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 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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Home>Homework Answsers>Nursing homework helpa month ago01.06.202550Report issuefiles (1)wellchildsoapnotetemplate.docxwellchildsoapnotetemplate.docxWell-child SOAP Note FormatDemographic Data· Age, and gender (must be HIPAA compliant)Subjective· ___-day/week old infant/child accompanied by ___________ and here for a routine well-child/baby check (and vaccines). Any parental concerns/ questions today?· Interval Events/History:· Nutrition:· Elimination:· Sleep:· Medications:· Allergies:· Past Medical·· Pregnancy and delivery?· Surgeries, hospitalizations, or serious illnesses to date?· Immunizations?· Development: (describe as applicable to age)·· Gross motor:·· Fine motor:· Cognitive:· Social/Emotional:· Communication:· Social History:· Smoking in the home?· Family life/structure/dynamics? Primary caregivers?· Stressors?·  Family History:Objective(Should be a thorough head to toe assessment)· Vital Signs/growth measurements (weight, length, head circumference, BMI, BP, HR, etc. if applicable)·· Physical findings listed by body systems, not paragraph form.· Highlight abnormal findings· Growth Chart Percentages: if applicable· Labs/Studies: if applicableAssessment· Well-child visit ICD10 code(s)Plan· Vaccines today:· Anticipatory guidance (discussed or covered in the visit)?· Health Maintenance· Return precautions?wellchildsoapnotetemplate.docxWell-child SOAP Note FormatDemographic Data· Age, and gender (must be HIPAA compliant)Subjective· ___-day/week old infant/child accompanied by ___________ and here for a routine well-child/baby check (and vaccines). Any parental concerns/ questions today?· Interval Events/History:· Nutrition:· Elimination:· Sleep:· Medications:· Allergies:· Past Medical·· Pregnancy and delivery?· Surgeries, hospitalizations, or serious illnesses to date?· Immunizations?· Development: (describe as applicable to age)·· Gross motor:·· Fine motor:· Cognitive:· Social/Emotional:· Communication:· Social History:· Smoking in the home?· Family life/structure/dynamics? Primary caregivers?· Stressors?·  Family History:Objective(Should be a thorough head to toe assessment)· Vital Signs/growth measurements (weight, length, head circumference, BMI, BP, HR, etc. if applicable)·· Physical findings listed by body systems, not paragraph form.· Highlight abnormal findings· Growth Chart Percentages: if applicable· Labs/Studies: if applicableAssessment· Well-child visit ICD10 code(s)Plan· Vaccines today:· Anticipatory guidance (discussed or covered in the visit)?· Health Maintenance· Return precautions?Bids(53)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareDr. Aylin JMMISS HILLARY A+Dr Michelle Ellaabdul_rehman_Doctor.NamiraSTELLAR GEEK A+ProWritingGuruWIZARD_KIMfirstclass tutorProf Double RDr. Adeline Zoesherry proffPremiumIsabella HarvardMUSYOKIONES A+Dr CloverShow All Bidsother Questions(10)3-4: Step 1: Access the CDC’s Community Health Intervention Database, identify one intervention by using the filtering options, and review your selected health intervention. Database of Interventions: CDC. Retrieved from http://wwwn.cdc.gov/chidatabaseWriting HomeworkHIM Department Management and Ongoing Training and DevelopmentPA301 Case Study 13week 2 assignmentMRKT 310 Marketers that employ Integrated Marketing CommunicationsThe Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create400 Words – Plea BargainingAssignment 1: Discussion—The Promises and Perils of Nuclear PowerAssignment 2: Pricing and Distribution Strategies

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Home>Homework Answsers>Nursing homework helpa month ago30.05.202550Report issuefiles (1)PEDSDBWK4.docxPEDSDBWK4.docxWeek 4 Discussion Part ITable 1Innocent versus Pathologic MurmurAuscultatory Findings- Innocent versus Pathologic MurmurInnocent Murmur – list 4 and describe the auscultatory findingsPathologic Murmur – list 4 and describe the auscultatory findingsTable 2Pediatric Cardiac ConditionsComplete the table.Cardiac ConditionDescriptionClinical FindingsTreatment/
ManagementAtrial Septal DefectVentricular Septal DefectTetralogy of FallotCoarctation of the AortaTransposition of the Great ArteriesTable 3Differential Diagnoses for vomitingFill in the table with 5 common differential diagnoses for a chief complaint of vomiting.DifferentialDescriptionClinical Findings/PresentationManagement1.2.3.4.Table 4Do Not Miss GI ConditionsFill in the followingConditionDescriptionClinical Features/PresentationManagementForeign Body IngestionAppendicitisIntussusceptionHirschsprung DiseasePyloric StenosisTable 5EnuresisList 4 differential diagnoses for enuresis.DifferentialsDescriptionClinical Findings/PresentationManagement1.2.3.4.Table 6GU AnomaliesComplete the requested information related to Common Genitourinary AnomaliesBrief PathyphysiologyDescriptionClinical FeaturesManagementHypospadiasEpispadiasHydroceleCryptorchidismTesticular TorsionTable 7Respiratory Conditions in ChildrenComplete the information.ConditionCausative AgentsClinical FindingsTreatment/ManagementURI “common cold”Allergic rhinitisRhinosinusitisBronchiolitisRSVPneumoniaAsthmaTable 8Differential Diagnoses for Pediatric CoughList the top 3 differential diagnoses for cc: “cough” in pediatric patientsDifferentialsDescriptionClinical FindingsTreatment/Management1.2.3.Table 9National Asthma Education and Prevention Program Expert Panel Report (EPR3)Complete the information below.Asthma Classification and Step Before TreatmentSymptomsNighttime SymptomsLung FunctionStep 1: IntermittentStep 2: Mild PersistentStep 3: Moderate PersistentStep 4: Severe PersistentPART IISelect one of the following four case scenarios. Identify the prompt in the subject line of your post, for example, Case Scenario 1 – KeishaComplete all Part II elements of the discussion:· Each prompt has additional key questions to address in the body of your response to ensure an understanding of learning objectives.· Use at least one scholarly source other than your textbook to connect your response to national guidelines and evidence-based research in support of your ideas.· In your peer replies, please reply to at least two peers who chose a different case scenario – other than the one you selected. For example, if you selected Case Scenario 1, then reply to one peer who selected Case Scenario 2 and another peer who selected Case Scenario 3,4,5, or 6.· Be prepared to answer additional questions relating to a secondary diagnosis or consideration posed by faculty.Case Scenario 2 :Mr. Jones has brought in his 3-year-old daughter Clara to be seen for vomiting and diarrhea for 2 days. He states that last night she vomited 3 times. She weighs 15kg. This morning she vomited her breakfast of pancakes and sausage.· What more does the APRN need to know about Clara’s symptoms?· What should the APRN look for in the physical examination?· What are the signs and symptoms of dehydration?· What are 3 differentials the APRN should consider?· What is the calculation for pediatric volume replacement?· What type of anticipatory guidance should the APRN give Clara’s father?PEDSDBWK4.docxWeek 4 Discussion Part ITable 1Innocent versus Pathologic MurmurAuscultatory Findings- Innocent versus Pathologic MurmurInnocent Murmur – list 4 and describe the auscultatory findingsPathologic Murmur – list 4 and describe the auscultatory findingsTable 2Pediatric Cardiac ConditionsComplete the table.Cardiac ConditionDescriptionClinical FindingsTreatment/
ManagementAtrial Septal DefectVentricular Septal DefectTetralogy of FallotCoarctation of the AortaTransposition of the Great ArteriesTable 3Differential Diagnoses for vomitingFill in the table with 5 common differential diagnoses for a chief complaint of vomiting.DifferentialDescriptionClinical Findings/PresentationManagement1.2.3.4.Table 4Do Not Miss GI ConditionsFill in the followingConditionDescriptionClinical Features/PresentationManagementForeign Body IngestionAppendicitisIntussusceptionHirschsprung DiseasePyloric StenosisTable 5EnuresisList 4 differential diagnoses for enuresis.DifferentialsDescriptionClinical Findings/PresentationManagement1.2.3.4.Table 6GU AnomaliesComplete the requested information related to Common Genitourinary AnomaliesBrief PathyphysiologyDescriptionClinical FeaturesManagementHypospadiasEpispadiasHydroceleCryptorchidismTesticular TorsionTable 7Respiratory Conditions in ChildrenComplete the information.ConditionCausative AgentsClinical FindingsTreatment/ManagementURI “common cold”Allergic rhinitisRhinosinusitisBronchiolitisRSVPneumoniaAsthmaTable 8Differential Diagnoses for Pediatric CoughList the top 3 differential diagnoses for cc: “cough” in pediatric patientsDifferentialsDescriptionClinical FindingsTreatment/Management1.2.3.Table 9National Asthma Education and Prevention Program Expert Panel Report (EPR3)Complete the information below.Asthma Classification and Step Before TreatmentSymptomsNighttime SymptomsLung FunctionStep 1: IntermittentStep 2: Mild PersistentStep 3: Moderate PersistentStep 4: Severe PersistentPART IISelect one of the following four case scenarios. Identify the prompt in the subject line of your post, for example, Case Scenario 1 – KeishaComplete all Part II elements of the discussion:· Each prompt has additional key questions to address in the body of your response to ensure an understanding of learning objectives.· Use at least one scholarly source other than your textbook to connect your response to national guidelines and evidence-based research in support of your ideas.· In your peer replies, please reply to at least two peers who chose a different case scenario – other than the one you selected. For example, if you selected Case Scenario 1, then reply to one peer who selected Case Scenario 2 and another peer who selected Case Scenario 3,4,5, or 6.· Be prepared to answer additional questions relating to a secondary diagnosis or consideration posed by faculty.Case Scenario 2 :Mr. Jones has brought in his 3-year-old daughter Clara to be seen for vomiting and diarrhea for 2 days. He states that last night she vomited 3 times. She weighs 15kg. This morning she vomited her breakfast of pancakes and sausage.· What more does the APRN need to know about Clara’s symptoms?· What should the APRN look for in the physical examination?· What are the signs and symptoms of dehydration?· What are 3 differentials the APRN should consider?· What is the calculation for pediatric volume replacement?· What type of anticipatory guidance should the APRN give Clara’s father?Bids(50)PROVEN STERLINGDr. Ellen RMEmily ClareDr. Aylin JMMISS HILLARY A+Dr Michelle Ellaabdul_rehman_Doctor.NamiraSTELLAR GEEK A+ProWritingGuruWIZARD_KIMProf. TOPGRADEfirstclass tutorProf Double RDr. Adeline Zoesherry proffPremiumIsabella HarvardMUSYOKIONES A+Dr CloverShow All Bidsother Questions(10)EnglishHealthcare Management Discussionm3 paperACCT 212 Complete Course ProjectsDevelop an application1.What is the research question? What is the research design? Was the hypothesis clearly stated or implied? What was the hypothesis for the study?the internal rate of return is analogous to the yield on a bond, because both are rates that equate inflows with outflows on a present value basis.How does mccarthy characterize the lawyers guildpart 2i need the answer ASAP

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