Home>Homework Answsers>Nursing homework helpAPAHealth History – Building a Health HistoryTo prepare:Review the screening tools found in the Learning Resources and consider how you might use an app or tool to assist in screening. (SEE ATTACHMENT)Review the media programs related to a vaginal eval, pap test, and breast eval.Review the health history guide and consider how you would create your own script for building a complete health history.Provide all the components of a complete gynecologic health history. Include considerations for special populations such as LGBTQ+ individuals. (SEE ATTACHMENT)What health maintenance guidelines should be included for initial and follow up might be needed for follow-up assessments? (i.e., bone density test, Gardasil vaccine, shingles, etc.)?What questions would you consider in your patient’s complete health history?Example, ONLYWhat is your patient’s living situation? Do they have stairs? Do they live by themselves? Do they have a working refrigerator?Develop your own script for building a complete health history and as you create your script, consider the difficult questions you want to include in your script. There is no sample template to provide to you. (Utilize chapter 6 of your Schuiling textbook to provide guidance). You are the one to develop the script. Think of it as you are writing a movie and you need to write the script for the movie. What lines would you provide for the actor to utilize when sitting down with a patient to perform a COMPLETE Medical History which also entails those DIFFICULT GYN questions. You do not need to provide the answers to the questions however, if you find that beneficial, you may do so.Create: (1- to 2-page reflection)In addition to your script for building a health history for this assignment, include a separate section called “Reflection” that includes the following:A brief summary of your experiences in developing and implementing your script during your health history.Explanations of what you might find difficult when asking these questions. What you found insightful and what would you say or do differently.Please note: This assignment requires an actual script to be developed – not just a list of topics you would cover. I want to see how you would word the questions and the specific questions you would include in your assessment.Please be sure to include a reflection that explores your development of that script.WaldenResources.docx2 years ago09.03.202325Report issueBids(82)Dr. Ellen RMMISS HILLARY A+abdul_rehman_Prof Double RSTELLAR GEEK A+Doctor.NamiraSheryl HoganYoung NyanyaJahky BDr. Adeline ZoeMukul5078Ashley EllieDr. Sophie MilesWIZARD_KIMDr M. MichelleProWritingGuruBrainy BrianMARTHA92_PHDMajesticMaestroElprofessoriShow All Bidsother Questions(10)Financial Acct ExamSnap-It-Open Corporation 2014 FormsACCT 5Health Unit 4 IP (PROFESSOR GEEK ONLY))marketinghomeworkpaperOverhead Costsopinion on individuals using their own stem cells to speed healing and recovery times after an injuryOrganizational communication (Ultimate_writer)

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Home>Homework Answsers>Nursing homework helpnursingtheoryHow do acute or chronic health conditions impact a healthy individual ?2 years ago23.09.202320Report issuefiles (2)RubricSOAPNOTES.docxGeneralGuidelinesSoapNote.docxRubricSOAPNOTES.docxSOAP Notes RubricsPointsDescription5Demographic.5Chief complaint stated in patient’s own words.10HPI, PMHx, PSxHx, Family History, Social Habits10Subjective: Contains all systems relevant information to make assessment with normal and abnormal findings.10Objective present and contains all pertinent objective information available (drug allergies, physical findings, vital signs, drug list, etc)15Assessment presents justification for Main or Primary diagnosis/ Articles r/t Dx in references. / ICD 10 codes.15Assessment rules out Dx of other potential disorders5Plan contains discussion of therapy options with pros and cons of each.10Plan stated as directives (start, stop, non-pharmacologic and pharmacologic treatment etc)/ Teaching.5Plan include monitoring and follow up5Clarity of the Write-up: literate, organized, and complete.5SOAP note link to case IDTotal 100.GeneralGuidelinesSoapNote.docxGeneral Guidelines:· Label each section of the SOAP note (each body part and system).· Do not use unnecessary words or complete sentences.· Use Standard Abbreviations· All Heading and Subheadings must be bolded and separate, no narrative ROS or Physical (Paragraph Form)·The Soap Note must include :· Title with Soap # and Main Diagnosis (Soap # 3.  Dx: Hypertension)· Full name of student· Date of encounter· Name of Preceptor· Name of the Clinical InstructorS: SUBJECTIVE DATA(information the patient/caregiver tells you).Identifying Information:The opening list of the note. It contains age, sex, race, marital status, etc. The patient complaint should be given in quotes.Chief Complaint (CC):a statement describing the patient’s symptoms, problems, condition, diagnosis, physician-recommended return(s) for this patient visit.The patient’s own words should be in “quotes”.. If the patient has more than one complaint, each complaint should be listed separately (1, 2, etc.) and each addressed in the subjective and under the appropriate number.History of present illness (HPI):a chronological description of the development of the patient’s chief complaint from the first symptom or from the previous encounter to the present. Include the eight variables (Onset, Location, Duration, Characteristics, Aggravating Factors, Relieving Factors, Treatment, Severity-OLDCARTS), or an update on health status since the last patient encounter.Past Medical History (PMH):Update current medications, allergies, prior illnesses and injuries, and hospitalizations allergies, age-appropriate immunization status.Past Surgical History (PSH):operations and procedures. (“None or no past surgical history”–if no surgical history)Family History (FH):Update significant medical information about the patient’s family (parents, siblings, and children). Include specific diseases related to problems identified in CC, HPI or ROS.Social History(SH):An age-appropriate review of significant activities that may include information such as marital status, living arrangements, occupation, history of use of drugs, alcohol or tobacco, extent of education and sexual history.Review of Systems (ROS).There are14systems for review. List positive findings and pertinent negatives in systems directly related to the systems identified in the CC and symptoms which have occurred since last visit; (1) constitutional symptoms (e.g., fever, weight loss), (2) eyes, (3) ears, nose, mouth and throat, (4) cardiovascular, (5) respiratory, (6) gastrointestinal, (7) genitourinary, (8) musculoskeletal, (9- }.integument (skin and/or breast), (10) neurological, (11) psychiatric, (12) endocrine, (13) hematological/lymphatic, {14) allergic/immunologic. The ROS should mirror the PE findings section.All Sections must be included in all soap notes0: OBJECTIVE DATA(information you observe, assessment findings, lab results).Sufficient physical exam should be performed to evaluate areas suggested by the history and patient’s progress since last visit. Document specific abnormal and relevant negative findings.Abnormal or unexpected findings should be describedRecord observations for the following systems for each patient encounter (there are 12 possible systems for examination): Constitutional (e.g. vital signs, general appearance), Eyes, ENT/mouth, Cardiovascular, Respiratory, GI, GU, Musculoskeletal, Skin, Neurological, Psychiatric, Hematological/lymphatic/immunologic/lab testing.Testing Results: Results of any diagnostic or lab testing ordered during that patient visit.A: ASSESSMENT: (this is your diagnosis (es) with the appropriate ICD 10 code) List and number the possible diagnoses (problems) you have identified. These diagnoses are the conclusions you have drawn from the subjective and objective data.There must be ONE main DiagnosisRemember: Your subjective and objective data should support your diagnoses and therapeutic plan.Do not write that a diagnosis is to be “ruled out” rather state the working definitions of each differential or primary diagnosis (es).For themain diagnosesprovide a cited rationale for choosing this diagnosis. This rationale includes a one sentence cited definition of the diagnosis (es) the pathophysiology, the common signs and symptoms, the patients presenting signs and symptoms and the findings and tests results that support the dx. Include the interpretation of all lab data given in the case study and explain how those results support your chosen diagnosis.Must include a Minimum of3 differential diagnosiswith ICD codes and a paragraph for each diagnosis that includes a definition of the differential diagnosis, common signs and symptoms, tests results and citations.Minimum 3differential diagnosis.P: PLAN(this is your treatment plan specific to this patient). Each step of your plan must include an EBP citation. (in-text citation)1. Medicationswrite out the prescription including dispensing information and provide EBP to support ordering each medication. Be sure to include both prescription and OTC medications. Include  at least3 side effectsof the medications.2. Additional diagnostic testsinclude EBP citations to support ordering additional tests3. Educationthis is part of the chart and should be brief, this is not a patient education sheet and needsto have a reference.4. Referralsinclude citations to support a referral5. Follow up.Patient follow-up should be specified with time or circumstances of return. You must provide a reference for your decision on when to follow up.6. References:Notes must haveMinimum of 3Scholarly References ( Journals, Books, and Studies)GeneralGuidelinesSoapNote.docxGeneral Guidelines:· Label each section of the SOAP note (each body part and system).· Do not use unnecessary words or complete sentences.· Use Standard Abbreviations· All Heading and Subheadings must be bolded and separate, no narrative ROS or Physical (Paragraph Form)·The Soap Note must include :· Title with Soap # and Main Diagnosis (Soap # 3.  Dx: Hypertension)· Full name of student· Date of encounter· Name of Preceptor· Name of the Clinical InstructorS: SUBJECTIVE DATA(information the patient/caregiver tells you).Identifying Information:The opening list of the note. It contains age, sex, race, marital status, etc. The patient complaint should be given in quotes.Chief Complaint (CC):a statement describing the patient’s symptoms, problems, condition, diagnosis, physician-recommended return(s) for this patient visit.The patient’s own words should be in “quotes”.. If the patient has more than one complaint, each complaint should be listed separately (1, 2, etc.) and each addressed in the subjective and under the appropriate number.History of present illness (HPI):a chronological description of the development of the patient’s chief complaint from the first symptom or from the previous encounter to the present. Include the eight variables (Onset, Location, Duration, Characteristics, Aggravating Factors, Relieving Factors, Treatment, Severity-OLDCARTS), or an update on health status since the last patient encounter.Past Medical History (PMH):Update current medications, allergies, prior illnesses and injuries, and hospitalizations allergies, age-appropriate immunization status.Past Surgical History (PSH):operations and procedures. (“None or no past surgical history”–if no surgical history)Family History (FH):Update significant medical information about the patient’s family (parents, siblings, and children). Include specific diseases related to problems identified in CC, HPI or ROS.Social History(SH):An age-appropriate review of significant activities that may include information such as marital status, living arrangements, occupation, history of use of drugs, alcohol or tobacco, extent of education and sexual history.Review of Systems (ROS).There are14systems for review. List positive findings and pertinent negatives in systems directly related to the systems identified in the CC and symptoms which have occurred since last visit; (1) constitutional symptoms (e.g., fever, weight loss), (2) eyes, (3) ears, nose, mouth and throat, (4) cardiovascular, (5) respiratory, (6) gastrointestinal, (7) genitourinary, (8) musculoskeletal, (9- }.integument (skin and/or breast), (10) neurological, (11) psychiatric, (12) endocrine, (13) hematological/lymphatic, {14) allergic/immunologic. The ROS should mirror the PE findings section.All Sections must be included in all soap notes0: OBJECTIVE DATA(information you observe, assessment findings, lab results).Sufficient physical exam should be performed to evaluate areas suggested by the history and patient’s progress since last visit. Document specific abnormal and relevant negative findings.Abnormal or unexpected findings should be describedRecord observations for the following systems for each patient encounter (there are 12 possible systems for examination): Constitutional (e.g. vital signs, general appearance), Eyes, ENT/mouth, Cardiovascular, Respiratory, GI, GU, Musculoskeletal, Skin, Neurological, Psychiatric, Hematological/lymphatic/immunologic/lab testing.Testing Results: Results of any diagnostic or lab testing ordered during that patient visit.A: ASSESSMENT: (this is your diagnosis (es) with the appropriate ICD 10 code) List and number the possible diagnoses (problems) you have identified. These diagnoses are the conclusions you have drawn from the subjective and objective data.There must be ONE main DiagnosisRemember: Your subjective and objective data should support your diagnoses and therapeutic plan.Do not write that a diagnosis is to be “ruled out” rather state the working definitions of each differential or primary diagnosis (es).For themain diagnosesprovide a cited rationale for choosing this diagnosis. This rationale includes a one sentence cited definition of the diagnosis (es) the pathophysiology, the common signs and symptoms, the patients presenting signs and symptoms and the findings and tests results that support the dx. Include the interpretation of all lab data given in the case study and explain how those results support your chosen diagnosis.Must include a Minimum of3 differential diagnosiswith ICD codes and a paragraph for each diagnosis that includes a definition of the differential diagnosis, common signs and symptoms, tests results and citations.Minimum 3differential diagnosis.P: PLAN(this is your treatment plan specific to this patient). Each step of your plan must include an EBP citation. (in-text citation)1. Medicationswrite out the prescription including dispensing information and provide EBP to support ordering each medication. Be sure to include both prescription and OTC medications. Include  at least3 side effectsof the medications.2. Additional diagnostic testsinclude EBP citations to support ordering additional tests3. Educationthis is part of the chart and should be brief, this is not a patient education sheet and needsto have a reference.4. Referralsinclude citations to support a referral5. Follow up.Patient follow-up should be specified with time or circumstances of return. You must provide a reference for your decision on when to follow up.6. References:Notes must haveMinimum of 3Scholarly References ( Journals, Books, and Studies)RubricSOAPNOTES.docxSOAP Notes RubricsPointsDescription5Demographic.5Chief complaint stated in patient’s own words.10HPI, PMHx, PSxHx, Family History, Social Habits10Subjective: Contains all systems relevant information to make assessment with normal and abnormal findings.10Objective present and contains all pertinent objective information available (drug allergies, physical findings, vital signs, drug list, etc)15Assessment presents justification for Main or Primary diagnosis/ Articles r/t Dx in references. / ICD 10 codes.15Assessment rules out Dx of other potential disorders5Plan contains discussion of therapy options with pros and cons of each.10Plan stated as directives (start, stop, non-pharmacologic and pharmacologic treatment etc)/ Teaching.5Plan include monitoring and follow up5Clarity of the Write-up: literate, organized, and complete.5SOAP note link to case IDTotal 100.GeneralGuidelinesSoapNote.docxGeneral Guidelines:· Label each section of the SOAP note (each body part and system).· Do not use unnecessary words or complete sentences.· Use Standard Abbreviations· All Heading and Subheadings must be bolded and separate, no narrative ROS or Physical (Paragraph Form)·The Soap Note must include :· Title with Soap # and Main Diagnosis (Soap # 3.  Dx: Hypertension)· Full name of student· Date of encounter· Name of Preceptor· Name of the Clinical InstructorS: SUBJECTIVE DATA(information the patient/caregiver tells you).Identifying Information:The opening list of the note. It contains age, sex, race, marital status, etc. The patient complaint should be given in quotes.Chief Complaint (CC):a statement describing the patient’s symptoms, problems, condition, diagnosis, physician-recommended return(s) for this patient visit.The patient’s own words should be in “quotes”.. If the patient has more than one complaint, each complaint should be listed separately (1, 2, etc.) and each addressed in the subjective and under the appropriate number.History of present illness (HPI):a chronological description of the development of the patient’s chief complaint from the first symptom or from the previous encounter to the present. Include the eight variables (Onset, Location, Duration, Characteristics, Aggravating Factors, Relieving Factors, Treatment, Severity-OLDCARTS), or an update on health status since the last patient encounter.Past Medical History (PMH):Update current medications, allergies, prior illnesses and injuries, and hospitalizations allergies, age-appropriate immunization status.Past Surgical History (PSH):operations and procedures. (“None or no past surgical history”–if no surgical history)Family History (FH):Update significant medical information about the patient’s family (parents, siblings, and children). Include specific diseases related to problems identified in CC, HPI or ROS.Social History(SH):An age-appropriate review of significant activities that may include information such as marital status, living arrangements, occupation, history of use of drugs, alcohol or tobacco, extent of education and sexual history.Review of Systems (ROS).There are14systems for review. List positive findings and pertinent negatives in systems directly related to the systems identified in the CC and symptoms which have occurred since last visit; (1) constitutional symptoms (e.g., fever, weight loss), (2) eyes, (3) ears, nose, mouth and throat, (4) cardiovascular, (5) respiratory, (6) gastrointestinal, (7) genitourinary, (8) musculoskeletal, (9- }.integument (skin and/or breast), (10) neurological, (11) psychiatric, (12) endocrine, (13) hematological/lymphatic, {14) allergic/immunologic. The ROS should mirror the PE findings section.All Sections must be included in all soap notes0: OBJECTIVE DATA(information you observe, assessment findings, lab results).Sufficient physical exam should be performed to evaluate areas suggested by the history and patient’s progress since last visit. Document specific abnormal and relevant negative findings.Abnormal or unexpected findings should be describedRecord observations for the following systems for each patient encounter (there are 12 possible systems for examination): Constitutional (e.g. vital signs, general appearance), Eyes, ENT/mouth, Cardiovascular, Respiratory, GI, GU, Musculoskeletal, Skin, Neurological, Psychiatric, Hematological/lymphatic/immunologic/lab testing.Testing Results: Results of any diagnostic or lab testing ordered during that patient visit.A: ASSESSMENT: (this is your diagnosis (es) with the appropriate ICD 10 code) List and number the possible diagnoses (problems) you have identified. These diagnoses are the conclusions you have drawn from the subjective and objective data.There must be ONE main DiagnosisRemember: Your subjective and objective data should support your diagnoses and therapeutic plan.Do not write that a diagnosis is to be “ruled out” rather state the working definitions of each differential or primary diagnosis (es).For themain diagnosesprovide a cited rationale for choosing this diagnosis. This rationale includes a one sentence cited definition of the diagnosis (es) the pathophysiology, the common signs and symptoms, the patients presenting signs and symptoms and the findings and tests results that support the dx. Include the interpretation of all lab data given in the case study and explain how those results support your chosen diagnosis.Must include a Minimum of3 differential diagnosiswith ICD codes and a paragraph for each diagnosis that includes a definition of the differential diagnosis, common signs and symptoms, tests results and citations.Minimum 3differential diagnosis.P: PLAN(this is your treatment plan specific to this patient). Each step of your plan must include an EBP citation. (in-text citation)1. Medicationswrite out the prescription including dispensing information and provide EBP to support ordering each medication. Be sure to include both prescription and OTC medications. Include  at least3 side effectsof the medications.2. Additional diagnostic testsinclude EBP citations to support ordering additional tests3. Educationthis is part of the chart and should be brief, this is not a patient education sheet and needsto have a reference.4. Referralsinclude citations to support a referral5. Follow up.Patient follow-up should be specified with time or circumstances of return. You must provide a reference for your decision on when to follow up.6. References:Notes must haveMinimum of 3Scholarly References ( Journals, Books, and Studies)RubricSOAPNOTES.docxSOAP Notes RubricsPointsDescription5Demographic.5Chief complaint stated in patient’s own words.10HPI, PMHx, PSxHx, Family History, Social Habits10Subjective: Contains all systems relevant information to make assessment with normal and abnormal findings.10Objective present and contains all pertinent objective information available (drug allergies, physical findings, vital signs, drug list, etc)15Assessment presents justification for Main or Primary diagnosis/ Articles r/t Dx in references. / ICD 10 codes.15Assessment rules out Dx of other potential disorders5Plan contains discussion of therapy options with pros and cons of each.10Plan stated as directives (start, stop, non-pharmacologic and pharmacologic treatment etc)/ Teaching.5Plan include monitoring and follow up5Clarity of the Write-up: literate, organized, and complete.5SOAP note link to case IDTotal 100.GeneralGuidelinesSoapNote.docxGeneral Guidelines:· Label each section of the SOAP note (each body part and system).· Do not use unnecessary words or complete sentences.· Use Standard Abbreviations· All Heading and Subheadings must be bolded and separate, no narrative ROS or Physical (Paragraph Form)·The Soap Note must include :· Title with Soap # and Main Diagnosis (Soap # 3.  Dx: Hypertension)· Full name of student· Date of encounter· Name of Preceptor· Name of the Clinical InstructorS: SUBJECTIVE DATA(information the patient/caregiver tells you).Identifying Information:The opening list of the note. It contains age, sex, race, marital status, etc. The patient complaint should be given in quotes.Chief Complaint (CC):a statement describing the patient’s symptoms, problems, condition, diagnosis, physician-recommended return(s) for this patient visit.The patient’s own words should be in “quotes”.. If the patient has more than one complaint, each complaint should be listed separately (1, 2, etc.) and each addressed in the subjective and under the appropriate number.History of present illness (HPI):a chronological description of the development of the patient’s chief complaint from the first symptom or from the previous encounter to the present. Include the eight variables (Onset, Location, Duration, Characteristics, Aggravating Factors, Relieving Factors, Treatment, Severity-OLDCARTS), or an update on health status since the last patient encounter.Past Medical History (PMH):Update current medications, allergies, prior illnesses and injuries, and hospitalizations allergies, age-appropriate immunization status.Past Surgical History (PSH):operations and procedures. (“None or no past surgical history”–if no surgical history)Family History (FH):Update significant medical information about the patient’s family (parents, siblings, and children). Include specific diseases related to problems identified in CC, HPI or ROS.Social History(SH):An age-appropriate review of significant activities that may include information such as marital status, living arrangements, occupation, history of use of drugs, alcohol or tobacco, extent of education and sexual history.Review of Systems (ROS).There are14systems for review. List positive findings and pertinent negatives in systems directly related to the systems identified in the CC and symptoms which have occurred since last visit; (1) constitutional symptoms (e.g., fever, weight loss), (2) eyes, (3) ears, nose, mouth and throat, (4) cardiovascular, (5) respiratory, (6) gastrointestinal, (7) genitourinary, (8) musculoskeletal, (9- }.integument (skin and/or breast), (10) neurological, (11) psychiatric, (12) endocrine, (13) hematological/lymphatic, {14) allergic/immunologic. The ROS should mirror the PE findings section.All Sections must be included in all soap notes0: OBJECTIVE DATA(information you observe, assessment findings, lab results).Sufficient physical exam should be performed to evaluate areas suggested by the history and patient’s progress since last visit. Document specific abnormal and relevant negative findings.Abnormal or unexpected findings should be describedRecord observations for the following systems for each patient encounter (there are 12 possible systems for examination): Constitutional (e.g. vital signs, general appearance), Eyes, ENT/mouth, Cardiovascular, Respiratory, GI, GU, Musculoskeletal, Skin, Neurological, Psychiatric, Hematological/lymphatic/immunologic/lab testing.Testing Results: Results of any diagnostic or lab testing ordered during that patient visit.A: ASSESSMENT: (this is your diagnosis (es) with the appropriate ICD 10 code) List and number the possible diagnoses (problems) you have identified. These diagnoses are the conclusions you have drawn from the subjective and objective data.There must be ONE main DiagnosisRemember: Your subjective and objective data should support your diagnoses and therapeutic plan.Do not write that a diagnosis is to be “ruled out” rather state the working definitions of each differential or primary diagnosis (es).For themain diagnosesprovide a cited rationale for choosing this diagnosis. This rationale includes a one sentence cited definition of the diagnosis (es) the pathophysiology, the common signs and symptoms, the patients presenting signs and symptoms and the findings and tests results that support the dx. Include the interpretation of all lab data given in the case study and explain how those results support your chosen diagnosis.Must include a Minimum of3 differential diagnosiswith ICD codes and a paragraph for each diagnosis that includes a definition of the differential diagnosis, common signs and symptoms, tests results and citations.Minimum 3differential diagnosis.P: PLAN(this is your treatment plan specific to this patient). Each step of your plan must include an EBP citation. (in-text citation)1. Medicationswrite out the prescription including dispensing information and provide EBP to support ordering each medication. Be sure to include both prescription and OTC medications. Include  at least3 side effectsof the medications.2. Additional diagnostic testsinclude EBP citations to support ordering additional tests3. Educationthis is part of the chart and should be brief, this is not a patient education sheet and needsto have a reference.4. Referralsinclude citations to support a referral5. Follow up.Patient follow-up should be specified with time or circumstances of return. You must provide a reference for your decision on when to follow up.6. References:Notes must haveMinimum of 3Scholarly References ( Journals, Books, and Studies)12Bids(75)Miss DeannaDr. Ellen RMMISS HILLARY A+abdul_rehman_Emily ClareSTELLAR GEEK A+Prof Double RSheryl HoganFortifiedYoung NyanyaProWritingGuruBRIGHT MIND PROFJahky BDr. Adeline ZoeDr M. MichelleAshley EllieWIZARD_KIMnicohwilliamIsabella HarvardColeen AndersonShow All Bidsother Questions(10)First responders careerquestion 1 and 2GovermentIT645 week 1 discussion boardforo4DISCUSSION ON HEALTH AND WELLNESSEWAW3NEED DISCUSSION IN 15 HOURS or LESSRole And Scopedp 3-2

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Home>Homework Answsers>Nursing homework helpBSNquality9 months ago01.10.202425Report issuefiles (8)AudioSelenaMirandandherson.m4aResource_How_Mursion_Works.pdfXH3002_DecisionMakingforClinicalJudgmentTemplate.docxAcademicWritingExpectationsChecklist.docxINSTRUCTIONS.docxAudionurseAtsumiYoshida.m4aRubricCriteria.docxXH3002_Rubric.pdfAudioSelenaMirandandherson.m4aHibiscus DrResource_How_Mursion_Works.pdf© 2024 Walden University, LLC Page 1 of 2Health AssessmentHow Mursion Works: 10 TipsYour Competency Assessment is based on Mursion simulations, which you will
access as streaming videos. Review these guidelines to understand the Mursion
technology and expectations for your Assessment.1. Mursion technology features avatar characters in specific settings. Thesetting for all Mursion scenarios in this Competency is an imagined
community health center, Neighborhood Clinic. The avatars are patients and
healthcare staff with distinct personalities. Most scenes take place in an
exam room.2. Each scenario follows a script and is pre-recorded. Professional actors
voice the avatars. The avatars will look and speak to you as the viewer. Your
role is to imagine yourself as a nurse on the clinic staff and then to listen and
observe carefully.3. Recognize the scenarios provide an experience with realistic elementsof working with patients and fellow staff. They do not replicate those
interactions. The avatars have limited movements. The exam room setting
does not change. Although a clock on the wall moves, it does not accurately
record appointment time. Avoid being distracted by what is not relevant.4. Each scenario has a purpose related to the Competency content andconcepts. The avatar clinic director Asha Gill introduces each scenario and
provides key information about the patient or staff member you will meet.
She also reappears to close each scenario. Her introductions and follow-ups
spotlight your focus for the particular video and Assessment.5. In each scenario the avatar provides information. In turn, you arepresented on the screen with two choices for a response. One choice is
meant to be a “hit” eliciting a positive response from the avatar. The other is
a “miss” eliciting a less positive response. The choices are nuanced and
require consideration. Once you make your choice, a voice repeats the
response aloud. Pay attention to what is signaled by the avatar’s body
language, such as crossed arms, and facial expressions.© 2024 Walden University, LLC Page 2 of 26. Positive interaction and communication are important goals. How doesyour chosen response sound spoken aloud? Even when the voice sounds
pleasant, do the words imply something else? Aim for awareness of how a
response may be interpreted and the impact on obtaining additional
information you may need.7. There are no patient examinations in the simulations. The informationyou gather is all in preparation for a patient examination. In choosing the
“best” response, consider what would help you obtain the necessary
information—such as, by continuing a conversation or building trust—to
support a patient exam, as well as to complete the Assessment, which may
include identifying what you would look for in the exam.8. Each scenario has a set length, and the lengths vary. Asha Gill returns toend each scenario. Once a scenario ends, you will work from the information
you have gathered. You will also draw on other Learning Resources to
complete the Assessment.9. There is no limit on the number of times you may watch the videos.Review each as many times as you need.

10. Draw on the Competency Assessment Template for guidance. Thetemplate document, located in the Required Resources, will indicate key
information you should obtain in each Mursion scenario for completing the
Performance Task.XH3002_DecisionMakingforClinicalJudgmentTemplate.docxHealth AssessmentXH3002:Clinical Judgment Through AssessmentCompetency Assessment:
Decision Making for Clinical JudgmentStudent Name: Date:Use this template to record your responses to the two avatar scenarios at Neighborhood Clinic, the fictional community health center. Your focus is evaluating information for making clinical judgments. Base your responses on the Mursion interactive media resources, other Learning Resources, and any resources you identify. Your document should be 3–4 pages plus a reference page.Part 1–Nurse Scenario: Atsumi Yoshida and Returning Patient Mr. Teo Kimura· Summarize the information you learned from nurse Atsumi Yoshida about Teo Kimura and his previous appointment at Neighborhood Clinic.· Evaluate the nurse’s application of clinical judgment based on what she stated and explain your reasoning.· In your appointment with Teo Kimura, explain what you would look for and pay particular attention to based on the information you received from Atsumi Yoshida and your assessment of her clinical judgment.· What questions would you ask Mr. Kimura to understand his physical symptoms?· What questions would you ask Mr. Kimura to understand other factors that may affect his health?· Explain aspects of clinical judgment—noticing, interpreting, responding, reflecting—that would support assessment and decision making on Mr. Kimura’s health.· Are there questions about cultural competence and/or implicit bias in this scenario? Explain your thinking.Part 2–Patient Scenario: Serena Miranda and Her 1-month-old Son, Jorge· Summarize the information you learned from Serena Miranda that would inform your examination of Jorge and application of clinical judgment.· Based on this information, what concerns would you have about Jorge’s condition?· If your concern were failure to thrive, what questions would you ask to understand more?·When you examine Jorge, explain what you would look for and pay particular attention to in your examination based on the information you gathered.·Explain your next steps for Jorge and Serena Miranda based on components of the nursing process and your reasoning.· Explain aspects of clinical judgment—noticing, interpreting, responding, reflecting—that would support your decision making.ReferencesAll references must be in APA style.© 2024 Walden University, LLC Page 1 of 3image1.pngimage2.gifAcademicWritingExpectationsChecklist.docxAcademic Writing Expectations ChecklistThe faculty will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access OASIS Writing Center resources:Sentence-Level Skills|_| Constructing complete and correct sentencesNote:See an explanation ofsentence componentsand how to avoidsentence fragments and run-ons.|_| Using and spelling words correctlyNote:See a list ofcommonly misused wordsand information onMS Word’s spell check.|_| Using punctuation appropriatelyNote:See the different types ofpunctuationand their uses.|_| Using grammar appropriatelyNote:See aGrammarly tutorialto catch further errors.Paragraph-Level Skills|_| Using paragraph breaksNote:See a description ofparagraph basics.|_| Focusing each paragraph on one central idea (rather than multiple ideas)Note:See an explanation of howtopic sentenceswork.Use of Evidence|_| Using resources appropriatelyNote:See examples ofintegrating evidencein a paper.|_| Citing and referencing resources accuratelyNote:See examples ofciting and referencing resourcesin a paper.|_|Paraphrasing (explaining in one’s own words) to avoid plagiarizing the sourceNote:Seeparaphrasing strategies.Formatting Written Assignments|_| Using appropriate APA formatting, including title page, margins, and fontNote:SeeAPA overviewandAPA templatefrom the Writing Center.Comments:©2024 Walden University 1image1.wmfimage2.pngimage3.pngimage4.pngimage40.pngimage5.pngINSTRUCTIONS.docxINSTRUCTIONS:Decision Making for Clinical JudgmentFor this Competency Assessment, you engage with avatars representing patients and clinic staff in a simulation set in a community health center, Neighborhood Clinic. There are two separate scenarios, and you will analyze both. Your purpose is gathering data to help inform making clinical judgments.To prepare:· Access the Decision Making for Clinical Judgment template document. You will complete this one template for both simulation scenarios. Review the document to clarify the required information and analysis for each scenario.· Review the Mursion interactive media resources as many times as you need to prepare for and complete the Assessment. You are encouraged to take notes on details provided by the avatars. The following recaps each scenario.The Part 1scenario involves a discussion with fellow clinic nurse, Atsumi Yoshida, about a returning patient whom you are scheduled to see, Mr. Teo Kimura. Use this conversation to gather clues to Mr. Kimura’s unplanned return as you listen to understand your colleague’s assessment of Mr. Kimura in his initial visit and identify what you would focus on in your own examination. You will not see or engage with Mr. Kimura, so your conclusions about your avatar colleague’s clinical judgment will be based on the details she shares.The Part 2scenario features Serena Miranda, a young, first-time mother who has brought her 1-month-old son, Jorge, to the clinic for an initial and unscheduled appointment. Keep in mind the interaction is only with the mother; the child is sleeping in a car seat outside your frame of view throughout the simulation.· For each scenario, develop your responses based on the specific information in each media resource, other Learning Resources for this Competency, and other resources you may identify.To complete the Competency Assessment:Use the Decision Making for Clinical Judgment template document to record your responses for each part. Your submitted document should be 3–4 pages plus a reference page. You should address the following:PART 1;Nurse Scenario: Atsumi Yoshida and returning patient Mr Teo Kimura· Summarize the information you learned from Atsumi Yoshida about Teo Kimura and his previous appointment at Neighborhood Clinic.· Evaluate the nurse’s application of clinical judgment based on what she stated and explain your reasoning.· In your appointment with Teo Kimura, explain what you would look for and pay particular attention to based on the information you received from Atsumi Yoshida and your assessment of her clinical judgment.· What questions would you ask Mr. Kimura to understand his physical symptoms?· What questions would you ask Mr. Kimura to understand other factors that may affect his health?· Explain aspects of clinical judgment—noticing, interpreting, responding, reflecting—that would support assessment and decision making on Mr. Kimura’s health.· Are there questions about cultural competence and/or implicit bias in this scenario? Explain your thinking.PART 2:Patient Scenario: Serena Miranda and her 1-month old Son Jorge· Summarize the information you learned from Serena Miranda that would inform your examination of Jorge and application of clinical judgment.· Based on this information, what concerns would you have about Jorge’s condition?· If your concern were failure to thrive, what questions would you ask to understand more?· When you examine Jorge, explain what you would look for and pay particular attention to in your examination based on the information you gather.· Explain your next steps for Jorge and Serena Miranda based on components of the nursing process and your reasoning.· Explain aspects of clinical judgment—noticing, interpreting, responding, reflecting—that would support your decision making.Competency Description: In the nursing process, as defined by the American Nurses Association (n.d.), assessment is the first step in delivering nursing care as the professional nurse gathers data from the patient. Key to this Competency is the second step in the nursing process—how that data informs the nurse’s diagnosis, which requires clinical judgment. Applying clinical judgment involves detective-like attention to notice and interpret significant clues. There are also other considerations in making a clinical judgment. For example, how do you ensure that complicating factors, such as lack of familiarity with a patient’s culture or the potential for implicit bias, do not cloud clinical judgment? How—and when—do you question a fellow professional’s clinical judgment? Given the myriad demands on a nurse, you might even seek clarity on the importance of clinical judgment. This Competency will help you to answer these and other essential questions through opportunities to develop and refine your clinical judgment.For this Performance Task Assessment, you will gather data to inform making clinical judgments. Your primary resources for this Assessment are two interactive media simulations using Mursion technology. You will view the media, have opportunities for structured engagement with the featured avatars, and analyze information provided by the avatars. There are two types of situations involving clinical judgment you will address: (1) a fellow nurse explaining her assessment of a patient; and (2) a first-time mother sharing details on her 1-month-old son. Using the information you learn, you will © 2024 Walden University, LLC Page 1 of 1 complete a template document with a set of guiding questions for each scenario. Submission Length: 3–4 pages, plus reference page, in the Decision Making for Clinical Judgment template document. Competency Modules • Module 1: Skills for Clinical Judgment • Module 2: The Importance of Clinical JudgmentAudionurseAtsumiYoshida.m4aThis file is too large to display.View in new windowRubricCriteria.docxThis file is too large to display.View in new windowXH3002_Rubric.pdfThis file is too large to display.View in new windowXH3002_Rubric.pdfThis file is too large to display.View in new windowAudioSelenaMirandandherson.m4aHibiscus DrResource_How_Mursion_Works.pdf© 2024 Walden University, LLC Page 1 of 2Health AssessmentHow Mursion Works: 10 TipsYour Competency Assessment is based on Mursion simulations, which you will
access as streaming videos. Review these guidelines to understand the Mursion
technology and expectations for your Assessment.1. Mursion technology features avatar characters in specific settings. Thesetting for all Mursion scenarios in this Competency is an imagined
community health center, Neighborhood Clinic. The avatars are patients and
healthcare staff with distinct personalities. Most scenes take place in an
exam room.2. Each scenario follows a script and is pre-recorded. Professional actors
voice the avatars. The avatars will look and speak to you as the viewer. Your
role is to imagine yourself as a nurse on the clinic staff and then to listen and
observe carefully.3. Recognize the scenarios provide an experience with realistic elementsof working with patients and fellow staff. They do not replicate those
interactions. The avatars have limited movements. The exam room setting
does not change. Although a clock on the wall moves, it does not accurately
record appointment time. Avoid being distracted by what is not relevant.4. Each scenario has a purpose related to the Competency content andconcepts. The avatar clinic director Asha Gill introduces each scenario and
provides key information about the patient or staff member you will meet.
She also reappears to close each scenario. Her introductions and follow-ups
spotlight your focus for the particular video and Assessment.5. In each scenario the avatar provides information. In turn, you arepresented on the screen with two choices for a response. One choice is
meant to be a “hit” eliciting a positive response from the avatar. The other is
a “miss” eliciting a less positive response. The choices are nuanced and
require consideration. Once you make your choice, a voice repeats the
response aloud. Pay attention to what is signaled by the avatar’s body
language, such as crossed arms, and facial expressions.© 2024 Walden University, LLC Page 2 of 26. Positive interaction and communication are important goals. How doesyour chosen response sound spoken aloud? Even when the voice sounds
pleasant, do the words imply something else? Aim for awareness of how a
response may be interpreted and the impact on obtaining additional
information you may need.7. There are no patient examinations in the simulations. The informationyou gather is all in preparation for a patient examination. In choosing the
“best” response, consider what would help you obtain the necessary
information—such as, by continuing a conversation or building trust—to
support a patient exam, as well as to complete the Assessment, which may
include identifying what you would look for in the exam.8. Each scenario has a set length, and the lengths vary. Asha Gill returns toend each scenario. Once a scenario ends, you will work from the information
you have gathered. You will also draw on other Learning Resources to
complete the Assessment.9. There is no limit on the number of times you may watch the videos.Review each as many times as you need.

10. Draw on the Competency Assessment Template for guidance. Thetemplate document, located in the Required Resources, will indicate key
information you should obtain in each Mursion scenario for completing the
Performance Task.XH3002_DecisionMakingforClinicalJudgmentTemplate.docxHealth AssessmentXH3002:Clinical Judgment Through AssessmentCompetency Assessment:
Decision Making for Clinical JudgmentStudent Name: Date:Use this template to record your responses to the two avatar scenarios at Neighborhood Clinic, the fictional community health center. Your focus is evaluating information for making clinical judgments. Base your responses on the Mursion interactive media resources, other Learning Resources, and any resources you identify. Your document should be 3–4 pages plus a reference page.Part 1–Nurse Scenario: Atsumi Yoshida and Returning Patient Mr. Teo Kimura· Summarize the information you learned from nurse Atsumi Yoshida about Teo Kimura and his previous appointment at Neighborhood Clinic.· Evaluate the nurse’s application of clinical judgment based on what she stated and explain your reasoning.· In your appointment with Teo Kimura, explain what you would look for and pay particular attention to based on the information you received from Atsumi Yoshida and your assessment of her clinical judgment.· What questions would you ask Mr. Kimura to understand his physical symptoms?· What questions would you ask Mr. Kimura to understand other factors that may affect his health?· Explain aspects of clinical judgment—noticing, interpreting, responding, reflecting—that would support assessment and decision making on Mr. Kimura’s health.· Are there questions about cultural competence and/or implicit bias in this scenario? Explain your thinking.Part 2–Patient Scenario: Serena Miranda and Her 1-month-old Son, Jorge· Summarize the information you learned from Serena Miranda that would inform your examination of Jorge and application of clinical judgment.· Based on this information, what concerns would you have about Jorge’s condition?· If your concern were failure to thrive, what questions would you ask to understand more?·When you examine Jorge, explain what you would look for and pay particular attention to in your examination based on the information you gathered.·Explain your next steps for Jorge and Serena Miranda based on components of the nursing process and your reasoning.· Explain aspects of clinical judgment—noticing, interpreting, responding, reflecting—that would support your decision making.ReferencesAll references must be in APA style.© 2024 Walden University, LLC Page 1 of 3image1.pngimage2.gifAcademicWritingExpectationsChecklist.docxAcademic Writing Expectations ChecklistThe faculty will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access OASIS Writing Center resources:Sentence-Level Skills|_| Constructing complete and correct sentencesNote:See an explanation ofsentence componentsand how to avoidsentence fragments and run-ons.|_| Using and spelling words correctlyNote:See a list ofcommonly misused wordsand information onMS Word’s spell check.|_| Using punctuation appropriatelyNote:See the different types ofpunctuationand their uses.|_| Using grammar appropriatelyNote:See aGrammarly tutorialto catch further errors.Paragraph-Level Skills|_| Using paragraph breaksNote:See a description ofparagraph basics.|_| Focusing each paragraph on one central idea (rather than multiple ideas)Note:See an explanation of howtopic sentenceswork.Use of Evidence|_| Using resources appropriatelyNote:See examples ofintegrating evidencein a paper.|_| Citing and referencing resources accuratelyNote:See examples ofciting and referencing resourcesin a paper.|_|Paraphrasing (explaining in one’s own words) to avoid plagiarizing the sourceNote:Seeparaphrasing strategies.Formatting Written Assignments|_| Using appropriate APA formatting, including title page, margins, and fontNote:SeeAPA overviewandAPA templatefrom the Writing Center.Comments:©2024 Walden University 1image1.wmfimage2.pngimage3.pngimage4.pngimage40.pngimage5.pngINSTRUCTIONS.docxINSTRUCTIONS:Decision Making for Clinical JudgmentFor this Competency Assessment, you engage with avatars representing patients and clinic staff in a simulation set in a community health center, Neighborhood Clinic. There are two separate scenarios, and you will analyze both. Your purpose is gathering data to help inform making clinical judgments.To prepare:· Access the Decision Making for Clinical Judgment template document. You will complete this one template for both simulation scenarios. Review the document to clarify the required information and analysis for each scenario.· Review the Mursion interactive media resources as many times as you need to prepare for and complete the Assessment. You are encouraged to take notes on details provided by the avatars. The following recaps each scenario.The Part 1scenario involves a discussion with fellow clinic nurse, Atsumi Yoshida, about a returning patient whom you are scheduled to see, Mr. Teo Kimura. Use this conversation to gather clues to Mr. Kimura’s unplanned return as you listen to understand your colleague’s assessment of Mr. Kimura in his initial visit and identify what you would focus on in your own examination. You will not see or engage with Mr. Kimura, so your conclusions about your avatar colleague’s clinical judgment will be based on the details she shares.The Part 2scenario features Serena Miranda, a young, first-time mother who has brought her 1-month-old son, Jorge, to the clinic for an initial and unscheduled appointment. Keep in mind the interaction is only with the mother; the child is sleeping in a car seat outside your frame of view throughout the simulation.· For each scenario, develop your responses based on the specific information in each media resource, other Learning Resources for this Competency, and other resources you may identify.To complete the Competency Assessment:Use the Decision Making for Clinical Judgment template document to record your responses for each part. Your submitted document should be 3–4 pages plus a reference page. You should address the following:PART 1;Nurse Scenario: Atsumi Yoshida and returning patient Mr Teo Kimura· Summarize the information you learned from Atsumi Yoshida about Teo Kimura and his previous appointment at Neighborhood Clinic.· Evaluate the nurse’s application of clinical judgment based on what she stated and explain your reasoning.· In your appointment with Teo Kimura, explain what you would look for and pay particular attention to based on the information you received from Atsumi Yoshida and your assessment of her clinical judgment.· What questions would you ask Mr. Kimura to understand his physical symptoms?· What questions would you ask Mr. Kimura to understand other factors that may affect his health?· Explain aspects of clinical judgment—noticing, interpreting, responding, reflecting—that would support assessment and decision making on Mr. Kimura’s health.· Are there questions about cultural competence and/or implicit bias in this scenario? Explain your thinking.PART 2:Patient Scenario: Serena Miranda and her 1-month old Son Jorge· Summarize the information you learned from Serena Miranda that would inform your examination of Jorge and application of clinical judgment.· Based on this information, what concerns would you have about Jorge’s condition?· If your concern were failure to thrive, what questions would you ask to understand more?· When you examine Jorge, explain what you would look for and pay particular attention to in your examination based on the information you gather.· Explain your next steps for Jorge and Serena Miranda based on components of the nursing process and your reasoning.· Explain aspects of clinical judgment—noticing, interpreting, responding, reflecting—that would support your decision making.Competency Description: In the nursing process, as defined by the American Nurses Association (n.d.), assessment is the first step in delivering nursing care as the professional nurse gathers data from the patient. Key to this Competency is the second step in the nursing process—how that data informs the nurse’s diagnosis, which requires clinical judgment. Applying clinical judgment involves detective-like attention to notice and interpret significant clues. There are also other considerations in making a clinical judgment. For example, how do you ensure that complicating factors, such as lack of familiarity with a patient’s culture or the potential for implicit bias, do not cloud clinical judgment? How—and when—do you question a fellow professional’s clinical judgment? Given the myriad demands on a nurse, you might even seek clarity on the importance of clinical judgment. This Competency will help you to answer these and other essential questions through opportunities to develop and refine your clinical judgment.For this Performance Task Assessment, you will gather data to inform making clinical judgments. Your primary resources for this Assessment are two interactive media simulations using Mursion technology. You will view the media, have opportunities for structured engagement with the featured avatars, and analyze information provided by the avatars. There are two types of situations involving clinical judgment you will address: (1) a fellow nurse explaining her assessment of a patient; and (2) a first-time mother sharing details on her 1-month-old son. Using the information you learn, you will © 2024 Walden University, LLC Page 1 of 1 complete a template document with a set of guiding questions for each scenario. Submission Length: 3–4 pages, plus reference page, in the Decision Making for Clinical Judgment template document. Competency Modules • Module 1: Skills for Clinical Judgment • Module 2: The Importance of Clinical JudgmentAudionurseAtsumiYoshida.m4aThis file is too large to display.View in new windowRubricCriteria.docxThis file is too large to display.View in new windowXH3002_Rubric.pdfThis file is too large to display.View in new windowAudioSelenaMirandandherson.m4aHibiscus DrResource_How_Mursion_Works.pdf© 2024 Walden University, LLC Page 1 of 2Health AssessmentHow Mursion Works: 10 TipsYour Competency Assessment is based on Mursion simulations, which you will
access as streaming videos. Review these guidelines to understand the Mursion
technology and expectations for your Assessment.1. Mursion technology features avatar characters in specific settings. Thesetting for all Mursion scenarios in this Competency is an imagined
community health center, Neighborhood Clinic. The avatars are patients and
healthcare staff with distinct personalities. Most scenes take place in an
exam room.2. Each scenario follows a script and is pre-recorded. Professional actors
voice the avatars. The avatars will look and speak to you as the viewer. Your
role is to imagine yourself as a nurse on the clinic staff and then to listen and
observe carefully.3. Recognize the scenarios provide an experience with realistic elementsof working with patients and fellow staff. They do not replicate those
interactions. The avatars have limited movements. The exam room setting
does not change. Although a clock on the wall moves, it does not accurately
record appointment time. Avoid being distracted by what is not relevant.4. Each scenario has a purpose related to the Competency content andconcepts. The avatar clinic director Asha Gill introduces each scenario and
provides key information about the patient or staff member you will meet.
She also reappears to close each scenario. Her introductions and follow-ups
spotlight your focus for the particular video and Assessment.5. In each scenario the avatar provides information. In turn, you arepresented on the screen with two choices for a response. One choice is
meant to be a “hit” eliciting a positive response from the avatar. The other is
a “miss” eliciting a less positive response. The choices are nuanced and
require consideration. Once you make your choice, a voice repeats the
response aloud. Pay attention to what is signaled by the avatar’s body
language, such as crossed arms, and facial expressions.© 2024 Walden University, LLC Page 2 of 26. Positive interaction and communication are important goals. How doesyour chosen response sound spoken aloud? Even when the voice sounds
pleasant, do the words imply something else? Aim for awareness of how a
response may be interpreted and the impact on obtaining additional
information you may need.7. There are no patient examinations in the simulations. The informationyou gather is all in preparation for a patient examination. In choosing the
“best” response, consider what would help you obtain the necessary
information—such as, by continuing a conversation or building trust—to
support a patient exam, as well as to complete the Assessment, which may
include identifying what you would look for in the exam.8. Each scenario has a set length, and the lengths vary. Asha Gill returns toend each scenario. Once a scenario ends, you will work from the information
you have gathered. You will also draw on other Learning Resources to
complete the Assessment.9. There is no limit on the number of times you may watch the videos.Review each as many times as you need.

10. Draw on the Competency Assessment Template for guidance. Thetemplate document, located in the Required Resources, will indicate key
information you should obtain in each Mursion scenario for completing the
Performance Task.XH3002_DecisionMakingforClinicalJudgmentTemplate.docxHealth AssessmentXH3002:Clinical Judgment Through AssessmentCompetency Assessment:
Decision Making for Clinical JudgmentStudent Name: Date:Use this template to record your responses to the two avatar scenarios at Neighborhood Clinic, the fictional community health center. Your focus is evaluating information for making clinical judgments. Base your responses on the Mursion interactive media resources, other Learning Resources, and any resources you identify. Your document should be 3–4 pages plus a reference page.Part 1–Nurse Scenario: Atsumi Yoshida and Returning Patient Mr. Teo Kimura· Summarize the information you learned from nurse Atsumi Yoshida about Teo Kimura and his previous appointment at Neighborhood Clinic.· Evaluate the nurse’s application of clinical judgment based on what she stated and explain your reasoning.· In your appointment with Teo Kimura, explain what you would look for and pay particular attention to based on the information you received from Atsumi Yoshida and your assessment of her clinical judgment.· What questions would you ask Mr. Kimura to understand his physical symptoms?· What questions would you ask Mr. Kimura to understand other factors that may affect his health?· Explain aspects of clinical judgment—noticing, interpreting, responding, reflecting—that would support assessment and decision making on Mr. Kimura’s health.· Are there questions about cultural competence and/or implicit bias in this scenario? Explain your thinking.Part 2–Patient Scenario: Serena Miranda and Her 1-month-old Son, Jorge· Summarize the information you learned from Serena Miranda that would inform your examination of Jorge and application of clinical judgment.· Based on this information, what concerns would you have about Jorge’s condition?· If your concern were failure to thrive, what questions would you ask to understand more?·When you examine Jorge, explain what you would look for and pay particular attention to in your examination based on the information you gathered.·Explain your next steps for Jorge and Serena Miranda based on components of the nursing process and your reasoning.· Explain aspects of clinical judgment—noticing, interpreting, responding, reflecting—that would support your decision making.ReferencesAll references must be in APA style.© 2024 Walden University, LLC Page 1 of 3image1.pngimage2.gifAcademicWritingExpectationsChecklist.docxAcademic Writing Expectations ChecklistThe faculty will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access OASIS Writing Center resources:Sentence-Level Skills|_| Constructing complete and correct sentencesNote:See an explanation ofsentence componentsand how to avoidsentence fragments and run-ons.|_| Using and spelling words correctlyNote:See a list ofcommonly misused wordsand information onMS Word’s spell check.|_| Using punctuation appropriatelyNote:See the different types ofpunctuationand their uses.|_| Using grammar appropriatelyNote:See aGrammarly tutorialto catch further errors.Paragraph-Level Skills|_| Using paragraph breaksNote:See a description ofparagraph basics.|_| Focusing each paragraph on one central idea (rather than multiple ideas)Note:See an explanation of howtopic sentenceswork.Use of Evidence|_| Using resources appropriatelyNote:See examples ofintegrating evidencein a paper.|_| Citing and referencing resources accuratelyNote:See examples ofciting and referencing resourcesin a paper.|_|Paraphrasing (explaining in one’s own words) to avoid plagiarizing the sourceNote:Seeparaphrasing strategies.Formatting Written Assignments|_| Using appropriate APA formatting, including title page, margins, and fontNote:SeeAPA overviewandAPA templatefrom the Writing Center.Comments:©2024 Walden University 1image1.wmfimage2.pngimage3.pngimage4.pngimage40.pngimage5.pngINSTRUCTIONS.docxINSTRUCTIONS:Decision Making for Clinical JudgmentFor this Competency Assessment, you engage with avatars representing patients and clinic staff in a simulation set in a community health center, Neighborhood Clinic. There are two separate scenarios, and you will analyze both. Your purpose is gathering data to help inform making clinical judgments.To prepare:· Access the Decision Making for Clinical Judgment template document. You will complete this one template for both simulation scenarios. Review the document to clarify the required information and analysis for each scenario.· Review the Mursion interactive media resources as many times as you need to prepare for and complete the Assessment. You are encouraged to take notes on details provided by the avatars. The following recaps each scenario.The Part 1scenario involves a discussion with fellow clinic nurse, Atsumi Yoshida, about a returning patient whom you are scheduled to see, Mr. Teo Kimura. Use this conversation to gather clues to Mr. Kimura’s unplanned return as you listen to understand your colleague’s assessment of Mr. Kimura in his initial visit and identify what you would focus on in your own examination. You will not see or engage with Mr. Kimura, so your conclusions about your avatar colleague’s clinical judgment will be based on the details she shares.The Part 2scenario features Serena Miranda, a young, first-time mother who has brought her 1-month-old son, Jorge, to the clinic for an initial and unscheduled appointment. Keep in mind the interaction is only with the mother; the child is sleeping in a car seat outside your frame of view throughout the simulation.· For each scenario, develop your responses based on the specific information in each media resource, other Learning Resources for this Competency, and other resources you may identify.To complete the Competency Assessment:Use the Decision Making for Clinical Judgment template document to record your responses for each part. Your submitted document should be 3–4 pages plus a reference page. You should address the following:PART 1;Nurse Scenario: Atsumi Yoshida and returning patient Mr Teo Kimura· Summarize the information you learned from Atsumi Yoshida about Teo Kimura and his previous appointment at Neighborhood Clinic.· Evaluate the nurse’s application of clinical judgment based on what she stated and explain your reasoning.· In your appointment with Teo Kimura, explain what you would look for and pay particular attention to based on the information you received from Atsumi Yoshida and your assessment of her clinical judgment.· What questions would you ask Mr. Kimura to understand his physical symptoms?· What questions would you ask Mr. Kimura to understand other factors that may affect his health?· Explain aspects of clinical judgment—noticing, interpreting, responding, reflecting—that would support assessment and decision making on Mr. Kimura’s health.· Are there questions about cultural competence and/or implicit bias in this scenario? Explain your thinking.PART 2:Patient Scenario: Serena Miranda and her 1-month old Son Jorge· Summarize the information you learned from Serena Miranda that would inform your examination of Jorge and application of clinical judgment.· Based on this information, what concerns would you have about Jorge’s condition?· If your concern were failure to thrive, what questions would you ask to understand more?· When you examine Jorge, explain what you would look for and pay particular attention to in your examination based on the information you gather.· Explain your next steps for Jorge and Serena Miranda based on components of the nursing process and your reasoning.· Explain aspects of clinical judgment—noticing, interpreting, responding, reflecting—that would support your decision making.Competency Description: In the nursing process, as defined by the American Nurses Association (n.d.), assessment is the first step in delivering nursing care as the professional nurse gathers data from the patient. Key to this Competency is the second step in the nursing process—how that data informs the nurse’s diagnosis, which requires clinical judgment. Applying clinical judgment involves detective-like attention to notice and interpret significant clues. There are also other considerations in making a clinical judgment. For example, how do you ensure that complicating factors, such as lack of familiarity with a patient’s culture or the potential for implicit bias, do not cloud clinical judgment? How—and when—do you question a fellow professional’s clinical judgment? Given the myriad demands on a nurse, you might even seek clarity on the importance of clinical judgment. This Competency will help you to answer these and other essential questions through opportunities to develop and refine your clinical judgment.For this Performance Task Assessment, you will gather data to inform making clinical judgments. Your primary resources for this Assessment are two interactive media simulations using Mursion technology. You will view the media, have opportunities for structured engagement with the featured avatars, and analyze information provided by the avatars. There are two types of situations involving clinical judgment you will address: (1) a fellow nurse explaining her assessment of a patient; and (2) a first-time mother sharing details on her 1-month-old son. Using the information you learn, you will © 2024 Walden University, LLC Page 1 of 1 complete a template document with a set of guiding questions for each scenario. Submission Length: 3–4 pages, plus reference page, in the Decision Making for Clinical Judgment template document. Competency Modules • Module 1: Skills for Clinical Judgment • Module 2: The Importance of Clinical JudgmentAudionurseAtsumiYoshida.m4aThis file is too large to display.View in new windowRubricCriteria.docxThis file is too large to display.View in new windowXH3002_Rubric.pdfThis file is too large to display.View in new window12345678Bids(67)Miss DeannaDr. Ellen RMEmily ClareDr. Sarah BlakeMISS HILLARY A+abdul_rehman_Prof Double RDoctor.NamiraSTELLAR GEEK A+Young NyanyaProWritingGurugrA+de plusDr. Adeline Zoefirstclass tutorsherry proffCreative GeekTutor Cyrus KenDr. Sophie MilesWIZARD_KIMnicohwilliamShow All Bidsother Questions(10)What are You Listening to? Literary Criticisimsummaryyou will provide a Company Overview and a PEST Analysisfor idealbooks onlyCRJ 200: Criminal Procedurecyber crime and security projectProf. Ageology helpFor Exceptional Proff OnlyFinance disscussion 4

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Home>Homework Answsers>Nursing homework helpEvidence-Based Project ProposalProject Overview:Title: Evidence Based Project-Proposal  Description:  As the course progresses over the 11 weeks, learners will develop a scholarly project that demonstrates an application of evidence to practice for substantive change. This project emphasizes critical appraisal and application of evidence-based research, scholarly writing, and critical thinking. The scholarly project will be submitted as a written paper in APA format/style. In addition, learners will present a summary of the final project orally or by creating a PowerPoint presentation.Learners will select one of the following types of projects related to their specific advanced role specialization and target population:•Educational program•Evidence-based healthcare policy change•Evidence-based clinical issue or protocolOverview of the Evidence Based Project (EBP):In Week 1 of the course, students will identify an area of inquiry as a basis for practice change, and in Week 2, write their clinical question in PICOT format that will drive the literature search.Following approval of the practice change idea and the PICOT question by course faculty, in Week 3 students will begin their literature search and rapid critical appraisal (RCA) using the RCA checklists available in Appendix D of the course text (Melynk & Fineout-Overholt, 2011) and in Word format. The Search Tracker may be useful in organizing and tracking your search.Your evidence review will be completed in Week 4, resulting in a finished Evaluation Table containing only the “keeper” studies.In Week 5 you will synthesize the evidence to determine best evidence for your project. Faculty will continue to serve in the role of mentor as the student progresses through the remaining steps of the project.Weekly submissions will be used to monitor progress in the development of your proposal. It is recommended that upon receiving feedback from faculty on each section, you revise your work and add that section to build your final paper. Doing so as you proceed through the course will avoid last-minute work.When you began your study of evidence-based practice it was contrasted with the research process. The underlying goal of EBP is to appraise research and study its application to specific patient populations in order to identify best practices. In order to accomplish this, what must be included within your project is a research study. You will most likely compare pre-intervention data with post-intervention results. In come cases, statistical analysis will be necessary. Your proposal will include plans for this study.EBP Project CriteriaStudents will prepare a formal project proposal using APA format. Below is an outline for the final paper with the weeks where this content will be covered. Each week you will turn in parts of this outline as Dropbox assignments. The week each part will be due is indicated in the outline. After receiving feedback from faculty on each part submitted, it is recommended that you begin building your paper, adding the pieces where they belong. Since you will not be implementing this project, the results section has been omitted. This outline is consistent with the format used for journal articles when reporting results of evidence-based practice projects.Criteria and organization of final paperAbstractPart 1•Introduction – Week 2◦Practice issue◦Summarize the practice issue in need of change providing background information about the organization (setting) and the perceived significance and severity of the problem◦Describe the specific aims of the project – what improved outcomes do you hope to achieve•PICOT question – State your question in PICOT format, labeling each part with P-I-C-O-T in parentheses•Significance – what is the significance of the issue in terms of poor outcomes, cost, etc.Part 2 – Week 3. 4, & 5•Evidence review and synthesis◦List the names of the databases you searched and if limited to a span of time, i.e., less than 5 years old◦Summarize “keeper” studies◦Summarize the synthesis of the body of evidencePart 3 – Week 6•Purpose of the project – include intervention•Theoretical framework•Clinical questionsPart 4 – Week 7•Studydesign•Setting/sample•Confidentiality•Procedure/intervention•Instruments/scales and measurement of outcomes•Data collectionPart 5 – Weeks 8 & 9•Data analysis•Outcomes expected•Aligning stakeholdersAppendices•Evaluation Table – turned in Weeks 3 & 4•Synthesis Table – turned in Week 5The paper provides evidence of synthesis of coursework, professional writing, and graduate level scholarship.Oral or Poster PresentationIn addition to the written paper, students will present a summary of their project by submitting a professional Microsoft PowerPoint presentation.Criteria:•Organize the presentation to include all required criteria of the EBP project proposal.•Quality of presentation is professional and provides evidence of graduate level scholarship.This week’s Dropbox AssignmentKeep in mind that this proposal will be developed piece by piece during the course. The Dropbox assignment this week provides you an opportunity to identify the problem or issue within your specialization that is in need of improvement and receive feedback from faculty.Review the grading criteria listed below as you begin this assignment. Note that you must pass all elements in order to move forward with your proposal development. Faculty will provide feedback either approving or asking that you resubmit prior to further development of your project.For this week’s assignment discuss the following:•State your idea for your evidence-based project proposal including the rationale as to how it reflects an EBP project vs. a research project•Very briefly describe the issue you will address, the intervention that you feel has research evidence (this may change later after you complete the literature search), and the expected outcomes•Discuss how this project is relevant to your role specializationAssignment 3 Grading Criteria                                                Maximum PointsStated the practice issue or problem providing background information and the perceived significance of the problem.  20Discussed how the clinical issue is relevant to the selected role option.  20Used APA format with a professional writing style throughout.  10Total:  508 years ago07.10.201720Report issueAnswer(1)Researcher_D5.0(315)5.0(63)ChatPurchase the answer to view itNOT RATEDEvidence-BasedProjectProposal..docx8 years agoplagiarism checkPurchase $20Bids(22)ProfRubbsUltimate GEEKOriginal GradeSPQR.phyllis youngDr JamesAndrewsGive n Relaxmichael smithProf.MacQueenkim woodsBRENDA_ALERT123mathguy18smartwriterkatetutorProf Tim Wilsonsuraya_PhDGoodwriterProf FlitwickcaspianoMartin Writerother Questions(10)FinishedMAT 221 Week 4 Financial Polynomials AssignmentCMIS 102Masteringphysics anyone?i need help on my critical response paper prof.nellySCI 230 Week 4 AssignmentsHCA 32221st Century Hospitalecon101need an essay with the next 3 hours

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