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SOAP NOTE

September 13, 2025/in General Questions /by Besttutor

SOAP Note on Pelvic Inflammatory Disease

Name xxx

United State University

Course xxx

Professor xxxxx

Date xxx

 

SOAP Note on Pelvic Inflammatory Disease

ID:

Client’s Initials: G.H, Age: 23, Gender: Female, Race: Caucasian American, Date of Birth: January 01, 1999.

Subjective Data

CC: “I have vagina discharge, pelvic pain, and fever.”

HPI: Ms. G.H was accompanied by her boyfriend to the clinic. She reports having vaginal discharge that is malodorous, pelvic pain, and fever. She also complained of vaginal itching, and she also experienced a burning pain when urinating. She has experienced the pain for the last two weeks, and she described the rate of pain as 6/10. She experiences pain every time she has sex. However, she does not report changes in urinary regularity or persistency, hesitancy, recurrence, polyuria, or reduced urine stream. She has not used any medicine or treatment since the onset of pain. The symptoms started eight days ago. She is sexually active and describes having sex three weeks ago. She does not report any history of sexually transmitted diseases.

Past Medical Records: No major chronic diseases but has had mild flu, treated by home remedies such as ginger.

Surgery: No medical surgery.

Family History: She has a boyfriend. Her father is a retired military officer and smokes 1 pack of cigarettes a day, had a history of hypertension at the age of 45. Her mother is a retired teacher and has never had a serious chronic illness. She has two siblings, a brother 20 years old and a sister 15 years old. Both are in good health.

Social History: She is a college student. She goes to school from Monday to Friday and spends the weekend with friends and her boyfriend. She does not use hard drugs, nor does she smoke a cigarette. She does not drink alcohol. She lives alone in an apartment, which she says is safe.

Review of Systems

Constitutional: G.H is a Caucasian female adult with severe signs of physical affliction. She describes a moderate fever and reduced energy levels although, she denies chills, sweating at night, anorexia, and weight gain or loss.

Head: She has not encountered headaches, has not lost consciousness and has no numbness.

Eyes: She claims that there is no vision alteration, no need for eyeglasses, she has no eye ache, no redness, no glaucoma, no inflammation, blurred vision, and she has no abnormal tears in her eyes.

Ears: She does not have a hearing defect, no ringing, no fungal infections, no discharges, no aches, and she does not wear hearing aids. She does not wear hearing protection.

Nose: There is no nasal congestion or runny nose, and she does not have redness and swelling in his nose, no nosebleeds. She also does not have soreness, and she has a normal smell.

Mouth: She has no growths in the mouth, no lesions, no bleeding gums, no ulcers, no tooth illness, no mouth irritation, no dried lips, and no tumor on the tongue. The taste is normal.

Throat: she feels a sore throat and has trouble swallowing especially solid meals.

Neck: she does not have any stiffness, meningeal symptoms, or suppleness; she also does not have any bruits.

Skin, Hair, and Nails: According to the patient, she has not had any rashes, also she no changes in skin tone. She has no abnormalities in hair color or nails.

Cardiovascular: She has no vibrations, she has no chest pain, no breathlessness, no congestion, she has no heart sounds, no anemia, orthopnea.

Integumentary and Breast: She has no inflammation, lesion, or rash. She has no lumpiness.

Gastrointestinal: Has regular bowel habits. She has no nausea or vomiting, no diarrhea or constipation, no loss of appetite, no gastrointestinal ulcers or heartburn, no stomach cramping or inflammations, no dysphagia, and has no hematochezia

Genitourinary: She denies urine urgency, has no dysuria, and normal urine frequency.

Musculoskeletal: There are no joint pains, she has no inflammations, no bruises, no muscle cramps, no disk failure, no backaches, no arthritis, and the body parts move normally.

Neurological: She does not have headaches, no head traumas, no seizures, no infections of the brain; she has not had a loss of memory. She does experience fainting, epilepsy, tremor, or paralysis.

Psychiatric: There have been no suicide attempts, she is not depressed or facing anxiousness, she has no memory alteration.

Allergies: There are no documented drug allergies or food sensitivities, and she not allergic to pollen or animal fur.

Objective Data

Vital Signs

Temperature: 37.4℃ Height:176 cm Weight:55 BP:124/72, RR: 19 SpO2: 99% Pain: 70% in the pelvic BMI: 17.8

Physical Examination

Constitutional: She is attentive, friendly, and healthy-looking.

Head: Her head shape is Noncephalic. She has thick hair that is evenly scattered across the scalp.

Eyes: Her eyes are free of edema, and the cornea is completely clear. She has a sharp vision. She does not wear contact lenses to get a clear vision.

Ears: On examination, she has no swellings and no hearing deficiency.

Nose: She does not have a discharge from the nose, no swellings, no sinus deviation, no splenic tenderness.

Mouth: She does not have gum disease. No lip wounds, no tongue swellings or wounds. The dentistry formula is in the normal range. She has no erythema or discharge in the oropharynx. Mucosal membranes are moist. Also, the tonsils are neither swollen nor enlarged.

She has a moist oropharynx and erythema, and white exudate on her tongue. Tonsils are divided into four quadrants bilaterally.

Neck: In the trachea, there are no tumors, and it is located in the middle. Neither cervical nor axillary lymph nodes nor supraclavicular lymph nodes may be seen in the neck region. There are no nodules or hyperplasia in the thyroid glands.

Lungs: Breath sounds normal, and there are no wheezes, crackles, or coughs. No dyspnea

Cardiovascular: There are no chest murmurs, chest discomfort, or palpitations that have been observed. It was noted that S1 and S2 were present. Respiratory action that is not laborious and even. There were no signs of coughing or wheezing. No hiccups

Abdomen: There is bilateral abdominal and pelvic pain noted.

Musculoskeletal: The strength and tone of the motors are normal. Extremities are normal; there is no cyanosis.

Genitourinary/Gynecological: The bladder is not swollen, and her Genitalia is shaved. There are no vulvar lesions and vagina is well estrogenized. The vaginal wall has no lesions and is well rugated. A stinking smelly vaginal discharge which is thick cloudy is noted. She has a pink, sturdy, and nulliparous cervix.

Skin: She has no skin rashes, no wounds, no lumps, and no lesions. Her nails have no deformities.

Psychiatric: She possesses exceptional decision-making abilities. Mood and attitude are normal, and she is lively and alert. Memory recall from the present and the past are both good.

Assessment

Differential Diagnosis

Pelvic inflammatory disease N73. 9- These are infections of the reproductive system in females. The infections often occur when the bacteria transmitted sexually spread into the other reproductive parts from the vagina (Safrai et al., 2020). Fever and pelvic pain are the most common symptoms. Vaginal discharge may occur. This was the primary differential diagnosis as the patient explained the symptoms.

Chlamydial infection A74.9 is a sexually transmitted disease that does not always cause symptoms and is very common. Chlamydial is most common in women, although it affects people of all ages. Many people infected with chlamydia do not evolve symptoms, but sexual contact can transmit it to others. Symptoms comprise genital pain and vaginal and penile secretions (McQueen et al., 2020). Antibiotic therapy is recommended for affected patients and their sexual partners. This was excluded because the urine test was negative.

Gonococcal infection A54. 9. A sexually transmitted disease that can lead to infertility if left untreated. Regular screening helps identify cases where the infection is present even in the absence of symptoms (Cyr et al., 2020). Symptoms include painful urination and abnormal secretions from the penis or vagina. This was excluded because the nucleic acid amplification test was negative.

Plan

Diagnostics

Pelvic Exam: To exam the patient pelvic organs

Complete blood count (CBC) with differential: WBC: Elevated.

Quantitative beta-HCG to rule out pregnancy

Pelvic ultrasonography-An ultrasound scan is a medical examination that involves the use of sound waves of very high frequency to take a live picture of the internal organs. It is also referred to as sonography (Savaris et al., 2020). This test helps assess the likelihood that a patient will have a pelvic inflammatory disease.

Urine test– Urine checking testing is presently mostly used to locate bacterial STIs. Chlamydia and gonorrhea urine checks are broadly available. Trichomoniasis urine checks also are available; however, they may be much less common. Bacterial culture was the gold preferred for diagnosing bacterial STIs, including chlamydia and gonorrhea.

Treatment

Pharmacotherapy: The patient is prescribed Ceftriaxone 250 mg IM and doxycycline 100 mg PO two times daily for 14 days (Savaris et al., 2020). Consider adding metronidazole 500 mg PO two times daily for 14 days.

Education

It is advisable to do the following to minimize chances of pelvic inflammatory disease; first is by using protection during sexual intercourse. Normalize getting tested for sexually transmitted infections and avoid douches (Savaris et al., 2020). After using the bathroom, the most important thing is to always wipe from front to back to prevent bacteria from entering your vagina. Abstinence is another method of ensuring that the patient takes all of her medications before engaging in sexual activity.

Follow Up

After seven days, the patient is advised to follow with her primary care provider.

Referral

Refer patient to a gynecologist if she is atypical, there is evidence of presumptive diagnosis, or hospitalization is required.

 

References

Cyr, S. S., Barbee, L., Workowski, K. A., Bachmann, L. H., Pham, C., Schlanger, K., … & Thorpe, P. (2020). Update to CDC’s treatment guidelines for gonococcal infection, 2020.  Morbidity and Mortality Weekly Report,  69(50), 1911.

McQueen, B. E., Kiatthanapaiboon, A., Fulcher, M. L., Lam, M., Patton, K., Powell, E., … & Nagarajan, U. M. (2020). Human fallopian tube epithelial cell culture model to study host responses to Chlamydia trachomatis infection. Infection and immunity, 88(9), e00105-20.

Safrai, M., Rottenstreich, A., Shushan, A., Gilad, R., Benshushan, A., & Levin, G. (2020). Risk factors for recurrent pelvic inflammatory disease. European Journal of Obstetrics & Gynecology and Reproductive Biology, 244, 40-44.

Savaris, R. F., Fuhrich, D. G., Maissiat, J., Duarte, R. V., & Ross, J. (2020). Antibiotic therapy for pelvic inflammatory disease.  Cochrane Database of Systematic Reviews, (8).

 

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Practicum Experience Plan

September 13, 2025/in General Questions /by Besttutor
  • Review your Clinical Skills Self-Assessment Form you submitted last  week, and think about areas for which you would like to gain  application-level experience and/or continued growth as an advanced  practice nurse. How can your experiences in the practicum help you  achieve these aims? There may be overlap between your skills goals and  your PEP goals.
  • Review the information related to developing objectives provided in  this week’s Learning Resources. Your practicum learning objectives that  you want to achieve during your practicum experience must be:
    • Specific
    • Measurable
    • Attainable
    • Results-focused
    • Time-bound
    • Reflective of the higher-order domains of Bloom’s taxonomy (i.e., application level and above)
  • Discuss your professional aims and your  proposed practicum objectives with your Preceptor to ascertain if the  necessary resources are available at your practicum site.
  • Select one nursing theory and one counseling theory to best guide  your clinical practice. Explain why you selected these theories. Support  your approach with evidence-based literature.
  • Create a timeline of practicum activities that demonstrates how you  plan to meet these goals and objectives based on your practicum  requirements.

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ETHICAL DILEMMA ANALYSIS

September 13, 2025/in General Questions /by Besttutor

Collaborate with your team, using Cisco Spark, email, phone meetings, or any collaboration tool you find useful or prefer. In your collaboration, consider the ethical dilemmas below and select 1 in which to conduct a deep drill.

Ethical Dilemma 1: A newspaper columnist signs a contract with a newspaper chain. Several months later, she is offered a position with another newspaper chain, offering a higher salary. Because she would prefer making more money, she notifies the first chain that she is breaking her contract. The courts will decide the legality of her action, but what of the morality? Did the columnist behave ethically?

Ethical Dilemma 2: An airline pilot receives his regular medical checkup. The doctor discovers that he has developed a heart murmur. The pilot only has a month to go before he is eligible for retirement. The doctor knows this and wonders whether, under these unusual circumstances, she is justified in withholding information from the company regarding the pilot’s condition.

Ethical Dilemma 3: An office worker has had a record of frequent absence. He has used all his vacation and sick-leave days, and has frequently requested additional leave without pay. His supervisor and co-workers have expressed great frustration because his absenteeism has caused bottlenecks in paperwork, created low morale in the office, and required others to do his work in addition to their own. However, the individual believes he is entitled to take his earned time and additional time off without pay. Is he right?

Ethical Dilemma 4: Rhonda enjoys socializing with fellow employees at work, but their discussions usually consist of gossiping about other people, including several of her friends. At first, Rhonda feels uncomfortable talking in this way about people she is close to; but then she decides it does no real harm, and she feels no remorse for joining in.

In conjunction with the readings, and within your teams, decide which ethical dilemma you believe is most problematic and why. In your teams, discuss the ideas of “good vs. evil,” “wrong vs. right,” and “ought/should be vs. what is.” Form the readings, discuss the ways in which Augustine and Aquinas would have solved the problem based on lecture and course reading material. In what ways do Augustine and Aquinas differ and why?

You may wish to meet throughout the week to share ideas. Create a report of your findings as individuals and as a team. The report should be approximately 2 pages accompanied by a 2-minute oral presentation, using VoiceThread or a PowerPoint narrated slide show.

Rubric

Ethical Dilemma AnalysisEthical Dilemma AnalysisCriteriaRatingsPtsThis criterion is linked to a Learning OutcomePurposeview longer descriptionFull Marks20.0 ptsNo Marks0.0 pts20.0 pts
This criterion is linked to a Learning OutcomeSupport/Developmentview longer descriptionFull Marks30.0 ptsNo Marks0.0 pts30.0 pts
This criterion is linked to a Learning OutcomeGrammar, Mechanics, Styleview longer descriptionFull Marks25.0 ptsNo Marks0.0 pts25.0 pts
This criterion is linked to a Learning OutcomeSlidesFull Marks15.0 ptsNo Marks0.0 pts15.0 pts
This criterion is linked to a Learning OutcomeOral Narrationview longer descriptionFull Marks10.0 ptsNo Marks0.0 pts10.0 pts
Total Points: 100.0

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Discuss the access, cost, and quality of quality environments, as well as recent quality initiatives

September 13, 2025/in General Questions /by Besttutor

Discuss the access, cost, and quality of quality environments, as well as recent quality initiatives (See Chapter 24 and Table 24.1). Student is to reflect on the relationship between quality measures and evaluation and role development. In addition, describe this relationship and note how the role of the APN might change without effective quality measures.

Expectations

  • Length: 1500 words, double-spaced, excluding title and reference pages (required)
  • Format:  APA 7th Edition

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Assgn 4 – WK4

September 13, 2025/in General Questions /by Besttutor

Practicum – Assessing Client Families

To prepare:

· Select a client family that you have observed or counseled at your practicum site.

· Review pages 137–142 of Wheeler (2014) and the Hernandez Family Genogram

video in this week’s Learning Resources. (SEE ATTACHED VIDEO TRANSCRIPT)

· Reflect on elements of writing a comprehensive client assessment and creating a

genogram for the client you selected.

                                                                         The Assignment

                                          Part 1: Comprehensive Client Family Assessment

Create a comprehensive client assessment for your selected client family that addresses (without violating HIPAA regulations) the following:

· Demographic information

· Presenting problem

· History or present illness

· Past psychiatric history

· Medical history

· Substance use history

· Developmental history

· Family psychiatric history

· Psychosocial history

· History of abuse and/or trauma

· Review of systems

· Physical assessment

· Mental status exam

· Differential diagnosis

· Case formulation

· Treatment plan

                                                Part 2: Family Genogram

Develop a genogram for the client family you selected. The genogram should extend back at least three generations (parents, grandparents, and great grandparents).

N:B. (1)PLEASE THIS ASSIGNMENT HAS 2 PARTS, AND I HAVE ATTACHED A SAMPLE OF THE ASSIGNMENT, BUT THE SAMPLE TALKS ONLY ABOUT HERNANDEZ, BUT THIS ASSIGNMENT IS FOCUS ON HERNANDEZ FAMILY.

(2). HERNANDEZ FAMILY GENOGRAM VIDEO TRANSCRIPT IS ATTACHED INCASE YOU CAN NOT VIEW THE VIDEO

                                                      Learning Resources

Required Readings

Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

  • Chapter 8, “Experiential      Family Therapy” (pp. 129–147)
  • Chapter 13, “Narrative Therapy” (pp. 243–258)

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

  • “Genograms” pp. 137-142

Cohn, A. S. (2014). Romeo and Julius: A narrative therapy intervention for sexual-minority couples. Journal of Family Psychotherapy, 25(1), 73–77. doi:10.1080/08975353.2014.881696

Escudero, V., Boogmans, E., Loots, G., & Friedlander, M. L. (2012). Alliance rupture and repair in conjoint family therapy: An exploratory study. Psychotherapy, 49(1), 26–37. doi:10.1037/a0026747

Freedman, J. (2014). Witnessing and positioning: Structuring narrative therapy with families and couples. Australian & New Zealand Journal of Family Therapy, 35(1), 20–30. doi:10.1002/anzf.1043

Phipps, W. D., & Vorster, C. (2011). Narrative therapy: A return to the intrapsychic perspective. Journal of Family Psychotherapy, 22(2), 128–147. doi:10.1080/08975353.2011.578036

Saltzman, W. R., Pynoos, R. S., Lester, P., Layne, C. M., & Beardslee, W. R. (2013). Enhancing family resilience through family narrative co-construction. Clinical Child and Family Psychology Review, 16(3), 294–310. doi:10.1007/s10567-013-0142-2

                                                    Required Media

Governors State University (Producer). (2009). Emotionally focused couples therapy [Video file]. Chicago, IL: Author.

 

Laureate Education (Producer). (2013b). Hernandez family genogram [Video file]. Baltimore, MD: Author. (SEE ATTACHED VIDEO TRANSCRIPT)

Psychotherapy.net (Producer). (1998). Narrative family therapy [Video file]. San Francisco, CA: Author.

 

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Nursing diagnoses

September 13, 2025/in General Questions /by Besttutor

NRSE 4540: MODULE 1 ASSESSMENT 2: WRITTEN ASSIGNMENT – COMMUNITY HEALTH DIAGNOSES TEMPLATE

Community Statistics

Submit this assignment by end of day Sunday of Week 1.

This assignment is worth 40 points of your final grade.

 

Name:   Date:  
Student ID:   Email:  

 

NOTE: This assignment is about the experience of using databases to locate information about your community. Keep in mind as you complete this assignment that you may not be able to locate all data fields listed in the worksheet.

Record the data you collect into the following tables. Record the source (website) of your data in the Source Column. Collect the most recent data available (usually within the last 5 years). If you cannot find that data for a few inquiries just enter “NDA” – No Data Available. However, this should be limited to two or three areas.

Selected County, State:  
Number of population  

Public Services and Access to Care

Data MUST be presented as number per 1000 people or in a comparable manner (i.e. percentage by population)

Provider County State Nation Source/Reference of Data
Hospitals        
Physicians (both primary care and specialty)        
Overdoses – heroin        
Public transportation % % %  

 

 

 

 

 

 

 

Demographic and Ethnic Data (Example: search Google for “Ohio, County Name, and Population”)

Data MUST be presented in a comparable manner (i.e. percentage by population)

Demographic Variable County State Nation Source/Reference of Data
< 5 y.o. % % %  
18 and younger % % %  
65 and older % % %  
Male % % %  
Female % % %  
White % % %  
Black % % %  
American Indian % % %  
Asian % % %  
Hispanic % % %  
Single % % %  
Married % % %  

Health Statistics (Example: search Google for terms such as “Infant Mortality Ohio,” etc.)

Data MUST be presented in a comparable manner (%, per 1000, per 100000, etc.)

Rate County State Nation Data Source
Infant Mortality (Infants < 1 Y.O. Reported as per 1000 Live Births)
White        
Black        
Hispanic        
Death Rates: (Usually reported as per 100000)
Motor Vehicle Accidents        
Lung Cancer        
Breast Cancer        
Cardiovascular Disease        
AIDS        
Diabetes        
Risk Indicators:
Prenatal Care (% of Mothers delivering live infants who did NOT receive prenatal care in the 1st trimester)        
Obesity        
Insufficient Physical Activity        

Economic Statistical Data: (Example: search Google for “Ohio Income Range”)

Variable County State Nation Data Source
Income
Mean        
Poverty rate % % %  
Unemployment Rate % % %  

Educational Levels: (Example: search Google for “Ohio Income Range”)

Data MUST be presented in a comparable manner- i.e. %

Variable City or County State Nation Data Source
< High school % % %  
High school % % %  
College degree % % %  

 

 

Analysis:

Reflect on the ways the information you obtained relates to the county where you live and the Healthy People 2030 National Health Objective you have selected to study.

Write a minimum 600 word summary of the key risks and concerns that you can support based upon the statistical data you have retrieved. You may want to look up some additional data that specifically pertains to the Healthy People 2030 National Health Objective that you have selected if additional information is still needed. Be sure to use citations/references APA formatted.
Type here…

 

 

 

In addition, write two priority community health nursing diagnoses . Use the correct format for your diagnoses: Problem, Population or location of problem, Etiology, Signs/Symptoms (***Chapter 6, pp. 102 in your textbook).

Formatting would be: Problem related to the etiology as evidenced by the signs/symptoms.

For example: Risks of asthma complications among children in a southeast Ohio County related to poor air quality, overcrowded living conditions, inability to access health care, high number of animals living in homes, lack of knowledge regarding treatment options, and lack of access to medications as evidenced by increasing numbers of hospitalizations due to asthma complications.

Priority Community Health Nursing Diagnoses #1
Type here…

 

 

 

Priority Community Health Nursing Diagnoses #2
Type here…

 

 

 

 

 

 

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The diet analysis

September 13, 2025/in General Questions /by Besttutor

The diet analysis is an important project. The project requires 3 steps –

1. Getting the data.  This requires keeping a food log, entering the food in the Nutricalc program, and getting the correct print out.  Since this is the basis of the project, this part is due by March 3, 2018.  It can be submitted at any time

2. Using the data obtained above to write and submit Part 1

3. Using the data obtained above to write and submit Part 2

Please read the directions for the diet analysis.  Here are the directions related to data gathering:

You will need the NutriCalc diet analysis software available with the purchase of your access code with your textbook.  You are not to use other meal tracker systems on the internet (i.e. MyFitnessPal, SuperTracker, etc.) as these will not generate the sophisticated reports you will require to complete your project.  If you do this project using another software you will not receive credit for the work!

You will need to keep a food diary for 3 days.  Use the instructions for keeping the diary.  You will collect food, beverage, and behavioral data for the food log.  You will use a provided food record form that is available in the Diet Analysis Link. Do not use the one in the nutricalc program.  Handwritten records are fine, you are welcome to simply scan them for submission.

Once you have collected the record you will then set up a profile in the NutriCalc program.  There is a short tutorial video provided when you are on the front page of the NutriCalc program.  Note:  DO NOT SET UP PROGRAM FOR WEIGHT LOSS. If weight change is needed, you can talk about this in your paper, but this project is to assess your diet needs in the current time and with your current weight.

After you have set up the profile you will then be able to enter the foods and beverages you consumed over the 3 day period.  Make sure to save your work frequently

Step 1:  Keeping an accurate food log is the first step.

1.  Keep a food diary for 3 days- 2 week days and 1 weekend day (consecutive days). Choose days that are fairly typical of your intake so that you can better understand your usual diet. In other words – don’t record on days that you are sick, your birthday, when you don’t have any food in the house, etc.

  1. Carry the food record with you and record everything or eat or drink
  2. Record immediately after eating with as much detail as possible
  3. Be accurate with portion sizes – this is  IMPORTANT.  Refer to the tools in Chapters 1 and 2 to help determine serving size.
  4. Do not include vitamin and mineral supplements since you are looking only at food intake. Similarly, do not record vitamin waters and energy drinks with added vitamins.
    1. If you take a protein supplement or drink protein shakes, include these as they will influence calorie and macronutrient intake
  5. You need to record your intake on the Diet Diary Form
    1. be very detailed in the description of what you ate.  It will be easier to do the analysis if you keep good records of everything that you eat and drink.
    2. record the meal and time you ate – you decide what the meal is.  If you get up at noon on Saturday and you eat – that might be your breakfast and it might be lunch
    3. record the food/beverage in as much detail as possible and the portion. You do not have to record method of preparation unless it will affect the food. For example – a pop tart is the same if it is toasted or not. But chicken is different if it is fried or baked.
    4. Record the portion size – accurately.  Again – tools in chapter 1 and 2.
    5. Record where you were, who you were with, and what you were doing when eating.   For example, you might have been alone at kitchen table reading your nutrition book, or in the lunchroom at work with co-workers, or you might be with friends watching TV
    6. Rate your hunger on scale of 1= not hungry and 5 = famished
    7. Assess how you were feeling (bored, happy, stressed, rushed, etc.)
    8. Estimate how long it took you to eat.

Next Step: Use NutritionCalc Plus http://nutritioncalc3.mheducation.com/ncplus3/ –

a.  Set up your profile.

b.  CHOOSE WEIGHT MAINTENANCE – do not choose weight loss. 

c.  Carefully choose your physical activity level.  There are athletes who practice 4 or more hours a day.  They are very active.  Make sure you consider the time that you sit with school work, computer, car, TV etc.  Do not over estimate your activity

Enter your food

Sometimes you might not be able to find exactly what you ate. Try to pick something that comes close. You might also try putting in the ingredients.  After you have entered all of your information, you need to print out your reports.

Recipes and custom foods can be entered as well – please review the tutorial for assistance  – caution: if you add recipes make sure to double check the MyPlate report to verify that the servings of the components of your recipe have been added to this report.

VERY IMPORTANT: Check over your reports. If calories are very high or low, make sure you entered the right amounts. 15 French fries is different than 15 servings of French fries! In general – if females find their intake over 2500 or if males are over 3500, recheck your work. Also, if calories are very low (intakes less than 1500 calories a day), make sure you recorded everything that you ate and that these are usual days.

If you have any questions or problems – please contact me early!

The Reports or printouts that you need:

When you have entered all of your food data in the program, go to the Reports.  Choose the 3 days that you have recorded. Save these reports in PDF – the Bar Graph, Calorie Assessment, and MyPlate report

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Practice readiness

September 13, 2025/in General Questions /by Besttutor

RUA: Practice Readiness Paper

 

Your Name

Chamberlain College of Nursing

NR324: Adult Health II

First and Last Name of Professor

Session Month and Year

 

RUA: Practice Readiness Paper

Type your introduction here (and remove these instructions). This section should be one (1) paragraph only. Although the first paragraph after the paper title is the introduction, no heading labeled “Introduction” is used. The best practice for a concise introduction is to (a) introduce the paper’s topic and establish its importance, (b) express a clear purpose statement for the paper that mirrors the assignment purpose, and (c) provide a brief overview of the paper’s content in sentence format that matches the Level 1 headings. For further guidance in standard English writing reference the Chamberlain Writing Center https://mychamberlain.sharepoint.com/sites/StudentResourceCenter/WC . Follow the rubric in the guidelines to outline the five parts needed for the introduction for your RUA paper. Your references page, will be at the end of your paper. Your references page should appear at the top of the final page. Scroll down for a sample references page. You will see there that the title is centered and bolded and that the page is alphabetized and double-spaced, with the second and subsequent lines of every source indented (called a “hanging indent”).

Clinical Experience Reflection and Plan

Develop a one-paragraph section introduction that presents the three topics for this section.

My Unique Clinical Experience (1-2 paragraphs)

Follow the directions in the assignment guidelines and grading rubric.- 1.Describes a unique clinical experience that you have encountered in the clinical setting. 2. Identifies 2 client need categories and 2 activity statements for each category that you had the opportunity to practice in the described experience.

Areas of Improvement (1-2 paragraphs)

Follow the directions in the assignment guidelines and grading rubric. 3.Identifies the 2 client need categories and 2 activity statements for each category that you need more practice with in your future clinical experiences. 4.Provides a rationale for why these categories and activity statements were selected for seeking out new opportunities for practice.

Future Strategies (1-2 paragraphs)

Follow the directions in the assignment guidelines and grading rubric.- 5. Discusses 3 strategies you will use in your future clinical experiences to seek out practice opportunities.

s in the assignment guidelines and grading rubric.

Conclusion

Create a 1-paragraph conclusion for the composite paper that includes the following elements:1. Restates the purpose of the paper. 2. Summarizes the main points of the paper. 3.Offers final impression of why the NCLEX- RN® test plan is important. 4.Avoids presenting new information. Follow the directions in the assignment guidelines and grading rubric.

 

References

Type your references in alphabetical order here using hanging indentions. See the APA (2020) Manual and Chamberlain University’s (2020) Chamberlain Guidelines for Writing Professional Papers in the Canvas Resources tab for reference formatting.

Pfettscher, S. A. (2021). Florence Nightingale: modern nursing. Nursing Theorists and Their Work E-Book, 52.

Yang, C., Lee, D. T. F., Wang, X., & Chair, S. Y. (2022). Effects of a nurse-led medication self-management intervention on medication adherence and health outcomes in older people with multimorbidity: A randomized controlled trial. International Journal of Nursing Studies, 134, 104314.

 

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6531 WK 2 DISCU

September 13, 2025/in General Questions /by Besttutor

Case Study 4:

 

A middle-aged female presents to the office complaining of strep throat. She states she suddenly developed a sore throat yesterday afternoon, and it has gotten worse since then. During the night she felt like she was chilled and feverish. She denies known recent contact with anyone else who had strep throat, but states she has had strep before and it feels like she has strep now. She takes no medications, but is allergic to penicillin. The physical examination reveals a slender female lying on the examination table. She has a temperature of 101 degrees Fahrenheit, heart rate of 112, respiratory rate of 22, and blood pressure of 96/64. The head, eyes, ears, nose, and throat evaluation is positive for bilateral tonsillar swelling without exudates. Her neck is supple with bilateral, tender, enlarged anterior cervical nodes.

 

 

 

To prepare:

 

•Review this week’s media presentations and Parts 5–8 of the Buttaro et al. text.

 

•Reflect on the provided patient information including history and physical exams.

 

•Think about a differential diagnosis. Consider the role the patient history and physical exam played in your diagnosis.

 

•Reflect on potential treatment options based on your diagnosis.

 

 

 

POST 1 TO 2 PAGES ON  :

 

Explanation of the differential diagnosis for the patient in the case study that you selected. Describe the role the patient history and physical exam played in the diagnosis. Then, suggest potential treatment options based on your patient diagnosis.

 

 

 

REFERENCES/ MEDIA

 

 

 

Institute for Safe Medication Practices. (n.d.). Retrieved November 28, 2012, from http://www.ismp.org/

 

 

 

Buttaro, T. M., Trybulski, J., Polgar Bailey, P., & Sandberg-Cook, J. (2013). Primary care: A collaborative practice (4th ed.). St. Louis, MO: Mosby

 

. ◦Part 5, “Evaluation and Management of Skin Disorders” (pp. 227–312)

 

◦Part 6, “Evaluation and Management of Eye Disorders” (pp. 313–344)

 

◦Part 7, “Evaluation and Management of Ear Disorders” (pp. 345–364)

 

◦Part 8, “Evaluation and Management of Nose Disorders” (pp. 365–384)

 

 

 

Media

 

•Laureate Education, Inc. (Executive Producer). (2013a). Case studies: Ear disorder. Baltimore, MD: Author.

 

Laureate Education, Inc. (Executive Producer). (2013e). Case study: Throat disorder. Baltimore, MD: Author

 

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Clinical Case Study Presentation (Power point APA format)

September 13, 2025/in General Questions /by Besttutor

Clinical Case Study Presentation

Diagnosis, Symptom and Illness Management Presentations (35 Points)

Pick a Topic from the list of Diseases discussed weeks 11-15. You are to do a power point presentation using the following headings below. Present a typical patient with this disease process and how they would present to the office and how you would work up, diagnose and treat. Pictures are encouraged. You will be graded on professionalism and content. Slides need to have Voice Over (Your voice giving the presentation on each slide) Max 20 slides and Max 10 Minutes. Upload to Moodle.

This may be done in groups of 2 students or individually, both students must have their own voice included in the presentation. The voice of students should be 50/50 divided among the slides. Each student must submit final presentation individually and if done in group, the second person submitting please disregard the Turn it in score as it will say 100% and just add note with submission though Moodle of your partners name. (Group members must have same professor)

Link on how to do Powerpoint with voice over

 

IMPORTANT 9 slides female voice discounting the first slide an 9 more voice discounting the last slide references….

 

https://support.office.com/en-us/article/record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c#OfficeVersion=2016-2013

Presentations must include a Slides with the following information.

·       TITLE (slide 1)

·       DESCRIPTION  (Patient information)  (slide 2 etc.. and so on)

·       EPIDEMIOLOGY

·       ETIOLOGY

·       RISK FACTORS

·       ASSOCIATED CONDITIONS

·       HISTORY

·       PHYSICAL EXAM

·       DIFFERENTIAL DIAGNOSIS

·       TESTS

·       TREATMENT

·       PROGNOSIS

·       REFERENCES

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