post on philosophy of nursing. 100 words or less
and response to peer post.
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As a graduate student and health care administrator, you must be able to research a critical issue or situation and present your findings in a compelling manner. For this Assignment, as well as this module’s Discussion, you will examine the continuum of care a patient may need and research the services available in your area to support the patient.
Note: During the Module 3 Discussion, you will share some of the information for this Assignment with your colleagues.
To develop the content for your presentation, record detailed notes as you complete the following steps.
The Assignment
Download and save the Module 3 Assignment Template, found in this module’s Learning Resources. Use the template to create a succinct and engaging PowerPoint presentation. Include the following:
*Apply the design principles included in Presentation Guidelines and Tips to develop a professional presentation.
Your presentation must be written in standard edited English. Be sure to support your work with specific citations from this module’s Learning Resources and additional scholarly sources as appropriate. See the rubric in the Course Information area for additional requirements related to research and scholarly writing/presentation.
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Review the instructions for your Final Paper located in Week Six of your online course. As part of your Final Paper, you are asked to research and identify solutions implemented at five other hospitals in the U.S. that were dealing with the same issues. Create an outline illustrating five solutions implemented at five other hospitals, including key details. Use the “Guide to Creating an Outline” for assistance.
Your outline must be formatted according to the guidelines as stated in the Ashford Writing Center. Your paper must be two to three double-spaced pages (excluding title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center. Including the textbook, utilize a minimum of five scholarly and/or peer-reviewed sources from the Ashford University Library published within the last five years. Document all references in APA style as outlined in the Ashford Writing Center APA Checklist.
Ashford General Hospital is a 263-bed regional hospital located in California, serving its community for more than 50 years. The hospital maintains the only 24-hour emergency department in the area and an “extended hours” urgent care clinic. Similar to other hospitals in the United States, Ashford General Hospital is encountering a nursing shortage. Sixty-eight percent of the nursing staff is over the age of 45, facing retirement. The retention rate on nurses is 61%, compared to 65% nationwide. Many of the nursing staff find the work too physically demanding and have a feeling of emotional burn-out as well. In the past two years, the hospital has used both per diem nurses and traveling nurses who sign short-term contracts to fill individual shifts and accommodate short-term staffing needs arising from staff vacations or medical leaves. This has not only driven up personnel costs but also resulted in lower scores on patient satisfaction surveys. Ashford General Hospital faces significant challenges in nurse staffing ahead as it grapples with these issues, and the hospital board is very concerned. They know there must be some changes made in order to prevent a major financial and human resources crisis in the future. As the newly hired CEO, you are asked to present a proposal in the next board meeting.
For your Final Paper, you will create a 10 to 15 page proposal (excluding title and reference pages) for the Ashford General Hospital Board of Directors. In your proposal, you will:
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After reviewing the link to the Affordable Care Act (ACA), discuss the implications of the act from the viewpoint of a specific population which represents some type of health disparity, as defined in your readings this week. Look specifically at your state and see if you can locate specific information on how the ACA has been implemented at the state level and how this is reflected in the care of the individuals in the group you specify.
In your textbook, Nickitas (2011) describes two theoretical constructs that attempt to explain the relationship between health and some of the social causes identified as part of our definition of health. The importance of this relationship, according to Nickitas, is that it helps to describe how we develop interventions to improve health outcomes. The two theoretical constructs discussed in your textbook are: Life Course Theory and the Theory of Vulnerability.
In this discussion, select one of the theories and apply it to a health promotion concept related to your course project.
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With the increase of health information technology used to store and access patient information, the likelihood of security breaches has also risen. In fact, according to the Canadian Medical Association Journal (CMAJ):
In the United States, there was a whopping 97% increase in the number of health records breached from 2010 to 2011… The number of patient records accessed in each breach has also increased substantially, from 26,968 (in 2010) to 49,394 (in 2011). Since August 2009, when the US government regulated that any breach affecting more than 500 patients be publicly disclosed, a total of 385 breaches, involving more than 19 million records, have been reported to the Department of Health and Human Services.
A large portion of those breaches, 39%, occurred because of a lost, stolen, or otherwise compromised portable electronic device—a problem that will likely only get worse as iPads, smartphones, and other gadgets become more common in hospitals. (CMAJ, 2012, p. E215).
Consider your own experiences. Does your organization use portable electronic devices? What safeguards are in place to ensure the security of data and patient information? For this Discussion you consider ethical and security issues surrounding the protection of digital health information.
To prepare:
Nursing Responsibility to Protect Patient Information
Office of the National Coordinator for Health Information Technology (ONC) developed a framework to address privacy and security challenges online related to health information (Brown, 2009). The eight principles are (1) individual access; (2) correction; (3) openness and transparency; (4) individual choice; (5) collection, use, and disclosure limitation; (6) data quality and integrity; (7) safeguards; and (8) accountability (Brown, 2009).
The first four principles describe an individual’s rights regarding the accessibility, disclosure about how their information is collected and treatment of their personal health information.
The last four principles suggest measures ensure an individual’s health information is protected. Data should be accurate and not changed without authorization, information that is transmitted electronically should implement reasonable administrative, technical, and physical safeguards to ensure confidentiality, integrity, and availability and to prevent unauthorized or inappropriate access, use or disclosure (Brown, 2009). There should also be auditing policies in place to ensure the principles are being followed to prevent any breaches.
HIT has made it more difficult to protect patient privacy
Protecting patient’s privacy is more difficult with HIT, particularly with the utilization of the internet to ensure real-time information is available to all departments, for example, in emergency medicine, orders need to be completed on an emergent basis. The radiology department needs to be able to access orders and records in real-time to know which procedure to perform. Through communication tools, electronic ordering, decision support features, and data management, EHR systems will guide many aspects of patient care. Treatment success will often depend on their proper functioning (Hoffman & Podgurski, 2011).
Security and ethical issues related to the use of smartphone and tablets are related to the type of information that is shared in some instances by healthcare workers. In my organization, we are cautioned in orientation to be careful what we post about patients at our facilities. McGonigle, & Mastrian, (2015, p. 70) as cited in Englund, Chappy, Jambunathan, & Gohdes, (2012, p. 244), comment above all, nurses must be mindful that once communication is written and posted on the internet, there is no way to retract what was written; it is a permanent record that can be tracked, even if the post id deleted. In my organization strategies to safeguard patient information that promotes a culture of safety is by not only monitoring our computer workstations but holding educational workshops on ways to protect patient privacy. In my facility since everything we do is virtual, anyone who enters our building needs to sign a privacy and confidentially statement. The strategies in place instill confidence by our patients that we take their privacy seriously.
An area of improvement in my facility is with the way our workstations are configured. As I work for our Virtual Care Center, our workstations are just computers and six screens, with what is called a “privacy sail” that we can move. This sail is okay for some of the work that is done at our facility where nurses are monitoring ventilators or monitors, however for my department which is Case Management; we are talking to patients all day long, and conversations carry. Those conversations are heard by everyone in the department. One strategy to address this issue would be to move our department to the third floor, which has not yet been completed, with more of a cubical arrangement instead of open workstations.
Reference
Brown, B. (2009). Improving the Privacy and Security of Personal Health Records. Journal Of Health Care Compliance, 11(2), 39-68.
Brown, S. M., Aboumatar, H. J., Francis, L., Halamka, J., Rozenblum, R., Rubin, E., & … Sarnoff Lee, B. (2016). Balancing digital information-sharing and patient privacy when engaging families in the intensive care unit. Journal Of The American Medical Informatics Association, 23(5), 995-1000. doi:10.1093/jamia/ocv182
Hoffman, S., & Podgurski, A. (2011). Meaningful Use and Certification of Health Information Technology: What about Safety?. Journal Of Law, Medicine & Ethics, 3977-80. doi:10.1111/j.1748-720X.2011.00572.x
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
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Write a Senior Project Summary paper on the selected topic from Week One. In your paper include the following:
The Senior Project Summary should be two- to- three pages (excluding title and reference pages) in APA format as outlined in the Ashford Writing Center.
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Conduct a scholarly literature review of 15-25 peer-reviewed articles on developing, implementing, and evaluating learning needs assessments.
Submit an annotated bibliography (minimum of 15 sources) of literature reviewed on performing a needs assessment. Please add some 2016 references.
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Home>Homework Answsers>Nursing homework helpnursingnursing researchMR week 4 soap note5/13-568 white femalecold symptoms x 10days, otc ineffectivea month ago29.05.202515Report issuefiles (2)AGPCSOAPNoteAssignmentInstructions.pdfAGPCSOAPNoteAssignmentInstructions.pdfAGPCSOAPNoteAssignmentInstructions.pdf1SOAP Note Assignment InstructionsConsider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.Typhon Encounter #:Type of Note: Focused or ComprehensiveSubjective (S):CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.Allergies: State the offending medication/food and the reactions.Medications: Names, dosages, routes, frequency, and indications.
Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.Review of systems (ROS) –• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,2particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.Perform either a focused or comprehensive ROS based on the visit type.General: May include if patient has had a fever, chills, fatigue, malaise, etc.Skin:HEENT: head, eyes, ears, nose, and throatNeck:Breast:CV: cardiovascularResp: respiratoryGI: gastrointestinalGYN: gynecologicGU: genito-urinaryPV: peripheral vascularMSK: musculoskeletalNeuro: neurologicalEndo: endocrinePsych:Objective (O):Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide whendetermining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]Perform either a focused or comprehensive exam based on the visit type.This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the3same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.VS: vital signs, height and weight, BMISkin:HEENT: head, eyes, ears, nose, and throatNeck:Breast:CV: cardiovascularResp: respiratoryGI: gastrointestinalGU: genito-urinaryGyn: gynecologicPV: peripheral vascularMSK: musculoskeletalNeuro: neurologicalEndo: endocrinePsych:Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.Remember to include the appropriate ICD-10 code for each diagnosis.A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).Plan (P):Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.4Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.CPT:
References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.AGPCSOAPNoteAssignmentInstructions.pdf1SOAP Note Assignment InstructionsConsider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.Typhon Encounter #:Type of Note: Focused or ComprehensiveSubjective (S):CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.Allergies: State the offending medication/food and the reactions.Medications: Names, dosages, routes, frequency, and indications.
Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.Review of systems (ROS) –• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,2particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.Perform either a focused or comprehensive ROS based on the visit type.General: May include if patient has had a fever, chills, fatigue, malaise, etc.Skin:HEENT: head, eyes, ears, nose, and throatNeck:Breast:CV: cardiovascularResp: respiratoryGI: gastrointestinalGYN: gynecologicGU: genito-urinaryPV: peripheral vascularMSK: musculoskeletalNeuro: neurologicalEndo: endocrinePsych:Objective (O):Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide whendetermining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]Perform either a focused or comprehensive exam based on the visit type.This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the3same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.VS: vital signs, height and weight, BMISkin:HEENT: head, eyes, ears, nose, and throatNeck:Breast:CV: cardiovascularResp: respiratoryGI: gastrointestinalGU: genito-urinaryGyn: gynecologicPV: peripheral vascularMSK: musculoskeletalNeuro: neurologicalEndo: endocrinePsych:Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.Remember to include the appropriate ICD-10 code for each diagnosis.A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).Plan (P):Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.4Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.CPT:
References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.AGPCSOAPNoteAssignmentInstructions.pdf1SOAP Note Assignment InstructionsConsider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.Typhon Encounter #:Type of Note: Focused or ComprehensiveSubjective (S):CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.Allergies: State the offending medication/food and the reactions.Medications: Names, dosages, routes, frequency, and indications.
Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.Review of systems (ROS) –• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,2particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.Perform either a focused or comprehensive ROS based on the visit type.General: May include if patient has had a fever, chills, fatigue, malaise, etc.Skin:HEENT: head, eyes, ears, nose, and throatNeck:Breast:CV: cardiovascularResp: respiratoryGI: gastrointestinalGYN: gynecologicGU: genito-urinaryPV: peripheral vascularMSK: musculoskeletalNeuro: neurologicalEndo: endocrinePsych:Objective (O):Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide whendetermining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]Perform either a focused or comprehensive exam based on the visit type.This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the3same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.VS: vital signs, height and weight, BMISkin:HEENT: head, eyes, ears, nose, and throatNeck:Breast:CV: cardiovascularResp: respiratoryGI: gastrointestinalGU: genito-urinaryGyn: gynecologicPV: peripheral vascularMSK: musculoskeletalNeuro: neurologicalEndo: endocrinePsych:Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.Remember to include the appropriate ICD-10 code for each diagnosis.A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).Plan (P):Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.4Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.CPT:
References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.AGPCSOAPNoteAssignmentInstructions.pdf1SOAP Note Assignment InstructionsConsider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.Typhon Encounter #:Type of Note: Focused or ComprehensiveSubjective (S):CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.Allergies: State the offending medication/food and the reactions.Medications: Names, dosages, routes, frequency, and indications.
Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.Review of systems (ROS) –• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,2particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.Perform either a focused or comprehensive ROS based on the visit type.General: May include if patient has had a fever, chills, fatigue, malaise, etc.Skin:HEENT: head, eyes, ears, nose, and throatNeck:Breast:CV: cardiovascularResp: respiratoryGI: gastrointestinalGYN: gynecologicGU: genito-urinaryPV: peripheral vascularMSK: musculoskeletalNeuro: neurologicalEndo: endocrinePsych:Objective (O):Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide whendetermining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]Perform either a focused or comprehensive exam based on the visit type.This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the3same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.VS: vital signs, height and weight, BMISkin:HEENT: head, eyes, ears, nose, and throatNeck:Breast:CV: cardiovascularResp: respiratoryGI: gastrointestinalGU: genito-urinaryGyn: gynecologicPV: peripheral vascularMSK: musculoskeletalNeuro: neurologicalEndo: endocrinePsych:Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.Remember to include the appropriate ICD-10 code for each diagnosis.A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).Plan (P):Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.4Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.CPT:
References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.AGPCSOAPNoteAssignmentInstructions.pdf1SOAP Note Assignment InstructionsConsider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.Typhon Encounter #:Type of Note: Focused or ComprehensiveSubjective (S):CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.Allergies: State the offending medication/food and the reactions.Medications: Names, dosages, routes, frequency, and indications.
Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.Review of systems (ROS) –• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,2particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.Perform either a focused or comprehensive ROS based on the visit type.General: May include if patient has had a fever, chills, fatigue, malaise, etc.Skin:HEENT: head, eyes, ears, nose, and throatNeck:Breast:CV: cardiovascularResp: respiratoryGI: gastrointestinalGYN: gynecologicGU: genito-urinaryPV: peripheral vascularMSK: musculoskeletalNeuro: neurologicalEndo: endocrinePsych:Objective (O):Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide whendetermining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]Perform either a focused or comprehensive exam based on the visit type.This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the3same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.VS: vital signs, height and weight, BMISkin:HEENT: head, eyes, ears, nose, and throatNeck:Breast:CV: cardiovascularResp: respiratoryGI: gastrointestinalGU: genito-urinaryGyn: gynecologicPV: peripheral vascularMSK: musculoskeletalNeuro: neurologicalEndo: endocrinePsych:Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.Remember to include the appropriate ICD-10 code for each diagnosis.A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).Plan (P):Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.4Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.CPT:
References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.AGPCSOAPNoteAssignmentInstructions.pdf1SOAP Note Assignment InstructionsConsider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.Typhon Encounter #:Type of Note: Focused or ComprehensiveSubjective (S):CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.Allergies: State the offending medication/food and the reactions.Medications: Names, dosages, routes, frequency, and indications.
Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.Review of systems (ROS) –• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,2particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.Perform either a focused or comprehensive ROS based on the visit type.General: May include if patient has had a fever, chills, fatigue, malaise, etc.Skin:HEENT: head, eyes, ears, nose, and throatNeck:Breast:CV: cardiovascularResp: respiratoryGI: gastrointestinalGYN: gynecologicGU: genito-urinaryPV: peripheral vascularMSK: musculoskeletalNeuro: neurologicalEndo: endocrinePsych:Objective (O):Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide whendetermining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]Perform either a focused or comprehensive exam based on the visit type.This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the3same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.VS: vital signs, height and weight, BMISkin:HEENT: head, eyes, ears, nose, and throatNeck:Breast:CV: cardiovascularResp: respiratoryGI: gastrointestinalGU: genito-urinaryGyn: gynecologicPV: peripheral vascularMSK: musculoskeletalNeuro: neurologicalEndo: endocrinePsych:Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.Remember to include the appropriate ICD-10 code for each diagnosis.A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).Plan (P):Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.4Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.CPT:
References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.AGPCSOAPNoteAssignmentInstructions.pdf1SOAP Note Assignment InstructionsConsider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.Typhon Encounter #:Type of Note: Focused or ComprehensiveSubjective (S):CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.Allergies: State the offending medication/food and the reactions.Medications: Names, dosages, routes, frequency, and indications.
Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.Review of systems (ROS) –• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,2particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.Perform either a focused or comprehensive ROS based on the visit type.General: May include if patient has had a fever, chills, fatigue, malaise, etc.Skin:HEENT: head, eyes, ears, nose, and throatNeck:Breast:CV: cardiovascularResp: respiratoryGI: gastrointestinalGYN: gynecologicGU: genito-urinaryPV: peripheral vascularMSK: musculoskeletalNeuro: neurologicalEndo: endocrinePsych:Objective (O):Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide whendetermining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]Perform either a focused or comprehensive exam based on the visit type.This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the3same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.VS: vital signs, height and weight, BMISkin:HEENT: head, eyes, ears, nose, and throatNeck:Breast:CV: cardiovascularResp: respiratoryGI: gastrointestinalGU: genito-urinaryGyn: gynecologicPV: peripheral vascularMSK: musculoskeletalNeuro: neurologicalEndo: endocrinePsych:Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.Remember to include the appropriate ICD-10 code for each diagnosis.A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).Plan (P):Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.4Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.CPT:
References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.12Bids(54)Dr. Ellen RMMathProgrammingDr. Aylin JMnicohwilliamProf Double REmily Clarefirstclass tutorDoctor.NamiraMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERShow All Bidsother Questions(10)Answer the SpreadsheetPolitical Science essayCase 15: Identifying the Best-of-the-Best Job-Search SitesFIN-100 Week 4 DiscussionIn contradiction to Kant, Fichte and Schelling claim that an absolute I exists, and that is the foundational principle of…CATHERINE OWENS ONLYSCI 115 week 410. How the winner take all economy was made. 2. How is it possible, in our current political environment, to beat winner take all politics? Discuss. Five to six pages.HE homework
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Home>Homework Answsers>Nursing homework helpa month ago29.05.20257Report issuefiles (1)Dis.Nurs8210HealthInformationTechnologyandNursingInformatics.docxDis.Nurs8210HealthInformationTechnologyandNursingInformatics.docxHealth Information Technology and Nursing Informatics: IntroductionIn the video,Nursing Informatics Innovators,you are provided an extensive list of 34 nursing informatics innovators. Each of these individuals has been integral in advancing nursing informatics and the field of nursing practice.Innovators in the field of nursing informatics, led the way in shifting the perception of a nurse as an art of patient care, to the practice of nursing as a science, vested in science, technology, and advancements.Nursing informatics innovators facilitated and created major advancements in the field of nursing and ensured the field would be one of advancement, continual change, and scientific innovation. Exploring the work of these innovators is essential in understanding where nursing informatics began, where it is now, and where it continues to go.For this Discussion, reflect on the role of individual nursing informatics innovators and consider their contributions, the impact of their contributions, and what you might specifically learn from them in your nursing practice. Reflect on your background and experiences in nursing informatics. You will also review Table 1 from the American Nurses Association (2015) Scope and Standards of Practice (2nd ed.) Explore on how you might apply the knowledge of these innovators and the information from Table 1 to your nursing practice, your education, and your future goals.ResourcesBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESRequired Readings· Sipes, C. (2025).Project management for the advanced practice nurse(3rd ed.). Springer Publishing.· Chapter 1, “Basic Project Management for the Advanced Practice Nurses and Healthcare Professionals” (pp. 3–21)· Chapter 2, “Advanced Practice Nurse Role Descriptions and Application of Project Management Concepts” (pp. 22–54)· Chapter 3, “Design/Initiation: Project Management—Phase 1” (pp. 55–84)· American Nurses Association. (2015).Nursing informaticsLinks to an external site.: Scope and standards of practice(2nd ed.).· “Introduction” (p. 1)· “The Scope of Nursing Informatics Practice” (pp. 1–6)· “Standard 1: Assessment” (pp. 68–69)· “Standard 2: Diagnosis, Problems, and Issues Identification” (p. 70)· Walden University Oasis: Writing Center. (n.d.).Citations: OverviewLinks to an external site..https://academicguides.waldenu.edu/writingcenter/apa/citations· Walden University Oasis: Writing Center. (n.d.).Common assignments: Discussion postLinks to an external site.. https://academicguides.waldenu.edu/writingcenter/assignments/discussionpostRequired Media· American Medical Informatics Association. (2021).Nursing informatics innovatorsLinks to an external site.. https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators· Fung, B. (2018, November 3).Nursing informatics: A day in the lifeLinks to an external site.[Video]. YouTube. https://www.youtube.com/watch?v=WBAyqTQn28w· Project Management. (2018, November 5).Project planning for beginners: Project management trainingLinks to an external site.[Video]. YouTube. https://www.youtube.com/watch?v=ZWmXi3TW1yA· ProjectManager. (2018, July 2).How to write a scope of work document: Project management trainingLinks to an external site.[Video]. YouTube. https://www.youtube.com/watch?v=oacSSamqP6s·Document:Welcome to the DNP ProgramDownload Welcome to the DNP Program(PPT)·Document:Welcome to the DNP Program NarrativeDownload Welcome to the DNP Program Narrative(Word document)Optional Resources· Marr, B. (2020).These 25 technology trends will define the next decadeLinks to an external site.. Forbes. https://www.forbes.com/sites/bernardmarr/2020/04/20/these-25-technology-trends-will-define-the-next-decade/?sh=459cc02129e3PreviousNextTo Prepare· Review the American Nurses Association. (2015).Nursing informatics: Scope and standards of practice(2nd ed.).· “Introduction” (p. 1)· “The Scope of Nursing Informatics Practice” (pp. 1–6) in this week’s resources.By Day 3 of Week 1After reviewing the weekly resources, including the nursing informatics innovators stories, discuss your experience with nursing informatics and how this course could enhance your informatics skills and competencies.By Day 6 of Week 1Reada selection of your colleagues’ responses andrespondtoat least twoof your colleagues ontwo different days, continue the discussion by commenting on how your classmates experience could enhance your own practice.RESPOND TO THIS DISCUSSION POSTCharlineHealth Information Technology and Nursing Informatics: IntroductionNursing informatics is a critical field that merges nursing science with information and communication technologies to support decision-making and enhance patient care. As outlined by the American Nurses Association (ANA, 2015), the scope of nursing informatics includes the management of data, information, knowledge, and wisdom to improve health outcomes. My experience with nursing informatics has primarily involved using electronic health records (EHRs), computerized provider order entry (CPOE) systems, and clinical decision support systems (CDSS). However, my use has been largely at the point-of-care level rather than in project management or systems design.
This course provides an opportunity to expand my competencies in areas that go beyond routine clinical tasks. For example, Sipes (2025) emphasizes the importance of project management skills for advanced practice nurses (APNs) who lead change and implement health technology solutions. I am particularly interested in learning how to initiate and design informatics-based projects that align with organizational goals and improve care delivery. Understanding the phases of project management, such as design/initiation and planning, will empower me to contribute more meaningfully to interdisciplinary teams (Sipes, 2025).
Additionally, the nursing informatics innovators showcased by the American Medical Informatics Association (2021) illustrate how nurses can lead technological transformation in healthcare. These stories are particularly inspiring as they show the real-world application of informatics in addressing problems such as workflow inefficiencies and patient safety concerns. Watching the video by Fung (2018) also gave me a clearer understanding of the day-to-day responsibilities of a nursing informaticist, including data analysis, system customization, and user training.
Informatics competencies are increasingly necessary in modern nursing practice. This course will help me enhance my skills in data interpretation, system evaluation, and project leadership. Moreover, it aligns with the ANA’s standards of practice, which highlight the informaticist’s role in assessment and problem identification to support evidence-based decisions (ANA, 2015).ReferencesAmerican Medical Informatics Association. (2021). Nursing informatics innovators. https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovatorsAmerican Nurses Association. (2015). Nursing informatics: Scope and standards of practice (2nd ed.).Fung, B. (2018, November 3). Nursing informatics: A day in the life [Video]. YouTube. https://www.youtube.com/watch?v=WBAyqTQn28wSipes, C. (2025).Project management for the advanced practice nurse(3rd ed.). Springer Publishing.image1.jpegDis.Nurs8210HealthInformationTechnologyandNursingInformatics.docxHealth Information Technology and Nursing Informatics: IntroductionIn the video,Nursing Informatics Innovators,you are provided an extensive list of 34 nursing informatics innovators. Each of these individuals has been integral in advancing nursing informatics and the field of nursing practice.Innovators in the field of nursing informatics, led the way in shifting the perception of a nurse as an art of patient care, to the practice of nursing as a science, vested in science, technology, and advancements.Nursing informatics innovators facilitated and created major advancements in the field of nursing and ensured the field would be one of advancement, continual change, and scientific innovation. Exploring the work of these innovators is essential in understanding where nursing informatics began, where it is now, and where it continues to go.For this Discussion, reflect on the role of individual nursing informatics innovators and consider their contributions, the impact of their contributions, and what you might specifically learn from them in your nursing practice. Reflect on your background and experiences in nursing informatics. You will also review Table 1 from the American Nurses Association (2015) Scope and Standards of Practice (2nd ed.) Explore on how you might apply the knowledge of these innovators and the information from Table 1 to your nursing practice, your education, and your future goals.ResourcesBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESRequired Readings· Sipes, C. (2025).Project management for the advanced practice nurse(3rd ed.). Springer Publishing.· Chapter 1, “Basic Project Management for the Advanced Practice Nurses and Healthcare Professionals” (pp. 3–21)· Chapter 2, “Advanced Practice Nurse Role Descriptions and Application of Project Management Concepts” (pp. 22–54)· Chapter 3, “Design/Initiation: Project Management—Phase 1” (pp. 55–84)· American Nurses Association. (2015).Nursing informaticsLinks to an external site.: Scope and standards of practice(2nd ed.).· “Introduction” (p. 1)· “The Scope of Nursing Informatics Practice” (pp. 1–6)· “Standard 1: Assessment” (pp. 68–69)· “Standard 2: Diagnosis, Problems, and Issues Identification” (p. 70)· Walden University Oasis: Writing Center. (n.d.).Citations: OverviewLinks to an external site..https://academicguides.waldenu.edu/writingcenter/apa/citations· Walden University Oasis: Writing Center. (n.d.).Common assignments: Discussion postLinks to an external site.. https://academicguides.waldenu.edu/writingcenter/assignments/discussionpostRequired Media· American Medical Informatics Association. (2021).Nursing informatics innovatorsLinks to an external site.. https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators· Fung, B. (2018, November 3).Nursing informatics: A day in the lifeLinks to an external site.[Video]. YouTube. https://www.youtube.com/watch?v=WBAyqTQn28w· Project Management. (2018, November 5).Project planning for beginners: Project management trainingLinks to an external site.[Video]. YouTube. https://www.youtube.com/watch?v=ZWmXi3TW1yA· ProjectManager. (2018, July 2).How to write a scope of work document: Project management trainingLinks to an external site.[Video]. YouTube. https://www.youtube.com/watch?v=oacSSamqP6s·Document:Welcome to the DNP ProgramDownload Welcome to the DNP Program(PPT)·Document:Welcome to the DNP Program NarrativeDownload Welcome to the DNP Program Narrative(Word document)Optional Resources· Marr, B. (2020).These 25 technology trends will define the next decadeLinks to an external site.. Forbes. https://www.forbes.com/sites/bernardmarr/2020/04/20/these-25-technology-trends-will-define-the-next-decade/?sh=459cc02129e3PreviousNextTo Prepare· Review the American Nurses Association. (2015).Nursing informatics: Scope and standards of practice(2nd ed.).· “Introduction” (p. 1)· “The Scope of Nursing Informatics Practice” (pp. 1–6) in this week’s resources.By Day 3 of Week 1After reviewing the weekly resources, including the nursing informatics innovators stories, discuss your experience with nursing informatics and how this course could enhance your informatics skills and competencies.By Day 6 of Week 1Reada selection of your colleagues’ responses andrespondtoat least twoof your colleagues ontwo different days, continue the discussion by commenting on how your classmates experience could enhance your own practice.RESPOND TO THIS DISCUSSION POSTCharlineHealth Information Technology and Nursing Informatics: IntroductionNursing informatics is a critical field that merges nursing science with information and communication technologies to support decision-making and enhance patient care. As outlined by the American Nurses Association (ANA, 2015), the scope of nursing informatics includes the management of data, information, knowledge, and wisdom to improve health outcomes. My experience with nursing informatics has primarily involved using electronic health records (EHRs), computerized provider order entry (CPOE) systems, and clinical decision support systems (CDSS). However, my use has been largely at the point-of-care level rather than in project management or systems design.
This course provides an opportunity to expand my competencies in areas that go beyond routine clinical tasks. For example, Sipes (2025) emphasizes the importance of project management skills for advanced practice nurses (APNs) who lead change and implement health technology solutions. I am particularly interested in learning how to initiate and design informatics-based projects that align with organizational goals and improve care delivery. Understanding the phases of project management, such as design/initiation and planning, will empower me to contribute more meaningfully to interdisciplinary teams (Sipes, 2025).
Additionally, the nursing informatics innovators showcased by the American Medical Informatics Association (2021) illustrate how nurses can lead technological transformation in healthcare. These stories are particularly inspiring as they show the real-world application of informatics in addressing problems such as workflow inefficiencies and patient safety concerns. Watching the video by Fung (2018) also gave me a clearer understanding of the day-to-day responsibilities of a nursing informaticist, including data analysis, system customization, and user training.
Informatics competencies are increasingly necessary in modern nursing practice. This course will help me enhance my skills in data interpretation, system evaluation, and project leadership. Moreover, it aligns with the ANA’s standards of practice, which highlight the informaticist’s role in assessment and problem identification to support evidence-based decisions (ANA, 2015).ReferencesAmerican Medical Informatics Association. (2021). Nursing informatics innovators. https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovatorsAmerican Nurses Association. (2015). Nursing informatics: Scope and standards of practice (2nd ed.).Fung, B. (2018, November 3). Nursing informatics: A day in the life [Video]. YouTube. https://www.youtube.com/watch?v=WBAyqTQn28wSipes, C. (2025).Project management for the advanced practice nurse(3rd ed.). Springer Publishing.image1.jpegBids(49)MISS HILLARY A+Prof Double RProf. TOPGRADEfirstclass tutorDoctor.NamiraMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERAshley ElliePremiumLarry KellyShow All Bidsother Questions(10)MATHBUS 308 Discussion Questions 1 & 2Leadership Profileacc 410 extra credit mcIT ApplicationAccounting helpCAUSES OF WATER POLLUTIONassignmentMAT119 M1WA1chex cereal
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Home>Homework Answsers>Nursing homework helpipResponse to 2 discussiona month ago31.05.202510Report issuefiles (1)Discussionresponse.docxDiscussionresponse.docxDaveena Hardwick-GibsonMay 28 8:40pmManage Discussion by Daveena Hardwick-GibsonReply from Daveena Hardwick-GibsonMental health disorders, also called psychopathology, develop through a combination of biological, psychological, and social influences. These different areas interact in complex ways, which means mental illness usually doesn’t have just one cause. Understanding this helps mental health providers offer better care that fits each person’s needs.From a biological perspective, genetics and brain function play a key role. Some people inherit a higher risk of developing mental illnesses. Boland, Verduin, and Ruiz (2022) report that “twin studies suggest a heritability estimate of approximately 80% for schizophrenia” (p. 508). Additionally, problems with brain chemicals like dopamine or serotonin, or changes in brain areas like the frontal lobe, can affect thinking, mood, and behavior. As Jackson and Milberg (2018) explain, “frontal lobe dysfunction has been linked to difficulties in executive function, which are common in many psychiatric disorders” (p. 68).Psychological factors include how people think, feel, and behave. Negative thinking patterns, poor coping skills, and learned behaviors can contribute to issues like depression and anxiety. Boland et al. (2022) highlight that these patterns can become automatic, making them hard to change without support. Development also matters—children who experience trauma, neglect, or instability are at greater risk for mental health problems. Masten and Kalstabakken (2018) point out that “children exposed to early adversity are at increased risk for a range of psychological disorders” (p. 20), showing how early life experiences shape mental health later on.Social and cultural factors also influence mental illness. People from different cultures may express or understand mental health symptoms in unique ways. For example, Boland et al. (2022) write, “Somatization is often a culturally shaped way to express psychological distress” (p. 492), which means people might feel physical pain instead of emotional symptoms. Other social stressors, like poverty, discrimination, or lack of support, can make symptoms worse. Cheung and Mak (2018) explain that “stigma associated with mental illness remains one of the major barriers to seeking help in many Asian cultures” (p. 130), which shows how social pressures can prevent people from getting needed care.In conclusion, psychopathology is shaped by many factors working together. Biological traits, personal thoughts and experiences, and the social world all contribute to mental health. A complete understanding of these influences allows professionals to create better, more personalized treatment plans.References:Cheung, F. M., & Mak, W. W. S. (2018). Sociocultural factors in psychopathology. In J. N. Butcher & J. M. Hooley (Eds.),APA handbook of psychopathology: Psychopathology: Understanding, assessing, and treating adult mental disorders(Vol. 1, pp. 127–147). American Psychological Association. https://doi.org/10.1037/0000064-006Jackson, C. E., & Milberg, W. P. (2018). Examination of neurological and neuropsychological features in psychopathology. In J. N. Butcher & J. M. Hooley (Eds.),APA handbook of psychopathology: Psychopathology: Understanding, assessing, and treating adult mental disorders(Vol. 1, pp. 65–90). American Psychological Association. https://doi.org/10.1037/0000064-004Masten, A. S., & Kalstabakken, A. W. (2018). Developmental perspectives on psychopathology in children and adolescents. In J. N. Butcher & P. C. Kendall (Eds.),APA handbook of psychopathology: Child and adolescent psychopathology(Vol. 2, pp. 15–36). American Psychological Association. https://doi.org/10.1037/0000065-002· Reply to post from Daveena Hardwick-GibsonReplyJessica BarnetteManage Discussion by Jessica BarnetteDiscussion Main PostPsychopathology refers to a collective study of mental disorders known to be mental illness. There are several aspects that can influence the development of psychopathology and include biological, psychological, and social and cultural factors. As a provider, it is important to learn the various influences and factors as a nurse practitioner to create an appropriate treatment plan.Biological FactorsBiological factors include an individual’s genetics and neurobiology. Andreassen et al. (2023) explains genetics variants in an individual may act to increase the risk for developing a psychiatric disorder. This means that an individual with multiple gene variants may lead to an increased risk for developing mental illness such as schizophrenia. Additionally, an individual with family members with mental illness, may increase the hereditary risk for genetic influence on illnesses such as ADD, bipolar, alcoholism, and schizophrenia. Psychiatric disorders also share genetic influences with a range of behavioral and somatic traits and diseases, including brain structures, cognitive function, immunological phenotypes and cardiovascular disease, suggesting shared genetic etiology of potential clinical importance (Andreassen et al., 2023). The neurobiology includes the development and function of neurotransmitters and pathways. For example, an alteration in the balance of norepinephrine and serotonin may lead to depression.Psychological FactorsAnother set of factors include the emotional, developmental, and cognitive and behavioral processes. Individuals and children grow in various environments. A child that is not able to learn to regulate their emotions may have a hard time managing anger or anxiety as they get older. The lack of ability to manage stress in a healthy manner, may lead to unhealthy coping, such as substance use. Childhood trauma may influence and create emotional damage, depression, flashbacks, and post-traumatic stress. Cognitive and behavioral factors, such as negative self-talk, can influence psychopathology. Mental health development in infancy and early childhood includes the dynamics of the infants’ inborn capacities and the progressive integration of physiological and emotional influences, as well as the attentional and cognitive stimulation (Ammitzboll et al., 2024).Social, Cultural, and Interpersonal FactorsKirkbride et al. (2024) discusses an individual’s surrounding environment can also influence psychophysiology, such as poverty, can lead to increased stress, which can lead to increased risk for mental illness like anxiety or depression. Social interaction can have an effect at an early age, such as baby bonding can sooth an infant and the lack of nurture may have an opposite effect. An individual’s culture may not acknowledge or accept mental illness, which will also affect treatment and management of the disease. Culture encompasses an individual’s beliefs, practices, and traditions. Interpersonal factors include relationships between individuals. Radzilini (2024) explains interpersonal relationships, such as marriages and friendships, can be healthy or unhealthy and affect mental illness. For example, a marriage that consist of chronic tension or betrayal, may lead to increased risk for anxiety or depression due to conflict.ResourcesAmmitzboll, J., Olsen, A., Landorph, S., Ritz, C., & Skovgaard. (2024). Regulatory problems and developmental psychopathology within the first 2 years of living-a nested in cohort population-based study.Frontiers in Child and Adolescent Psychiatry,3.https://doi.org/10.3389/frcha.2024.1330999Links to an external site.Andreassen, O., Hindley, G., Frei, O., & Smeland, O. (2023). New insights from the last decade of research in psychiatric genetics: Discoveries, challenges and clinical implications.World Psychiatry: Official Journal of the World Psychiatric Association (WPA),22(1), 4–24.https://doi.org/10.1002/wps.21034Links to an external site.Kirkbride, J., Anglin, D., Colman, I., Dykxhoorn, J., Jones, P., Patalay, P., Pitman, A., Soneson, E., Steare, T., Wright, T., & Griffiths, S. (2024). The social determinants of mental health and disorder: Evidence, prevention and recommendations.World Psychiatry: Official Journal of the World Psychiatric Association (WPA),23(1), 58–90. https://doi.org/10.1002/wps.21160Radzilani, M. (2024). The effects of interpersonal relationships on mental health.International Journal of Social Impact, 9(2). DOI: 10.25215/2455/0902011· Reply to post from Jessica BarnetteReplyDiscussionresponse.docxDaveena Hardwick-GibsonMay 28 8:40pmManage Discussion by Daveena Hardwick-GibsonReply from Daveena Hardwick-GibsonMental health disorders, also called psychopathology, develop through a combination of biological, psychological, and social influences. These different areas interact in complex ways, which means mental illness usually doesn’t have just one cause. Understanding this helps mental health providers offer better care that fits each person’s needs.From a biological perspective, genetics and brain function play a key role. Some people inherit a higher risk of developing mental illnesses. Boland, Verduin, and Ruiz (2022) report that “twin studies suggest a heritability estimate of approximately 80% for schizophrenia” (p. 508). Additionally, problems with brain chemicals like dopamine or serotonin, or changes in brain areas like the frontal lobe, can affect thinking, mood, and behavior. As Jackson and Milberg (2018) explain, “frontal lobe dysfunction has been linked to difficulties in executive function, which are common in many psychiatric disorders” (p. 68).Psychological factors include how people think, feel, and behave. Negative thinking patterns, poor coping skills, and learned behaviors can contribute to issues like depression and anxiety. Boland et al. (2022) highlight that these patterns can become automatic, making them hard to change without support. Development also matters—children who experience trauma, neglect, or instability are at greater risk for mental health problems. Masten and Kalstabakken (2018) point out that “children exposed to early adversity are at increased risk for a range of psychological disorders” (p. 20), showing how early life experiences shape mental health later on.Social and cultural factors also influence mental illness. People from different cultures may express or understand mental health symptoms in unique ways. For example, Boland et al. (2022) write, “Somatization is often a culturally shaped way to express psychological distress” (p. 492), which means people might feel physical pain instead of emotional symptoms. Other social stressors, like poverty, discrimination, or lack of support, can make symptoms worse. Cheung and Mak (2018) explain that “stigma associated with mental illness remains one of the major barriers to seeking help in many Asian cultures” (p. 130), which shows how social pressures can prevent people from getting needed care.In conclusion, psychopathology is shaped by many factors working together. Biological traits, personal thoughts and experiences, and the social world all contribute to mental health. A complete understanding of these influences allows professionals to create better, more personalized treatment plans.References:Cheung, F. M., & Mak, W. W. S. (2018). Sociocultural factors in psychopathology. In J. N. Butcher & J. M. Hooley (Eds.),APA handbook of psychopathology: Psychopathology: Understanding, assessing, and treating adult mental disorders(Vol. 1, pp. 127–147). American Psychological Association. https://doi.org/10.1037/0000064-006Jackson, C. E., & Milberg, W. P. (2018). Examination of neurological and neuropsychological features in psychopathology. In J. N. Butcher & J. M. Hooley (Eds.),APA handbook of psychopathology: Psychopathology: Understanding, assessing, and treating adult mental disorders(Vol. 1, pp. 65–90). American Psychological Association. https://doi.org/10.1037/0000064-004Masten, A. S., & Kalstabakken, A. W. (2018). Developmental perspectives on psychopathology in children and adolescents. In J. N. Butcher & P. C. Kendall (Eds.),APA handbook of psychopathology: Child and adolescent psychopathology(Vol. 2, pp. 15–36). American Psychological Association. https://doi.org/10.1037/0000065-002· Reply to post from Daveena Hardwick-GibsonReplyJessica BarnetteManage Discussion by Jessica BarnetteDiscussion Main PostPsychopathology refers to a collective study of mental disorders known to be mental illness. There are several aspects that can influence the development of psychopathology and include biological, psychological, and social and cultural factors. As a provider, it is important to learn the various influences and factors as a nurse practitioner to create an appropriate treatment plan.Biological FactorsBiological factors include an individual’s genetics and neurobiology. Andreassen et al. (2023) explains genetics variants in an individual may act to increase the risk for developing a psychiatric disorder. This means that an individual with multiple gene variants may lead to an increased risk for developing mental illness such as schizophrenia. Additionally, an individual with family members with mental illness, may increase the hereditary risk for genetic influence on illnesses such as ADD, bipolar, alcoholism, and schizophrenia. Psychiatric disorders also share genetic influences with a range of behavioral and somatic traits and diseases, including brain structures, cognitive function, immunological phenotypes and cardiovascular disease, suggesting shared genetic etiology of potential clinical importance (Andreassen et al., 2023). The neurobiology includes the development and function of neurotransmitters and pathways. For example, an alteration in the balance of norepinephrine and serotonin may lead to depression.Psychological FactorsAnother set of factors include the emotional, developmental, and cognitive and behavioral processes. Individuals and children grow in various environments. A child that is not able to learn to regulate their emotions may have a hard time managing anger or anxiety as they get older. The lack of ability to manage stress in a healthy manner, may lead to unhealthy coping, such as substance use. Childhood trauma may influence and create emotional damage, depression, flashbacks, and post-traumatic stress. Cognitive and behavioral factors, such as negative self-talk, can influence psychopathology. Mental health development in infancy and early childhood includes the dynamics of the infants’ inborn capacities and the progressive integration of physiological and emotional influences, as well as the attentional and cognitive stimulation (Ammitzboll et al., 2024).Social, Cultural, and Interpersonal FactorsKirkbride et al. (2024) discusses an individual’s surrounding environment can also influence psychophysiology, such as poverty, can lead to increased stress, which can lead to increased risk for mental illness like anxiety or depression. Social interaction can have an effect at an early age, such as baby bonding can sooth an infant and the lack of nurture may have an opposite effect. An individual’s culture may not acknowledge or accept mental illness, which will also affect treatment and management of the disease. Culture encompasses an individual’s beliefs, practices, and traditions. Interpersonal factors include relationships between individuals. Radzilini (2024) explains interpersonal relationships, such as marriages and friendships, can be healthy or unhealthy and affect mental illness. For example, a marriage that consist of chronic tension or betrayal, may lead to increased risk for anxiety or depression due to conflict.ResourcesAmmitzboll, J., Olsen, A., Landorph, S., Ritz, C., & Skovgaard. (2024). Regulatory problems and developmental psychopathology within the first 2 years of living-a nested in cohort population-based study.Frontiers in Child and Adolescent Psychiatry,3.https://doi.org/10.3389/frcha.2024.1330999Links to an external site.Andreassen, O., Hindley, G., Frei, O., & Smeland, O. (2023). New insights from the last decade of research in psychiatric genetics: Discoveries, challenges and clinical implications.World Psychiatry: Official Journal of the World Psychiatric Association (WPA),22(1), 4–24.https://doi.org/10.1002/wps.21034Links to an external site.Kirkbride, J., Anglin, D., Colman, I., Dykxhoorn, J., Jones, P., Patalay, P., Pitman, A., Soneson, E., Steare, T., Wright, T., & Griffiths, S. (2024). The social determinants of mental health and disorder: Evidence, prevention and recommendations.World Psychiatry: Official Journal of the World Psychiatric Association (WPA),23(1), 58–90. https://doi.org/10.1002/wps.21160Radzilani, M. (2024). The effects of interpersonal relationships on mental health.International Journal of Social Impact, 9(2). DOI: 10.25215/2455/0902011· Reply to post from Jessica BarnetteReplyBids(53)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMnicohwilliamProf Double REmily Clarefirstclass tutorDoctor.NamiraMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERShow All Bidsother Questions(10)Raise or Lower Tuition?BUS330 week 5 Final PaperResearch paperPayment linkstatistics report for DENNISWRIGHTTHEATER CLASSCyrus Brown Manufacturing (CBM).To avoid ay uncertainty regarding his business’ financing needs at the timeU.S imperialism & Out break of World War Ijava helpEmerging Economies and Globalization
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