Points 27 Points 0 Points Exemplary presentation of information evidenced by all content areas covered in a comprehensive and concise manner . All of the following are included in the concept map: · Organizational mission, vision, and values · Interrelationships between the mission, vision and values · How the organizational mission, vision, and values do or do not reflect a culture of excellence · The concept map must be the student’s personal, original work · Submission guidelines are followed Accomplished presentation of information evidenced by most content covered in a comprehensive and concise manner, but with one area where coverage is superficial. All of the following are included in the concept map: NR 504 Week 5 Assignment Chamberlain · Organizational mission, vision, and values · Interrelationships between the mission, vision and values · How the organizational mission, vision, and values do or do not reflect a culture of excellence · The concept map must be the student’s personal, original work · Submission guidelines are followed Average presentation of information evidenced by content covered in a superficial manner in two or more of the content areas. All of the following are included in the concept map: · Organizational mission, vision, and values · Interrelationships between the mission, vision and values · How the organizational mission, vision, and values do or do not reflect a culture of excellence · The concept map must be the student’s personal, original work · Submission guidelines are followed Marginally acceptable presentation of information evidenced by content that is limited, missing, or unsatisfactory in one of the following : · Organizational mission, vision, and values · Interrelationships between the mission, vision and values · How the organizational mission, vision, and values do or do not reflect a culture of excellence · The concept map must be the student’s personal, original work · Submission guidelines are followed Insufficient presentation of information evidenced by content that is limited, missing, or unsatisfactory in two or more of the following: · Organizational mission, vision, and values · Interrelationships between the mission, vision and values · How the organizational mission, vision, and values do or do not reflect a culture of excellence · The concept map must be the student’s personal, original work · Submission guidelines are followed Part I – Concept Map Total ________ of 36 Points Part II – Written Paper Grading Rubric Assignment Criteria Exemplary (100%) Accomplished (92%) Average (84%) Marginally Acceptable (76%) Insufficient (0%) Part II Written Paper Content Possible Points = 165 Points Part II: Introduction 18 Points 16 Points 15 Points 13 Points 0 Points Exemplary presentation of information evidenced by all content areas covered in a comprehensive and concise manner . All of the following are included: · Importance of pursuing a culture of excellence within the health care industry · Key role of mission, vision and values to guide organizational culture · Identify sections of the paper · Sufficient integration of scholarly literature to support information presented Accomplished presentation of information evidenced by most content covered in a comprehensive and concise manner, but with one area where coverage is superficial. All of the following are included: · Importance of pursuing a culture of excellence within the health care industry · Key role of mission, vision and values to guide organizational culture · Identify sections of the paper · Sufficient integration of scholarly literature to support information presented Average presentation of information evidenced by content covered in a superficial manner in two or more of the content areas. All of the following are included: · Importance of pursuing a culture of excellence within the health care industry · Key role of mission, vision and values to guide organizational culture · Identify sections of the paper · Sufficient integration of scholarly literature to support information presented Marginally acceptable presentation of information evidenced by content that is limited, missing, or unsatisfactory in one of the following : · Importance of pursuing a culture of excellence within the health care industry · Key role of mission, vision and values to guide organizational culture · Identify sections of the paper · Sufficient integration of scholarly literature to support information presented Insufficient presentation of information evidenced by content that is limited, missing, or unsatisfactory in two or more of the following: · Importance of pursuing a culture of excellence within the health care industry · Key role of mission, vision and values to guide organizational culture · Identify sections of the paper · Sufficient integration of scholarly literature to support information presented Part II: Culture of Excellence 36 Points 33 Points 30 Points 27 Points 0 Points Exemplary presentation of information evidenced by all content areas covered in a comprehensive and concise manner . All of the following are included: · Explanation of the concept of a culture of excellence · Identification of at least three specific organizational characteristics or practices which reflect a culture of excellence · Discussion regarding how a culture of excellence is significant to the selected specialty track NR 504 Week 5 Assignment Chamberlain · Sufficient integration of scholarly literature to support information presented Accomplished presentation of information evidenced by most content covered in a comprehensive and concise manner, but with one area where coverage is superficial. All of the following are included: · Explanation of the concept of a culture of excellence · Identification of at least three specific organizational characteristics or practices which reflect a culture of excellence · Discussion regarding how a culture of excellence is significant to the selected specialty track · Sufficient integration of scholarly literature to support information presented Average presentation of information evidenced by content covered in a superficial manner in two or more of the content areas. All of the following are included: · Explanation of the concept of a culture of excellence · Identification of at least three specific organizational characteristics or practices which reflect a culture of excellence · Discussion regarding how a culture of excellence is significant to the selected specialty track · Sufficient integration of scholarly literature to support information presented Marginally acceptable presentation of information evidenced by content that is limited, missing, or unsatisfactory in one of the following : · Explanation of the concept of a culture of excellence · Identification of at least three specific organizational characteristics or practices which reflect a culture of excellence · Discussion regarding how a culture of excellence is significant to the selected specialty track · Sufficient integration of scholarly literature to support information presented Insufficient presentation of information evidenced by content that is limited, missing, or unsatisfactory in two or more of the following: · Explanation of the concept of a culture of excellence · Identification of at least three specific organizational characteristics or practices which reflect a culture of excellence · Discussion regarding how a culture of excellence is significant to the selected specialty track · Sufficient integration of scholarly literature to support information presented Part II: Overview of Concept Map: Mission, Vision, Values 45 Points 41 Points 37 Points 34 Points 0 Points Exemplary presentation of information evidenced by all content areas covered in a comprehensive and concise manner . All of the following are included: · Description of the mission, vision, and values of a selected organization · Explanation regarding the inter-relationships portrayed within the concept map · Discussion regarding how the mission, vision, and values do or do not reflect a culture of excellence · Sufficient integration of scholarly literature to support information presented Accomplished presentation of information evidenced by most content covered in a comprehensive and concise manner, but with one area where coverage is superficial. All of the following are included: · Description of the mission, vision, and values of a selected organization · Explanation regarding the inter-relationships portrayed within the concept map · Discussion regarding how the mission, vision, and values do or do not reflect a culture of excellence · Sufficient integration of scholarly literature to support information presented Average presentation of information evidenced by content covered in a superficial manner in two or more of the content areas. All of the following are included: · Description of the mission, vision, and values of a selected organization · Explanation regarding the inter-relationships portrayed within the concept map · Discussion regarding how the mission, vision, and values do or do not reflect a culture of excellence · Sufficient integration of scholarly literature to support information presented Marginally acceptable presentation of information evidenced by content that is limited, missing, or unsatisfactory in one of the following : · Description of the mission, vision, and values of a selected organization · Explanation regarding the interrelationships portrayed within the concept map · Discussion regarding how the mission, vision, and values do or do not reflect a culture of excellence · Sufficient integration of scholarly literature to support information presented Insufficient presentation of information evidenced by content that is limited, missing, or unsatisfactory in two or more of the following: · Description of the mission, vision, and values of a selected organization · Explanation regarding the interrelationships portrayed within the concept map · Discussion regarding how the mission, vision, and values do or do not reflect a culture of excellence · Sufficient integration of scholarly literature to support information presented Part II: Leading a Culture of Excellence 36 Points 33 Points 30 Points 27 Points 0 Points Exemplary presentation of information evidenced by all content areas covered in a comprehensive and concise manner . All of the following are included: · Identification and discussion of two specific leadership strategies which will promote a culture of excellence in the selected MSN specialty track role · Explanation of how the two chosen leadership strategies support the Chamberlain Care Model® · Sufficient integration of scholarly literature to support information presented Accomplished presentation of information evidenced by most content covered in a comprehensive and concise manner, but with one area where coverage is superficial. NR 504 Week 5 Assignment Chamberlain All of the following are included: · Identification and discussion of two specific leadership strategies which will promote a culture of excellence in the selected MSN specialty track role · Explanation of how the two chosen leadership strategies support the Chamberlain Care Model® · Sufficient integration of scholarly literature to support information presented Average presentation of information evidenced by content covered in a superficial manner in two or more of the content areas. All of the following are included: · Identification and discussion of two specific leadership strategies which will promote a culture of excellence in the selected MSN specialty track role · Explanation of how the two chosen leadership strategies support the Chamberlain Care Model® · Sufficient integration of scholarly literature to support information presented Marginally acceptable presentation of information evidenced by content that is limited, missing, or unsatisfactory in one of the following : · Identification and discussion of two specific leadership strategies which will promote a culture of excellence in the selected MSN specialty track role · Explanation of how the two chosen leadership strategies support the Chamberlain Care Model® · Sufficient integration of scholarly literature to support information presented Insufficient presentation of information evidenced by content that is limited, missing, or unsatisfactory in two or more of the following: · Identification and discussion of two specific leadership strategies which will promote a culture of excellence in the selected MSN specialty track role · Explanation of how the two chosen leadership strategies support the Chamberlain Care Model® · Sufficient integration of scholarly literature to support information presented Part II: Conclusion Self-reflections may be in first person 27 Points 24 Points 22 Points 20 Points 0 Points Exemplary presentation of information evidenced by all content areas covered in a comprehensive and concise manner . All of the following are included: · Summary which addresses the following: (1) the importance of a culture of excellence; and (2) leadership strategies that support a culture of excellence · Synopsis of the selected mission, vision, and values and how they do or do not support a culture of excellence · Self-reflection of learning regarding new insights gained by completing this assignment · Self-reflection regarding implications for future advanced nursing practice in the selected MSN specialty track Accomplished presentation of information evidenced by most content covered in a comprehensive and concise manner, but with one area where coverage is superficial. All of the following are included: · Summary which addresses the following: (1) the importance of a culture of excellence; and (2) leadership strategies that support a culture of excellence · Synopsis of the selected mission, vision, and values and how they do or do not support a culture of excellence · Self-reflection of learning regarding new insights gained by completing this assignment · Self-reflection regarding implications for future advanced nursing practice in the selected MSN specialty track Average presentation of information evidenced by content covered in a superficial manner in two or more of the content areas. All of the following are included: · Summary which addresses the following: (1) the importance of a culture of excellence; and (2) leadership strategies that support a culture of excellence · Synopsis of the selected mission, vision, and values and how they do or do not support a culture of excellence · Self-reflection of learning regarding new insights gained by completing this assignment · Self-reflection regarding implications for future advanced nursing practice in the selected MSN specialty track Marginally acceptable presentation of information evidenced by content that is limited, missing, or unsatisfactory in one of the following : · Summary which addresses the following: (1) the importance of a culture of excellence; and (2) leadership strategies that support a culture of excellence · Synopsis of the selected mission, vision, and values and how they do or do not support a culture of excellence · Self-reflection of learning regarding new insights gained by completing this assignment · Self-reflection regarding implications for future advanced nursing practice in the selected MSN specialty track Insufficient presentation of information evidenced by content that is limited, missing, or unsatisfactory in two or more of the following: · Summary which addresses the following: (1) the importance of a culture of excellence; and (2) leadership strategies that support a culture of excellence · Synopsis of the selected mission, vision, and values and how they do or do not support a culture of excellence · Self-reflection of learning regarding new insights gained by completing this assignment · Self-reflection regarding implications for future advanced nursing practice in the selected MSN specialty track Part II Written Paper Content Subtotal ________of 162 points Part II Written Paper Format Possible Points = 25 Points Graduate level writing style 27 Points 24 Points 22 Points 20 Points 0 Points Exemplary graduate level writing style is evident, which meets all of the criteria below: · Correct spelling, grammar, punctuation, sentence and paragraph structure · Exceptional writing style with clarity, flow, and organization of information throughout the paper, including accurate use of APA levels of headings · APA format for citing and referencing sources · APA document format including margins, spacing, font style and size · APA document structure including pagination, title page, reference page · Congruence with APA mechanics of style (abbreviations, capitalization, italics, numbers, and use of figures or tables if applicable) · No more than one short direct quote (15 words or less) is used within the assignment · Use of first person is limited to the self-reflection portion of the conclusion Accomplished graduate-level writing style is evident which meets at least 6 of the criteria below: · No more than 2 errors in spelling, grammar, punctuation, sentence and paragraph structure · No more than 2 errors in writing style with clarity, flow, and organization of information throughout the paper, including accurate use of APA levels of headings · No more than 2 errors in APA format for citing and referencing sources · No more than 2 errors in APA document format including margins, spacing, font style and font size NR 504 Week 5 Assignment Chamberlain · No more than 2 errors in APA document structure including pagination, title page, and reference page · No more than 2 errors in APA mechanics of style (abbreviations, capitalization, italics, numbers, and use of figures or tables if applicable) · No more than one short direct quote (15 words or less) is used within the assignment · Use of first person is limited to the self-reflection portion of the conclusion Average graduate-level writing style is evident which meets at least 4 of the criteria below: · No more than 2 errors in spelling, grammar, punctuation, sentence and paragraph structure · No more than 2 errors in writing style with clarity, flow, and organization of information throughout the paper, including accurate use of APA levels of headings · No more than 2 errors in APA format for citing and referencing sources · No more than 2 errors in APA document format including margins, spacing, font style and font size · No more than 2 errors in APA document structure including pagination, title page, and reference page · No more than 2 errors in APA mechanics of style (abbreviations, capitalization, italics, numbers, and use of figures or tables if applicable) · No more than one short direct quote (15 words or less) is used within the assignment · Use of first person is limited to the self-reflection portion of the conclusion Marginally acceptable graduate-level writing is evident which meets at least 2 of the criteria below: · No more than 2 errors in spelling, grammar, punctuation, sentence and paragraph structure · No more than 2 errors in writing style with clarity, flow, and organization of information throughout the paper, including accurate use of APA levels of headings · No more than 2 errors in APA format for citing and referencing sources · No more than 2 errors in APA document format including margins, spacing, font style and font size · No more than 2 errors in APA document structure including pagination, title page, and reference page · No more than 2 errors in APA mechanics of style (abbreviations, capitalization, italics, numbers, and use of figures or tables if applicable) · No more than one short direct quote (15 words or less) is used within the assignment · Use of first person is limited to the self-reflection portion of the conclusion Insufficient graduate-level writing style is evident which meets 1 or less of the criteria below: · No more than 2 errors in spelling, grammar, punctuation, sentence and

Nursing

GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care In this assignment, you will draft the body of a literature review. You will continue to add and revise this draft literature review (Chapter 2 of your DPI Project) as you progress through the program. You may be able to use the feedback and suggestions from your instructor (on the Introduction to the Literature Review assignment in Topic 4) to expand the literature review for this assignment. GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care Use the following information to ensure successful completion of the assignment: GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care Use the “Empirical Research Checklist” worksheet to ensure that each article you select meets all of the established criteria. Use the “Research Article Chart” to provide a summary review of each component of your assignment. Submit the completed Research Article Chart to your instructor. Refer to the most recent prospectus template found in the DC Network (dc.gcu.edu) for details and criteria for the Literature Review (Chapter 2). Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please Review the rubric prior to the beginning to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center. GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care Directions: Part 1: Selection of 15 Articles Select 15 empirical articles related to your PICOT question. Use the “Empirical Research Checklist” worksheet to ensure that each article you select meets all of the established criteria. At least one article must demonstrate a quantitative methodology. Part 2: Research Article Chart Using the articles acquired in Part 1, provide a summary review of each component using the “Research Article Chart” template. Part 3: Literature Review Prepare a Literature Review (Chapter 2) of 2,000-3,000 words for your scholarly project. Utilizing the major concepts identified in the Topic 4 assignment, further develop each major concept and subtheme by locating 15 more empirical articles related to your project topic (30 articles total: 15 from Topic 4 assignment and 15 from Topic 6 assignment). Use the “Research Article Chart” as a guide to analyze and synthesize (summarize) the literature into the paper you began in the Topic 4 assignment. Based upon your review of the 15 additional research articles, expand on your summary of each major concept and your synthesis of the three identified subthemes that support each concept. At the end of each major concept, include a summary statement. Instructor’s Comments from previous Assignment: Julie, The introductory heading should be the exact same as the title of your paper. You have an interesting introduction. However, you need to include a clear thesis statement! Please don’t boldface the “references” heading. Very good comparison of the research questions, sample population, limitations of the study, and recommendations for future research. Interesting conclusion and a very well formatted references list. literature_review_juliechilders.docx research_table_julie_childers.docx rubric_benchmark_assignment.xlsx dnp_820_rs_researcharticlec Literature Review on DNP Project Julie Ann Childers Grand Canyon University: DNP 820 June 8, 2019 Empirical Literature Review GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care An effective treatment process includes care for the patient in the post-treatment period to prevent occurrences of new infections or the reestablishment of the original ones. Nurses in the healthcare system are primary caregivers in health facilities and are consequently responsible for the care of patients as soon as they are treated or operated on by the doctors or surgeons in whose hands the patient has been entrusted. During the transition from diagnosis or operation into the intensive care, there are certain factors, both internal and external, that are involved in determining the kind of care a patient receives. The review herein entails an analysis of patient care in five different aspects, including quality and safety in the healthcare system, patient care safety and quality as well as interruptions and distractions that characterize the healthcare process. Other elements of consideration by the review regarding patient care include the handover process in the intensive care unit as well as the coordination and Integration of the various components of patient care. In each of these aspects, the constituent subthemes also feature in the discussion as it tries to shed more light on patient care. GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care Quality and Safety in the Healthcare System Quality and safety in healthcare systems have been a priority of most institutions, facilities, and governments, extending even to the global scope where WHO has listed it as one of its primary objectives. However, achieving the optimal healthcare safety and quality in most care circles is a complex and gradual process that requires the incorporation of certain concepts including safety and quality models, corporate governance in hospitals and an understanding of healthcare sociology in the targeted jurisdictions. Evidence from the synthesized articles proves that quality and safety in the healthcare system is subject to the strong consideration and realization of the recommendations of the three concepts in tandem with a variation of other ideas and components of the system. According to Wiig, et al., 2014, successfully improving the healthcare system is subject to the cooperation between the various stakeholders involved therein including professionals, managers, and consumers of the services associated with healthcare. Interestingly, a collaboration of the entities mentioned herein requires a structured process which is guided to avoid confusion, allocate roles, and provide a means of evaluating the progress achieved by each stakeholder in their mandated capacities. Some of the most popular models for improving healthcare quality that’s been adopted by numerous facilities include Business Process Reengineering, Lean Thinking and Six Sigma Models which have previously worked in other sectors of the service industry. The theories of interest in the medical field regarding increasing healthcare quality and safety are generalized as safety theories and emerge in response for the need to adopt a system perspective to address the diverse challenges that hinder effective service delivery in the industry. The concept of hospital executive boards according to Freeman et al., 2016 though misunderstood by a significant section of the general populace, is quite influential in implementing recommendations vital to the improvement of safety and quality levels associated with healthcare facilities worldwide. The basis of the argument presented by Freeman et al., 2016 originates from a study conducted in England’s medical boards. In improving the quality and safety of healthcare within the facilities under their management, executive boards give thought to the technologies, practices, experiences and the organization quality that’s more consistent with to spurring growth and capacity in the medical sector (Allen et al., 2016). As a research whose scope stretches across three continents, community, maternity, mental and hospital healthcare as well as various healthcare professionals, sociology and healthcare safety explores the multiple aspects of organizational processes that could improve safety in the sector and provides answers to the dilemma of integrating the numerous understandings of healthcare safety as one concept. Safety and Quality of Patient Care The protection of patients and the quality of care that they are accorded is the responsibility of the hospital in which they treated, at least according to information based on various empirical research studies undertaken in that context. Three different articles are addressing various concepts of patient care in hospitals document studies containing undeniable evidence that the quality of patient care in a facility depends on its personnel and their levels of qualification. In the course of the research, one of the most featured questions therein dwelt on the role of healthcare managers in learning from national safety alerts (Pfeiffer, & Schwappach, 2016). Research questions As a responsibility of the facility in which a patient is treated, the safety and quality of care to which a patient is subjected are set to vary from one facility to the other, and that begs the question; what factors determine the difference in the level of care offered by hospitals. Also, one can only wonder what roles the national and federal policies play in uplifting or lowering the level of patient care in hospitals. In addition to that, a researcher must find out if the condition of a patient is a determinant in enjoying the level of care and safety that a hospital facility channels in this or her way. Sample Populations covered in the research For the research on the quality of patient care, the three research papers reviewed in their empirical capacity sought to analyze data from various sets of populations and stakeholders within the health sector. For Roney et al., 2016, the research revolved around clinical faculty covering 24 patient occurrences. Patients occurrences detailed in the study define incidents, near miss events and unsafe conditions. Kagan and company’s research, on the other hand, documents information obtained from 390 medical professionals including physicians and nurses as well as 726 in patients admitted in a hospital ward for not less than three days. Administration of questionnaires represented the most popular method of collecting data in the case of the second research article. Finally, the last article contains documentation of data collected from Swiss healthcare quality risk and quality managers (Roney et al., 2017). GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care Limitations of the research papers In the development and documentation of their study, the researchers excluded detail from their work resulting in a mini-detailed presentation whose figures are subject to minimal research and analysis. Even though the sample population covered by the study is indicated at the beginning of the research papers, there is no communication on the results, at least numerically as the results are descriptive observations of the events associated with the research. The presentation of the data therein is also dull and monotonous with little pictorial representation of the information contained therein. Consequently, the audience targeted by the research finds it annoying as insufficiently informative despite the flashes of brilliance it exhibits. GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care Summary and conclusion Acute care settings in the United States are some of the most highly developed centers following the initial goal of turning them into High-Reliability Organizations. A combination of cognitive awareness, best practices, and infrastructure as well as pushing for the accountability of all the professionals herein is immensely significant in turning around these centers into models of quality and safe patient care. Also, general hospitals with a previous record of excellent safety and quality culture regarding their patients are responsible or higher instances of patient satisfaction which increases their recovery levels and rates in response to their mental stability and mental perceptions of safety. Finally, another research paper documented with data predominantly from Switzerland maintains that national alert systems on patient safety have a role to play when it comes to patient care. However, the efficacy of these alerts is highly dependent on the hospital’s managerial infrastructure, which is responsible for transforming the information from the signals into actions (Kagan, 2018). Interruptions and Distractions in the Healthcare Process Sassaki and Perroca, 2017 share their opinion on the breaks and distractions experienced on the nurses’ workflow and the perceptions of the nurses on those interruptions. Consequently, their report documents investigation into the phenomenon as they seek an answer to the question of whether distractions at work interfere with the jobs of a medical professional and the exact way in which the professionals are affected in their care for patients subject to factors associated with a disrupted workflow. Other scholars too have compiled data in their research documents including Taylor and Francis, 2015 who delve on whether distractions in gynecological operations irritations are or dangerous to the patients (Sassaki, & Perroca, 2017). Research questions Regarding coordination between participants involved in patient care, various studies focus on the aspect of communication of the experts involved, barriers to their conversation and the fulfillment of a patient’s needs (Yoong, 2015). Some of the pertinent questions that arise with regards to coordination and Integration of patient care include; how many levels of communication are present in the care process; what are the most common barriers to patient-specialist and specialist-PCP communication and what are the possible solutions to breaking down barriers in communication during patient care? Sample populations The empirical research papers reviewed in the development of this compilation used different population samples of people to formulate inferences and observations, which led to the various hypotheses that define the individual research papers. Their research involves specialists including neurologists, interns, and nurses, where a fraction of the total professionals is mandated to provide primary care for inpatients and the rest for the primary responsibility of outpatients. As for the other research papers, one has its data obtained from children hospitals with its scope limited to the study of discharge communication at a children’s hospital while the remaining research focused of diabetes patients with military history as well as VHA PCPs and VHA endocrinologists Limitations of the paper The research papers are informative and as specific as can be with research papers due to its practical nature. However, they are too specific, and the information therein is tied to one aspect of the study as are their sample populations. One, for instance, obtains data by researching diabetic people of veterans with their endocrinologists, yet it is supposed to include inferences on specialist perspectives. One can only wonder the observations made by only one section of specialists is adequate to speak for all specialized doctors. The same trend is repeated in the research aimed at improving patient-PCP communication, which focuses on child populations and the relationships with primary care physicians (Drews et al., 2019). Summary and conclusion Acute care settings in the United States are some of the most highly developed centers following the initial goal of turning them into High-Reliability Organizations. A combination of cognitive awareness, best practices, and infrastructure as well as pushing for the accountability of all the professionals herein is immensely significant in turning around these centers into models of quality and safe patient care. Also, general hospitals with a previous record of excellent safety and quality culture regarding their patients are responsible or higher instances of patient satisfaction which increases their recovery levels and rates in response to their mental stability and mental perceptions of safety. Finally, another research paper documented with data predominantly from Switzerland maintains that national alert systems on patient safety have a role to play when it comes to patient care. However, the efficacy of these alerts is highly dependent on the hospital’s managerial infrastructure, which is responsible for transforming the information from the warnings into actions. Handover in Intensive Care As a responsibility of the facility in which a patient is treated, the safety and quality of care to which a patient is subjected are set to vary from one facility to the other, and that begs the question; what factors determine the difference in the level of care offered by hospitals. Also, one can only wonder what roles the national and federal policies play in uplifting or lowering the level of patient care in hospitals. In addition to that, a researcher must find out if the condition of a patient is a determinant in enjoying the level of care and safety that a hospital facility channels in this or her way (Salzwedel et al., 2016). GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care As a responsibility of the facility in which a patient is treated, the safety and quality of care to which a patient is subjected are set to vary from one facility to the other, and that begs the question; what factors determine the difference in the level of care offered by hospitals. Also, one can only wonder what roles the national and federal policies play in uplifting or lowering the level of patient care in hospitals. In addition to that, a researcher must find out if the condition of a patient is a determinant in enjoying the level of care and safety that a hospital facility channels in this or her way. GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care Sample Populations covered in the research For the research on the quality of patient care, the three research papers reviewed in their empirical capacity sought to analyze data from various sets of populations and stakeholders within the health sector. Patients occurrences detailed in the study define incidents, near miss events and unsafe conditions. Kagan and company’s research, on the other hand, documents information obtained from 390 medical professionals including physicians and nurses as well as 726 in patients admitted in a hospital ward for not less than three days. Administration of questionnaires represented the most popular method of collecting data in the case of the second research article. Finally, the last article contains documentation of data collected from Swiss healthcare quality risk and quality managers (Ganz et al., 2015). Limitations of the research papers In the development and documentation of their study, the researchers excluded detail from their work resulting in a mini-detailed presentation whose figures are subject to minimal research and analysis. Even though the sample population covered by the study is indicated at the beginning of the research papers, there is no communication on the results, at least numerically as the results are descriptive observations of the events associated with the research. The presentation of the data therein is also dull and monotonous with little pictorial representation of the information contained therein. Consequently, the audience targeted by the research finds it annoying as insufficiently informative despite the flashes of brilliance it exhibits. GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care The transition from specialized care to primary care is subject to numerous instructions, including medication and treatment plans, discharge documentation, as well as the multiple modes of communication available between the various care teams. Miscommunication concerning any one of the three sets of instructions is cause for adverse repercussions and could delay the recovery process or trigger an unrelated complication. In addition to instruction adherence, understanding o stakeholder perspective plays a vital role in the patient recovery process. For instance, clarity and agreement of the roles and responsibilities of an endocrinologist in treating a veteran diabetic reinforces their qualifications at the back of the patient’s mind resulting in respect and obedience from the patient, two values necessary for the purposes of enhancing a patient’s discipline (Spooner, et al., 2015). GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care Patient care is a process that begins with preventive measures taken for individuals at risk of disease contraction or condition development and ends with healing after treatment, operation (where applicable) and completion of the convalescence stage. Therefore, various individuals are involved in the care process which also requires the attention of different classes of medical professionals including medical doctors, surgeons, nurses, nutritionists, and even psychologists and physiotherapists if the need arises. Communication between the levels of care for a patient is varied according to the research documents reviewed in this review. Also, the research evaluates the importance of communication with primary care physicians and tests out the means involved in improving communication with PCPs. Finally, (Vimalananda, et al., 2018) looks at specialty patient care in an integrated healthcare system and the role of patient, PCP and specialist’s perspective in patient care (Rattray et al., 2017). Research questions Regarding coordination between participants involved in patient care, various studies focus on the aspect of communication of the experts involved, barriers to their communication, and the fulfillment of a patient’s needs. Some of the pertinent questions that arise with regards to coordination and Integration of patient care include; how many levels of communication are present in the care process; what are the most common barriers to patient-specialist and specialist-PCP communication and what are the possible solutions to breaking down barriers in communication during patient care? Sample populations The empirical research papers reviewed in the development of this compilation used different population samples of people to formulate inferences and observations, which led to the various hypotheses that define the individual research papers. For instance, Rattray’s Crossing the Communication Chasm: Challenges and Opportunities in Transitions of Care from the Hospital to the Primary Care Clinic limits its scope to stroke patients. Their research involves 21 specialists, including neurologists, interns, and nurses, where nine professionals are mandated to provide primary care for inpatients and 12 for the primary responsibility of outpatients. As for the other research papers, one has its data obtained from children hospitals with its scope limited to the study of discharge communication at a children’s hospital while the remaining research focused of diabetes patients with military history as well as VHA PCPs and VHA endocrinologists (Destino et al., 2017.). Limitations The research papers are informative and as specific as can be with research papers due to its practical nature. However, they are too specific, and the information therein is tied to one aspect of the study as are their sample populations. One, for instance, obtains data by researching diabetic people of veterans with their endocrinologists, yet it is supposed to include inferences on specialist perspectives. One can only wonder the observations made by only one section of specialists is adequate to speak for all specialized doctors. The same trend is repeated in the research aimed at improving patient-PCP communication, which focuses on child populations and the relationships with primary care physicians (Mohr et al., 2019.). GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care The transition from specialized care to primary care is subject to numerous instructions, including medication and treatment plans, discharge documentation, as well as the multiple modes of communication available between the various care teams. Miscommunication concerning any one of the three sets of instructions is cause for adverse repercussions and could delay the recovery process or trigger an unrelated complication. In addition to instruction adherence, understanding o stakeholder perspective plays a vital role in the patient recovery process. For instance, clarity and agreement of the roles and responsibilities of an endocrinologist in treating a veteran diabetic reinforce their qualifications at the back of the patient’s mind resulting in respect and obedience from the patient, two values important for enhancing a patient’s discipline. GCU DNP820 Empirical Research Relationship Nursing & Quality of Patient Care References Allen, D., Braithwaite, J., Sandall, J., & Waring, J. (2016). Towards a sociology of healthcare safety and quality. Sociology of Health & Illness , 38 (2), 181-197. Destino, L. A., Dixit, A., Pantaleoni, J. L., Wood, M. S., Pageler, N. M., Kim, J., & Platchek, T. S. (2017). Improving communication with primary care physicians at the time of hospital discharge. The Joint Commission Journal on Quality and Patient Safety , 43 (2), 80-88. Drews, F. A., Markewitz, B. A., Stoddard, G. J., & Samore, M. H. (2019). Interruptions and Delivery of Care in the Intensive Care Unit. Human factors , 61 (4), 564-576. Freeman, T., Millar, R., Mannion, R., & Davies, H. (2016). Enacting corporate governance of healthcare safety and quality: a dramaturgy of hospital boards in England. Sociology of health & illness , 38 (2), 233-251. Ganz, F. D., Endacott, R., Chaboyer, W., Benbinishty, J., Nun, M. B., Ryan, H., … & Spooner, A. (2015). The quality of intensive care unit nurse handover related to end of life: a descriptive comparative international study. International journal of nursing studies , 52 (1), 49-56. Kagan, I., Porat, N., & Barnoy, S. (2018). The quality and safety culture in general hospitals: patients’, physicians’ and nurses’ evaluation of its effect on patient satisfaction. International Journal for Quality in Health Care . Mohr, D. C., Benzer, J. K., Vimalananda, V. G., Singer, S. J., Meterko, M., McIntosh, N., … & Charns, M. P. (2019). Organizational coordination and patient experiences of specialty care integration. Journal of general internal medicine , 1-7. Pfeiffer, Y., & Schwappach, D. (2016). Taking up national safety alerts to improve patient safety in hospitals: The perspective of healthcare quality and risk managers. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen , 110 , 26-35. Rattray, N. A., Sico, J. J., Cox, L. M., Russ, A. L., Matthias, M. S., & Frankel, R. M. (2017). Crossing the communication chasm: Challenges and opportunities in transitions of care from the hospital to the primary care clinic. The Joint Commission Journal on Quality and Patient Safety , 43 (3), 127-137. Roney, L., Sumpio, C., Beauvais, A. M., & O’Shea, E. R. (2017). Describing clinical faculty experiences with patient safety and quality care in acute care settings: A mixed methods study. Nurse education today , 49 , 45-50. Salzwedel, C., Mai, V., Punke, M. A., Kluge, S., & Reuter, D. A. (2016). The effect of a checklist on the quality of patient handover from the operating room to the intensive care unit: a randomized controlled trial. Journal of critical care , 32 , 170-174. Sassaki, R. L., & Perroca, M. G. (2017). Interruptions and their effects on the dynamics of the nursing work. Revista gaucha de enfermagem , 38 (2). Spooner, A. J., Corley, A., Chaboyer, W., Hammond, N. E., & Fraser, J. F. (2015). Measurement of the frequency and source of interruptions occurring during bedside nursing handover in the intensive care unit: an observational study. Australian critical care , 28 (1), 19-23. Wiig, S., Robert, G., Anderson, J. E., Pietikainen, E., Reiman, T., Macchi, L., & Aase, K. (2014). Applying different quality and safety models in healthcare improvement work: boundary objects and system thinking. Reliability Engineering & System Safety , 125 , 134-144. Yoong, W., Khin, A., Ramlal, N., Loabile, B., & Forman, S. (2015). Interruptions and distractions in the gynecological operating theatre: irritating or dangerous? Ergonomics , 58 (8), 1314-1319. Research Article Chart Criteria and Defining Characteristics Article 1: Interruptions and their effects on the dynamics of the nursing work Article 2: Organizational coordination and patient experiences of specialty care integration Article 3: The quality of intensive care unit nurse handover related to end of life: a descriptive comparative international study Abstrac t After reading the abstract what do you expect to learn from the article? Nurses’ perception about interruptions during the workflow and their implications on the professional practice environment. Successful coordination of specialty care requires understanding the perspectives of patients, primary care providers, and specialists—that is, the specialty care “triad.” This study used qualitative methods to compare these perspectives in an integrated health care system, using diabetes specialty care as an exemplar. Quality ICU end-of-life-care has been found to be related to good communication. Handover is one form of communication that can be problematic due to lost or omitted information. A first step in improving care is to measure and describe it. Introduction: Summarize the following in paragraph form. · What is the purpose of the study? · What is the scope of the study? · What is the rational for the study? · What is the hypothesis or research question? · What key concepts and terms are noted? · Is a review of the literature provided? Establish how interrupting nurses in the workplace affect their service delivery. A school hospital in Sao Paulo with 133 nurses over a period of one year. The interruptive processes have repercussions on the working dynamics, on the caring process and on the patient’s safety. “In what situations, in what form and at what frequency do interruptions occur during the care process? How do nurses perceive their implications for the work dynamics?” Workflow; Time management; Nursing staff; Nursing process NO Comparing perspectives of the “triad” in an integrated healthcare system. VA medical center, VA New England. Quality care for specialty patients requires an understanding of the perspective of the patient, primary care physician and the specialist in charge. Care coordination is the deliberate organization of patient care between 2 or more participants (including the patient) to account for each other’s actions and facilitate the appropriate delivery of health care services. Care coordination, qualitative methods, referrals and specialty care. NO Describe the quality of ICU nurse handover related to end-of-life care and to compare the practices of different ICUs in three different countries. 7 ICU units in 3 different countries; Australia (1), UK (3) and Israel (3) covering 157 handovers. Despite technological changes, handover has survived as an important formal process of nursing communication. Yet, there is little known about the quality of ICU nurse to nurse handover communication, especially associated with end-of-life care. Practices of end-of-life-handover communication vary greatly between units. However, room for improvement exists in all areas in all of the units studied. Handover, End of life, Communication, Nurse, Intensive care unit YES Methods: Summarize the following in paragraph form. · What is the population being sampled? · What data collection procedure is presented? · What other procedures are described? The article samples a medical center for the care of 102 cities that belong to the Regional Health Division of Rio Preto (RHD 15). It has 708 beds and makes an average of 89,025 monthly appointments. The nursing team is composed of 242 nurses, 565 nursing technicians and 481 nursing

NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers A 63-year-old woman comes to your office because she’s been forgetting things…a young mother comes in concerned because her baby fails to make eye contact and is unresponsive to touch…a teenager comes in and a parent complains that the teen obsessively washes his hands. NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers An array of neurological conditions could be causing the above symptoms. When assessing the neurologic system, it is vital to formulate an accurate diagnosis as early as possible to prevent continued damage and deterioration of a patient’s quality of life. This week, you will explore methods for assessing the cognition and the neurologic system. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Learning Objectives Students will: Evaluate abnormal neurological symptoms Apply concepts, theories, and principles relating to health assessment techniques and diagnoses for cognition and the neurologic system Assess health conditions based on a head-to-toe physical examination Learning Resources – NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers Required Readings (click to expand/reduce) Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. Chapter 7, “Mental Status” This chapter revolves around the mental status evaluation of an individual’s overall cognitive state. The chapter includes a list of mental abnormalities and their symptoms. ·Chapter 23, “Neurologic System” The authors of this chapter explore the anatomy and physiology of the neurologic system. The authors also describe neurological examinations and potential findings. Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: 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 4, “Affective Changes” This chapter outlines how to identify the potential cause of affective changes in a patient. The authors provide a suggested approach to the evaluation of this type of change, and they include specific tools that can be used as part of the diagnosis. Chapter 9, “Confusion in Older Adults” This chapter focuses on causes of confusion in older adults, with an emphasis on dementia. The authors include suggested questions for taking a focused history as well as what to look for in a physical examination. Chapter 13, “Dizziness” Dizziness can be a symptom of many underlying conditions. This chapter outlines the questions to ask a patient in taking a focused history and different tests to use in a physical examination. Chapter 19, “Headache” The focus of this chapter is the identification of the causes of headaches. The first step is to ensure that the headache is not a life-threatening condition. The authors give suggestions for taking a thorough history and performing a physical exam. Chapter 31, “Sleep Problems” In this chapter, the authors highlight the main causes of sleep problems. They also provide possible questions to use in taking the patient’s history, things to look for when performing a physical exam, and possible laboratory and diagnostic studies that might be useful in making the diagnosis. NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis. Chapter 2, “The Comprehensive History and Physical Exam” (“Cranial Nerves and Their Function” and “Grading Reflexes”) (Previously read in Weeks 1, 2, 3, and 5) Note: Download the Physical Examination Objective Data Checklist to use as you complete the Comprehensive (Head-to-Toe) Physical Assessment assignment. Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical examination objective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Mosby’s Guide to Physical Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center. Note: Download and review the Student Checklists and Key Points to use during your practice neurological examination. Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Neurologic system: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: 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. Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Neurologic system: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: 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. Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Mental status: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: 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. Bearden , S. T., & Nay, L. B. (2011). Utility of EEG in differential diagnosis of adults with unexplained acute alteration of mental status. American Journal of Electroneurodiagnostic Technology, 51 (2), 92–104. This article reviews the use of electrocenographs (EEG) to assist in differential diagnoses. The authors provide differential diagnostic scenarios in which the EEG was useful. Athilingam, P ., Visovsky, C., & Elliott, A. F. (2015). Cognitive screening in persons with chronic diseases in primary care: Challenges and recommendations for practice. American Journal of Alzheimer’s Disease & Other Dementias, 30 (6), 547–558. doi:10.1177/1533317515577127 Sinclair , A. J., Gadsby, R., Hillson, R., Forbes, A., & Bayer, A. J. (2013). Brief report: Use of the Mini-Cog as a screening tool for cognitive impairment in diabetes in primary care. Diabetes Research and Clinical Practice, 100 (1), e23–e25. doi:10.1016/j.diabres.2013.01.001 Roalf, D. R., Moberg, P. J., Xei, S. X., Wolk, D. A., Moelter, S. T., & Arnold, S. E. (2013). Comparative accuracies of two common screening instruments for classification of Alzheimer’s disease, mild cognitive impairment, and healthy aging. Alzheimer’s & Dementia, 9 (5), 529–537. doi:10.1016/j.jalz.2012.10.001. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4036230/ NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers Shadow Health Support and Orientation Resources Use the following resources to guide you through your Shadow Health orientation as well as other support resources: Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file]. Retrieved from https://www.youtube.com/watch?v=Rfd_8pTJBkY Shadow Health. (n.d.). Shadow Health help desk. Retrieved from https://support.shadowhealth.com/hc/en-us Document : Shadow Health. (2014). Useful tips and tricks (Version 2) (PDF) Document : Student Acknowledgement Form (Word document) Note : You will sign and date this form each time you complete your DCE Assignment in Shadow Health to acknowledge your commitment to Walden University’s Code of Conduct. Document : DCE (Shadow Health) Documentation Template for Comprehensive (Head-to-Toe) Physical Assessment (Word document) Use this template to complete your Assignment 3 for this week. Optional Resources – NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical. Chapter 14, “The Neurologic Examination” (pp. 683–765) This chapter provides an overview of the nervous system. The authors also explain the basics of neurological exams. Chapter 15, “Mental Status, Psychiatric, and Social Evaluations” (pp. 766–786) In this chapter, the authors provide a list of common psychiatric syndromes. The authors also explain the mental, psychiatric, and social evaluation process. Mahlknecht, P., Hotter, A., Hussl, A., Esterhammer, R., Schockey, M., & Seppi, K. (2010). Significance of MRI in diagnosis and differential diagnosis of Parkinson’s disease. Neurodegenerative Diseases, 7 (5), 300–318. Required Media (click to expand/reduce) Online media for Seidel’s Guide to Physical Examination It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination . Focus on the videos and animations in Chapters 7 and 23 that relate to the assessment of cognition and the neurologic system. Refer to the Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/ ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Assignment 1: Case Study Assignment: Assessing Neurological Symptoms Photo Credit: Getty Images/iStockphoto Imagine not being able to form new memories. This is the reality patients with anterograde amnesia face. Although this form of amnesia is rare, it can result from severe brain trauma. Anterograde amnesia demonstrates just how impactful brain disorders can be to a patient’s quality of living. Accurately assessing neurological symptoms is a complex process that involves the analysis of many factors. In this Case Study Assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting. NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers To Prepare By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor. Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case. With regard to the case study you were assigned: Review this week’s Learning Resources, and consider the insights they provide about the case study. Consider what history would be necessary to collect from the patient in the case study you were assigned. Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis? Identify at least five possible conditions that may be considered in a differential diagnosis for the patient. The Case Study Assignment Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each. 1. Week 9 Case Study Assignment This week there are 3 case studies. You are writing and submitting an episodic SOAP note. Be sure to follow the SOAP template and rubric to assure that you are completing the assignment correctly. The assignments for this week are as follows: Case Study #1- Last name A-K 20-year-old male complains of experiencing intermittent headaches. The headaches diffuse all over the head, but the greatest intensity and pressure occurs above the eyes and spreads through the nose, cheekbones, and jaw. Case Study #2- Last name L-R 47-year-old obese female complains of pain in her right wrist, with tingling and numbness in the thumb and index and middle fingers for the past 2 weeks. She has been frustrated because the pain causes her to drop her hair-styling tools Case Study #3- Last name S-Z 33-year-old female comes to your clinic alarmed about sudden “drooping” on the right side of the face that began this morning. She complains of excessive tearing and drooling on her right side as well. 2. Discussion Boards – overall great job with your discussion posts. You are providing additional insight to your peers and incorporating good additional references. When writing your initial post, be sure to follow the SOAP template format. Insert or discuss the information that you would want to have to arrive at your list of differentials. Be specific…ie: when discussing ROM. You need to indicate….FROM of left shoulder, etc… be specific in how you document. Your differentials are all looking good. Be sure to list in reverse chronological order…..most suspected to least suspected. I have been challenging you to also think out of the box with those differentials. Just because we are working on a musculoskeletal unit…..doesn’t mean it is necessarily a musculoskeletal issue. It could me other medical issues, such as in this past week….back pain could be contributed to an abdominal aneurysm or even a kidney infection. The answer may not always be as black and white as you thing. Think outside the box ?? 3. APA Errors For the most part, everyone is doing a very good job with your references being in APA. Some of you…..I am repeatedly reminding you to correct the same problems I am seeing on a weekly basis. It is not ok just to “freelance” and create your own method of citing articles. You must follow the APA 7th edition manual. Please do so…..you are graduate students expected to work at a graduate level. Also, before hitting submit for your weekly post, make sure you have intext citations for everything on your reference list. Your reference list must match what is in your intext citations. By Day 6 of Week 9 Submit your Assignment. Submission and Grading Information To submit your completed Assignment for review and grading, do the following: Please save your Assignment using the naming convention “WK9Assgn1+last name+first initial.(extension)” as the name. Click the Week 9 Assignment 1 Rubric to review the Grading Criteria for the Assignment. Click the Week 9 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area. Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK9Assgn1+last name+first initial.(extension)” and click Open . If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database . NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers Click on the Submit button to complete your submission. Grading Criteria To access your rubric: Week 9 Assignment 1 Rubric Rubric Detail – NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers Select Grid View or List View to change the rubric’s layout. Name: NURS_6512_Week_9_Assignment1_Rubric Grid View List View Excellent Good Fair Poor Using the Episodic/Focused SOAP Template: · Create documentation or an episodic/focused note in SOAP format about the patient in the case study to which you were assigned. · Provide evidence from the literature to support diagnostic tests that would be appropriate for your case. 45 (45%) – 50 (50%) The response clearly, accurately, and thoroughly follows the SOAP format to document the patient in the assigned case study. The response thoroughly and accurately provides detailed evidence from the literature to support diagnostic tests that would be appropriate for the patient in the assigned case study. 39 (39%) – 44 (44%) The response accurately follows the SOAP format to document the patient in the assigned case study. The response accurately provides detailed evidence from the literature to support diagnostic tests that would be appropriate for the patient in the assigned case study. NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers 33 (33%) – 38 (38%) The response follows the SOAP format to document the patient in the assigned case study, with some vagueness and inaccuracy. The response provides evidence from the literature to support diagnostic tests that would be appropriate for the patient in the assigned case study, with some vagueness or inaccuracy in the evidence selected. 0 (0%) – 32 (32%) The response incompletely and inaccurately follows the SOAP format to document the patient in the assigned case study. The response provides incomplete, inaccurate, and/or missing evidence from the literature to support diagnostic tests that would be appropriate for the patient in the assigned case study. · List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each. 30 (30%) – 35 (35%) The response lists five distinctly different and detailed possible conditions for a differential diagnosis of the patient in the assigned case study and provides a thorough, accurate, and detailed justification for each of the five conditions selected. 24 (24%) – 29 (29%) The response lists four to five different possible conditions for a differential diagnosis of the patient in the assigned case study and provides an accurate justification for each of the five conditions selected. 18 (18%) – 23 (23%) The response lists three to four possible conditions for a differential diagnosis of the patient in the assigned case study, with some vagueness and/or some inaccuracy in the conditions and/or justification for each. 0 (0%) – 17 (17%) The response lists three or fewer, or is missing, possible conditions for a differential diagnosis of the patient in the assigned case study, with inaccurate or missing justification for each condition selected. 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–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 (5%) – 5 (5%) 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. NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers 4 (4%) – 4 (4%) 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 (3%) – 3 (3%) 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. 0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. 4 (4%) – 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors. 3 (3%) – 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors. 0 (0%) – 2 (2%) Contains many (? 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – 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 (5%) – 5 (5%) Uses correct APA format with no errors. 4 (4%) – 4 (4%) Contains a few (1 or 2) APA format errors. 3 (3%) – 3 (3%) Contains several (3 or 4) APA format errors. 0 (0%) – 2 (2%) Contains many (? 5) APA format errors. Total Points: 100 Name: NURS_6512_Week_9_Assignment1_Rubric. NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers Check Your Assignment Draft for Authenticity To check your Assignment draft for authenticity: Submit your Week 9 Assignment 1 draft and review the originality report. Submit Your Assignment by Day 6 of Week 9 To participate in this Assignment: Week 9 Assignment 1 Assignment 2: Lab Assignment (Optional): Practice Assessment: Neurological Examination Short of opening a patient’s cranium or requesting a brain scan, what can an advanced practice nurse do to determine the cause of neurological symptoms? A multitude of techniques can be used to generate a neurological diagnosis. In preparation for the Comprehensive (Head-to-Toe) Physical Assessment due this week, it is recommended that you practice performing a neurological examination. Note: This is an optional practice physical assessment. To Prepare Arrange an appropriate time and setting with a volunteer “patient” to perform a neurological examination. Download and review the Neurological Checklist provided in this week’s Learning Resources as well as review Seidel’s Guide to Physical Examination online media. The Lab Assignment Perform the neurological examination. Be sure to cover all of the areas listed in the checklist and to use the plexor appropriately. Assignment 3: Digital Clinical Experience: Comprehensive (Head-to-Toe) Physical Assessment Throughout this course, you were encouraged to practice conducting various physical assessments on multiple areas of the body, ranging from the head to the toes. Each of these assessments, however, was conducted independently of one another. For this DCE Assignment, you connect the knowledge and skills you gained from each individual assessment to perform a comprehensive head-to-toe physical examination in your Digital Clinical Experience. NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers Photo Credit: Getty Images/Hero Images To Prepare Review this week’s Learning Resources, and download and review the Physical Examination Objective Data Checklist as well as the Student Checklists and Key Points documents related to neurologic system and mental status. Review the Shadow Health Resources provided in this week’s Learning Resources specifically the tutorial to guide you through the documentation and interpretation with the Shadow Health platform. Review the examples also provided. Review the DCE (Shadow Health) Documentation Template for Comprehensive (Head-to-Toe) Physical Assessment found in this week’s Learning Resources and use this template to complete your Documentation Notes for this DCE Assignment. Access and login to Shadow Health using the link in the left-hand navigation of the Blackboard classroom. Review the Week 9 DCE Comprehensive Physical Assessment Rubric provided in the Assignment submission area for details on completing the Assessment in Shadow Health. Note: There are 2 parts to this assignment – the lab pass and the documentation. You must achieve a total score of 80% in order to pass this assignment. Carefully review the rubric and video presentation in order to fully understand the requirements of this assignment. DCE Comprehensive Physical Assessment: Complete the following in Shadow Health: Episodic/Focused Note for Comprehensive Physical Assessment of Tina Jones (180 minutes) Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve a total of 80% or better (this includes your DCE and your Documentation Notes), but you must take all attempts by the Week 9 Day 7 deadline. Submission and Grading Information – NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers By Day 7 of Week 9 Complete your Comprehensive (Head-to-Toe) Physical Assessment DCE Assignment in Shadow Health via the Shadow Health link in Blackboard. Once you complete your Assignment in Shadow Health, you will need to download your lab pass and upload it to the corresponding Assignment in Blackboard for your faculty review. ( Note: Please save your lab pass as “LastName_FirstName_AssignmentName”.) You can find instructions for downloading your lab pass here: https://link.shadowhealth.com/download-lab-pass Once you submit your Documentation Notes to Shadow Health, make sure to copy and paste the same Documentation Notes into your Assignment submission link below . Download , sign , date , and submit your Student Acknowledgement Form found in the Learning Resources for this week. Note: You must pass this assignment with a minimum score of 80% in order to pass the class. Once submitted, there are not any opportunities to revise or repeat this assignment. Grading Criteria To access your rubric: Week 9 Assignment 3 DCE Rubric Rubric Detail – NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers Select Grid View or List View to change the rubric’s layout. Name: NURS_6512_Week_9_DCE_Assignment_3_Rubric. NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers Description: Note: To complete the Shadow Health assignments it is helpful to use the text and follow along with each chapter correlating to the area of assessment to assist in covering all the subjective questions. Review the Advanced Health Assessment Nursing Documentation Tutorial located in the Week 4 Resources, the model documentation in Shadow Health, as well as sample documentation in the text to assist with narrative documentation of the assessments. Do not copy any sample documentation as this is plagiarism. Shadow Health exams may be added to or repeated as many times as necessary prior to the due date to assist in achieving the desired score. You must pass this assignment with a total cumulative score of 79.5% or greater in order to pass this course. NURS-6512 Week 9: Assessment of Cognition and the Neurologic System Papers Grid View List View Excellent Good Fair Poor Student DCE score (DCE percentages will be calculated automatically by Shadow Health after the assignment is completed.) Note: DCE Score – Do not round up on the DCE score. 56 (56%) – 60 (60%) DCE score>93 51 (51%) – 55 (55%) DCE Score 86-92 46 (46%) – 50 (50%) DCE Score 80-85 0 (0%) – 45 (45%) DCE Score <79 No DCE completed. Documentation in Provider Notes Area Subjective documentation of the comprehensive exam in Provider Notes is detailed, organized, and includes documentation of identifying data, general survey, reason for visit/chief complaint, history of present illness, medications, allergies, medical history, health maintenance, family history, social history, mental health history, and review of systems. The review of systems is clearly defined by each body system (skin, eyes, cardiac, etc.) and all conditions or illnesses asked of the patient are documented along with the patient response. 16 (16%) – 20 (20%) Documentation is detailed and organized with all pertinent information noted in professional language. Documentation includes all pertinent documentation to include Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS). 11 (11%) – 15 (15%) Documentation with sufficient details, some organization and some pertinent information noted in professional language. Documentation provides some of the Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS). 6 (6%) – 10 (10%) Documentation with inadequate details and/or organization; and inadequate pertinent information noted in professional language. Limited or/minimum documentation provided to analyze students critical thinking abilities for the Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS). 0 (0%) – 5 (5%) Documentation lacks any details and/or organization; and does not provide pertinent information noted in professional language. No information is provided for the Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS). or No documentation provided. Objective Documentation in Provider Notes – this is to be completed in Shadow Health Physical exam: Document in a systematic order starting from head-to-toe, include what you see, hear, and feel when doing your physical exam using medical terminology/jargon. Document all normal and abnormal exam findings. Do not use “WNL” or “normal”. Diagnostic result- Include any pertinent labs, x-rays, or diagnostic test that would be appropriate to support the differential diagnoses mentioned Differential Diagnoses (list a minimum of 3 differential diagnoses). Your primary or presumptive diagnosis should be at the top of the list (#1). 16 (16%) – 20 (20%) Documentation detailed and organized with all abnormal and pertinent normal assessment information described in professional language. Each system assessed is clearly documented with measurable details of the exam. 11 (11%) – 15 (15%) Documentation with sufficient details and some organization; some abnormal and some normal assessment information described in mostly professional language. Each system assessed is somewhat clearly documented with measurable details of the exam. 6 (6%) – 10 (10%) Documentation with inadequate details and/or organization; inadequate identification of abnormal and pertinent normal assessment information described; inadequate use of professional language. Each system assessed is minimally or is not clearly documented with measurable details of the exam. 0 (0%) – 5 (5%) Documentation with no details and/or organization; no identification of abnormal and pertinent normal assessment information described; no use of professional language. None of the systems are assessed, no documentation of details of the exam. or No documentation provided. Total Points: 100 Name: NURS_6512_Week_9_DCE_Assignment_3_Rubric Description: Note: To complete the Shadow Health assignments it is helpful to use the text and follow along with each chapter correlating to the area of assessment to assist in covering all the subjective questions. Review the Advanced Health Assessment Nursing Documentation Tutorial located in the Week 4 Resources, the model documentation in Shadow Health, as well as sample documentation in the text to assist with narrative documentation of the assessments. Do not copy any sample documentation as this is plagiarism. Shadow Health exams may be added to or repeated as many times as necessary prior to the due date to assist in achieving the desired score. You must pass this assignment with a total cumulative score of 79.5% or greater in order to pass this course. Submit Your Assignment by Day 7 of Week 9 To submit your Lab Pass: Week 9 Lab Pass To sumit this required part of the Assignment: Week 9 Documentation Notes for Assignment 3 To Submit

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