nurs6512 all week discussions 2017

Week 1 discussion

Building a Health History

Effective communication is vital to constructing an accurate and
detailed patient history. A patient’s health or illness is influenced by many
factors, including age, gender, ethnicity, and environmental setting. As an
advanced practice nurse, you must be aware of these factors and tailor your
communication techniques accordingly. Doing so will not only help you establish
rapport with your patients, but it will also enable you to more effectively
gather the information needed to assess your patients’ health risks.

For this Discussion, you will take on the role of a clinician who
is building a health history for one of the following new patients:

76-year-old Black/African-American male with disabilities living
in an urban setting

Adolescent Hispanic/Latino boy living in a middle-class suburb

55-year-old Asian female living in a high-density poverty housing
complex

Pre-school aged white female living in a rural community

16-year-old white pregnant teenager living in an inner-city
neighborhood

To prepare:

With the information presented in Chapter 1 in mind, consider the
following:

How would your communication and interview techniques for building
a health history differ with each patient?

How might you target your questions for building a health history
based on the patient’s age, gender, ethnicity, or environment?

What risk assessment instruments would be appropriate to use with
each patient?

What questions would you ask each patient to assess his or her
health risks?

Select one patient from the list above on which to focus for this
Discussion.

Identify any potential health-related risks based upon the
patient’s age, gender, ethnicity, or environmental setting that should be taken
into consideration.

Select one of the risk assessment instruments presented in Chapter
1 or Chapter 26 of the course text, or another tool with which you are
familiar, related to your selected patient.

Develop at least five targeted questions you would ask your
selected patient to assess his or her health risks and begin building a health
history.

By Day 3

Post a description of the interview and communication techniques
you would use with your selected patient. Explain why you would use these
techniques. Identify the risk assessment instrument you selected, and justify
why it would be applicable to the selected patient. Provide at least five
targeted questions you would ask the patient.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days
who selected a different patient than you, using one or more of the following
approaches:

Share additional interview and communication techniques that could
be effective with your colleague’s selected patient.

Suggest additional health-related risks that might be considered.

Validate an idea with your own experience and additional research.

Week 2 discussion

DQ1

Assessment Tools and Diagnostic Tests

When seeking to identify a patient’s health condition, advanced
practice nurses can use a diverse selection of diagnostic tests and assessment
tools; however, different factors affect the validity and reliability of the
results produced by these tests or tools. Nurses must be aware of these factors
in order to select the most appropriate test or tool and to accurately
interpret the results.

In this Discussion, you will consider the validity and reliability
of different assessment tools and diagnostic tests. You will explore issues
such as sensitivity, specificity, and positive and negative predictive values.

To prepare:

Review this week’s Learning Resources, and consider the factors
that impact the validity and reliability of various assessment tools and
diagnostic tests.

Select one of the following assessment tools or diagnostic tests
to explore for the purposes of this Discussion:

Mammogram

Physical tests for sore throat (inspecting the throat, palpating
the head and neck lymph nodes, listening to breath sounds)

Prostate-specific antigen (PSA) test

Dix-Hallpike test

Body-mass index (BMI) using waist circumference for adults

Search the Walden Library and credible sources for resources
explaining the tool or test you selected. What is its purpose, how is it
conducted, and what information does it gather?

Examine the literature and resources you located for information
about the validity and reliability of the test or tool you selected. What
issues with sensitivity, specificity, and predictive values are related to the
test or tool?

Are there any controversies or issues related to any of these
tests or tools?

Consider any ethical dilemmas that could arise by using these
tests or tools.

By Day 3

Post a description of how the assessment tool or diagnostic test
you selected is used in health care. Based on your research, evaluate the test
or the tool’s validity and reliability, and explain any issues with
sensitivity, reliability, and predictive values. Include references in
appropriate APA formatting.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least one of your colleagues who selected a
different tool or test than you, using one or more of the following approaches:

Critique your colleague’s evaluation of the validity and
reliability of the tool or test selected.

Suggest alternative or additional tools or tests that should be
considered when gathering information about specific conditions or symptoms.

DQ2

Diversity and Health Assessments

In May 2012, Alice Randall wrote an article for The New York Times
on the cultural factors that encouraged black women to maintain a weight above
what is considered healthy. Randall explained—from her observations and her
personal experience as a black woman—that many African-American communities and
cultures consider women who are overweight to be more beautiful and desirable
than women at a healthier weight. As she put it, “Many black women are fat
because we want to be” (Randall, 2012).

Randall’s statements sparked a great deal of controversy and
debate; however, they emphasize an underlying reality in the health care field:
different populations, cultures, and groups have diverse beliefs and practices
that impact their health. Nurses and health care professionals should be aware
of this reality and adapt their health assessment techniques and
recommendations to accommodate diversity.

In this Discussion, you will consider different socioeconomic,
spiritual, lifestyle, and other cultural factors that should be taken into
considerations when building a health history for patients with diverse
backgrounds.

Case 1

Subjective Data

CC: “I came for my annual physical exam, but do not want to
be a burden to my daughter.”

History of Present Illness (HPI): At-risk 86-year-old Asian male –
who is physically and financially dependent on his daughter, a single mother
who has little time or money for her father’s health needs.

PMH: hypertension (HTN), gastroesophageal reflux disease (GERD),
b12 deficiency and chronic prostatitis

PSH: S/P cholecystectomy

Drug Hx:

Current Meds: Lisinopril 10mg daily, Prilosec 20mg daily, B12
injections monthly, and cipro 100mg daily.

Review of Systems (ROS)

General: + weight loss of 25 lbs over the past year; no recent
fatigue, fever or chills.

Head, eyes, ears, nose & throat (HEENT): no changes in vision
or hearing, no difficulty chewing or swallowing.

Neck: no pain or injury

Respiratory:

CV:

GI:

GU: no urinary hesitancy or change in urine stream

Integument: multiple bruises on his upper arms and back.

MS/Neuro: + falls x 2 within the last 6 months; no syncopal
episodes or dizziness

Psych:

Objective Data

PE: B/P 188/96; Pulse 89; RR 16; Temp 99.0; Ht 5,6; wt 110; BMI
17.8

HEENT: Atraumatic, normocephalic, PERRLA, EOMI, arcus senilus
bilaterally, conjunctiva and sclera clear, nares patent, ornasopharynx clear,
edentulous.

Lungs: CTA AP&L

Cor: S1S2 without rub or gallop

Abd: benign, normoactive bowel sounds x 4

Ext: no cyanosis, clubbing or edema

Integument: multiple bruises in different stages of healing – on
his upper arms and back.

Neuro: No obvious deformities, CN grossly intact II-XII

Case 2

Subjective Data

CC: “I am here for my annual physical exam and have been
having vaginal discharge.”

History of Present Illness (HPI): 32-year-old pregnant lesbian –
her pregnancy has been without complication thus far. She has been receiving
prenatal care from an obstetrician. She received sperm from a local sperm bank.

Drug Hx:

Current Medications: prenatal vitamins and takes Tylenol over the
counter for aches and pains on occasion

Family Hx: She a strong family history of diabetes. Gravida 1;
Para 0; Abortions 0.

Review of Systems (ROS)

General: no fatigue, fever or chills.

Head, eyes, ears, nose & throat (HEENT):

Neck: no pain or injury

Respiratory:

CV:

GI:

GU:

Integument: multiple piercings, and tattoos. Old scars related to
“cutting”.

Neuro: no syncopal episodes or dizziness, no change in memory or
thinking patterns; no twitches or abnormal movements

Objective Data

PE: B/P 128/76; Pulse 83; RR 16; Temp 99.0; Ht 5,6; wt 128; BMI
20.98

HEENT: Atraumatic, normocephalic, PERRLA, EOMI, conjunctiva and
sclera clear; nares patent, ornasopharynx clear, good dentition. Piercing in
her right nostril and lower lip.

Lungs: CTA AP&L

Cor: S1S2 without rub or gallop

Abd: benign, normoactive bowel sounds x 4

GU: external genitalia intact, no lesions or masses. White copious
discharge with an amine odor; no cervical motion tenderness; adenxa intact.

Ext: no cyanosis, clubbing or edema

Integument: intact without lesions masses or rashes.

Neuro: No obvious deficits and CN grossly intact II-XII

Case 3

Subjective Data

CC: “Annual physical exam”

History of Present Illness (HPI): 23-year-old Native American male
comes in to see you because he has been having anxiety and wants something to
help him. He has been smoking “pot” and says he drinks to help him
too. He tells you he is afraid that he will not get into Heaven if he continues
in this lifestyle.

Drug Hx:

Current medication – denied

Allergies: no allergies to food or medications.

Family history: is very positive for diabetes, hypertension, and
alcoholism.

Review of Systems (ROS)

General: no recent weight gains of losses, fatigue, fever or
chills.

Head, eyes, ears, nose & throat (HEENT):

Neck:

Respiratory:

CV: no chest discomfort or palpitations

GI:

GU:

Integument: history of eczema – not active

MS/Neuro: no syncopal episodes or dizziness, no change in memory
or thinking patterns; no twitches or abnormal movements

Psych:

Objective Data

PE: B/P 158/90; Pulse 88; RR 18; Temp 99.2; Ht 5,7; wt 208; BMI
32.6

General: 23 year old male appears well developed and well
nourished. He is anxious – pacing in the room and fidgeting, but in no acute
distress.

HEENT: Atraumatic, normocephalic, PERRLA, EOMI, sclera with mild
icterus, nares patent, ornasopharynx clear, poor dentition – multiple carries.

Lungs: CTA AP&L

Cor: S1S2, +II/VI holosystolic murmur; without rub or gallop

Abd: benign, normoactive bowel sounds x 4; Hepatomegaly 2cm below
the costal margin.

Ext: no cyanosis, clubbing or edema

Integument: intact without lesions masses or rashes.

Neuro: No obvious deficits and CN grossly intact II-XII

To prepare:

Reflect on your experiences as a nurse and on the information
provided in this week’s Learning Resources on diversity issues in health
assessments.

Select one of the three case studies. Reflect on the provided
patient information.

Reflect on the specific socioeconomic, spiritual, lifestyle, and
other cultural factors related to the health of the patient you selected.

Consider how you would build a health history for the patient.
What questions would you ask, and how would you frame them to be sensitive to
the patient’s background, lifestyle, and culture? Develop five targeted
questions you would ask the patient to build his or her health history and to
assess his or her health risks.

Think about the challenges associated with communicating with
patients from a variety of specific populations. What strategies can you as a
nurse employ to be sensitive to different cultural factors while gathering the
pertinent information?

By Day 3

Post an explanation of the specific socioeconomic, spiritual,
lifestyle, and other cultural factors associated with the patient you selected.
Explain the issues that you would need to be sensitive to when interacting with
the patient, and why. Provide at least five targeted questions you would ask
the patient to build his or her health history and to assess his or her health
risks.

Read a selection of your colleagues’ responses.

By Day 6

Respond on or before Day 6 to at leastone of your colleagues who
selected a different patient than you, using one or more of the following
approaches:

Suggest additional socioeconomic, spiritual, lifestyle, and other
cultural factors related to the patient.

Critique your colleague’s targeted questions, and explain how the
patient might interpret these questions. Explain whether any of the questions
would apply to your patient, and why.

Week 3 discussion

Health Assessment of Children’s Weight

Body measurements can provide a general picture of whether a child
is receiving adequate nutrition or is at risk for health issues. These data,
however, are just one aspect to be considered. Lifestyle, family history, and
culture—among other factors—are also relevant. That said, gathering and
communicating this information can be a delicate process.

For this Discussion, you will consider examples of children with
various weight issues. You will explore how you could effectively gather
information and encourage parents and caregivers to be proactive about their children’s
health and weight.

To prepare:

Consider the following examples of pediatric patients and their
families:

Overweight 5-year-old boy with overweight parents

Slightly overweight 10-year-old girl with parents of normal weight

5-year-old girl of normal weight with obese parents

Slightly underweight 8-year-old boy with parents of normal weight

Severely underweight 12-year-old girl with underweight parents

Select one of the examples on which to focus for this Discussion.
What health issues and risks may be relevant to the child you selected?

Based on the risks you identified, consider what further
information you would need to gain a full understanding of the child’s health.
Think about how you could gather this information in a sensitive fashion.

Consider how you could encourage parents or caregivers to be
proactive toward the child’s health.

By Day 3

Post an explanation of the health issues and risks that are
relevant to the child you selected. Describe additional information you would
need in order to further assess his or her weight-related health. Taking into
account the parents’ and caregivers’ potential sensitivities, list at least
three specific questions you would ask about the child to gather more
information. Provide at least two strategies you could employ to encourage the
parents or caregivers to be proactive about their child’s health and weight.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on 2 different days who
selected a different example than you, using one or more of the following
approaches:

Suggest additional health risks or issues that could be relevant
to the child.

Critique your colleagues’ questions, and suggest how the parents
or caregivers might interpret these questions. Provide alternate or additional
questions.

Suggest an additional strategy for gathering patient information
or promoting proactivity.

Week 4 discussion

Differential Diagnosis for Skin Conditions

Properly identifying the cause and type of a patient’s skin
condition involves a process of elimination known as differential diagnosis.
Using this process, a health professional can take a given set of physical
abnormalities, vital signs, health assessment findings, and patient
descriptions of symptoms, and incrementally narrow them down until one
diagnosis is determined as the most likely cause.

In this Discussion, you will examine several visual
representations of various skin conditions, describe your observations, and use
the techniques of differential diagnosis to determine the most likely
condition.

Note: Your Discussion post should be in the SOAP (Subjective, Objective,
Assessment, and Plan) note format, rather than the traditional narrative style
Discussion posting format. Refer to Chapter 2 of the Sullivan text and the
Comprehensive SOAP Template in this week’s Learning Resources for guidance.
Remember that not all comprehensive SOAP data are included in every patient
case.

To prepare:

Review the Skin Conditions document provided in this week’s
Learning Resources, and select two conditions to closely examine for this
Discussion.

Consider the abnormal physical characteristics you observe in the
graphics you selected. How would you describe the characteristics using
clinical terminologies?

Explore different conditions that could be the cause of the skin
abnormalities in the graphics you selected.

Consider which of the conditions is most likely to be the correct
diagnosis, and why.

By Day 3

Post a description of the two graphics you selected (identify each
graphic by number). Use clinical terminologies to explain the physical
characteristics featured in each graphic. Formulate a differential diagnosis of
three to five possible conditions for each. Determine which is most likely to
be the correct diagnosis, and explain your reasoning.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days.
Make sure that you respond to colleagues who selected at least one graphic that
is different from the ones you selected. For each, address all of the
following:

Critique your colleague’s clinical description of the physical
characteristics of each.

Suggest an additional possible condition for each graphic, and
explain your reasoning.

Provide an alternative correct diagnosis, and explain your
reasoning.

Validate an idea with your own experience and additional research.

Week 5 discussion

Assessing the Ears, Nose, and Throat

Most ear, nose, and throat conditions that arise in non-critical
care settings are minor in nature. However, subtle symptoms can sometimes
escalate into life-threatening conditions that require prompt assessment and
treatment. Nurses conducting assessments of the ears, nose, and throat must be
able to identify the small differences between life-threatening conditions and
benign ones. For instance, if a patient with a sore throat and a runny nose
also has inflamed lymph nodes, the inflammation is probably due to the pathogen
causing the sore throat rather than a case of throat cancer. With this
knowledge and a sufficient patient health history, a nurse would not need to
escalate the assessment to a biopsy or an MRI of the lymph nodes, but would
probably perform a simple strep test.

In this Discussion, you consider case studies of abnormal findings
from patients in a clinical setting. You determine what history should be
collected from the patients, what physical exams and diagnostic tests should be
conducted, and formulate a differential diagnosis with several possible
conditions.

Note: By Day 1 of this week, your instructor will have assigned
you to one of the following case studies to review for this Discussion. Also,
your Discussion post should be in the SOAP Note format, rather than the
traditional narrative style Discussion posting format. Refer to Chapter 2 of
the Sullivan text and the Comprehensive SOAP Template in the Week 4 Learning
Resources for guidance. Remember that not all comprehensive SOAP data are
included in every patient case.

Case 1: Nose Focused Exam

Richard is a 50-year-old male with nasal congestion, sneezing,
rhinorrhea, and postnasal drainage. Richard has struggled with an itchy nose,
eyes, palate, and ears for 5 days. As you check his ears and throat for redness
and inflammation, you notice him touch his fingers to the bridge of his nose to
press and rub there. He says he’s taken Mucinex OTC the past two nights to help
him breathe while he sleeps. When you ask if the Mucinex has helped at all, he
sneers slightly and gestures that the improvement is only minimal. Richard is
alert and oriented. He has pale, boggy nasal mucosa with clear thin secretions
and enlarged nasal turbinates, which obstruct airway flow but his lungs are
clear. His tonsils are not enlarged but his throat is mildly erythematous.

Case 2: Focused Throat Exam

Lily is a 20-year-old student at the local community college. When
some of her friends and classmates told her about an outbreak of flu-like
symptoms sweeping her campus over the past two weeks, Lily figured she
shouldn’t take her three-day sore throat lightly. Your clinic has treated a few
cases similar to Lily’s. All the patients reported decreased appetite, headaches,
and pain with swallowing. As Lily recounts these symptoms to you, you notice
that she has a runny nose and a slight hoarseness in her voice but doesn’t
sound congested.

Case 3: Focused Ear Exam

Martha brings her 11-year old grandson, James, to your clinic to
have his right ear checked. He has complained to her about a mild earache for
the past two days. His grandmother believes that he feels warm but did not
verify this with a thermometer. James states that the pain was worse while he
was falling asleep and that it was harder for him to hear. When you begin basic
assessments, you notice that James has a prominent tan. When you ask him how
he’s been spending his summer, James responds that he’s been spending a lot of
time in the pool.

To prepare:

With regard to the case study you were assigned:

Review this week’s Learning Resources and consider the insights
they provide.

Consider what history would be necessary to collect from the
patient.

Consider what physical exams and diagnostic tests would be appropriate
to gather more information about the patient’s condition. How would the results
be used to make a diagnosis?

Identify at least 10 possible conditions that may be considered in
a differential diagnosis for the patient.

Note: Before you submit your initial post, replace the subject
line (“Week 5 Discussion”) with “Review of Case Study ___,” identifying the
number of the case study you were assigned.

By Day 3

Post a description of the health history you would need to collect
from the patient in the case study to which you were assigned. Explain what
physical exams and diagnostic tests would be appropriate and how the results
would be used to make a diagnosis. List five different possible conditions for
the patient’s differential diagnosis and justify why you selected each.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days
who were assigned different case studies than you. Analyze the possible
conditions from your colleagues’ differential diagnoses. Determine which of the
conditions you would reject and why. Identify the most likely condition and
justify your reasoning.

Week 6 discussion

Assessing the Heart, Lungs, and Peripheral Vascular System

Take a moment to observe your breathing. Notice the sensation of
your chest expanding as air flows into your lungs. Feel your chest contract as
you exhale. How might this experience be different for someone with chronic
lung disease or someone experiencing an asthma attack?

In order to adequately assess the chest region of a patient,
nurses need to be aware of a patient’s history, potential abnormal findings,
and what physical exams and diagnostic tests should be conducted to determine
the causes and severity of abnormalities.

In this Discussion, you will consider how a patient’s initial
symptoms can result in very different diagnoses when further assessment is
conducted.

Note: By Day 1 of this week, your Instructor will have assigned
you to one of the video case studies in this week’s Learning Resources titled
Advanced health assessment and diagnostic reasoning. Also, your Discussion post
should be in the SOAP Note format, rather than the traditional narrative style
Discussion posting format. Refer to Chapter 2 of the Sullivan text and the
Comprehensive SOAP Template in the Week 4 Learning Resources for guidance.
Remember that not all comprehensive SOAP data are included in every patient
case.

To prepare:

With regard to the case study you were assigned:

Review this week’s Learning Resources and consider the insights
they provide.

Consider what history would be necessary to collect from the
patient.

Consider what physical exams and diagnostic tests would be
appropriate to gather more information about the patient’s condition. How would
the results be used to make a diagnosis?

Identify at least five possible conditions that may be considered
in a differential diagnosis for the patient.

Note: Before you submit your initial post, replace the subject
line (“Discussion – Week 6”) with “Review of Case Study”
identifying the number of the case study you were assigned.

By Day 3

Post a description of the health history you would need to collect
from the patient in the case study you were assigned. Explain what physical
exams and diagnostic tests would be appropriate and how the results would be
used to make a diagnosis. List five different possible conditions for the
patient’s differential diagnosis, and justify why you selected each.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days
who were assigned different case studies than you. Analyze the possible
conditions from your colleagues’ differential diagnoses. Determine which of the
conditions you would reject and why. Identify the most likely condition, and
justify your reasoning.

Week 7 discussion

Assessing the Abdomen

A woman went to the emergency room for severe abdominal cramping.
She was diagnosed with diverticulitis; however, as a precaution, the doctor
ordered a CAT scan. The CAT scan revealed a growth on the pancreas, which
turned out to be pancreatic cancer—the real cause of the cramping.

Because of a high potential for misdiagnosis, determining the
precise cause of abdominal pain can be time-consuming and challenging. By
analyzing case studies of abnormal abdominal findings, nurses can prepare
themselves to better diagnose conditions in the abdomen.

In this Discussion, you will consider case studies that describe
abnormal findings in patients seen in a clinical setting. You will consider
what history should be collected from the patients, as well as which physical
exams and diagnostic tests should be conducted. You will also formulate a
differential diagnosis with several possible conditions.

Note: By Day 1 of this week, your Instructor will have assigned
you to one of the following specific case studies for this Discussion. Also,
your Discussion post should be in the SOAP Note format, rather than the
traditional narrative style Discussion posting format. Refer to Chapter 2 of
the Sullivan text and the Comprehensive SOAP Template in the Week 4 Learning
Resources for guidance. Remember that not all comprehensive SOAP data are
included in every patient case.

Case 1: Abdominal Pain

A 12-year-old female complains of malaise with abdominal pain
pointing to the right lower quadrant. The patient has been vomiting and feeling
nauseated for several days. The abdominal pain has been insidious and now is
more pronounced. Both parents are with the child and are concerned because she
has not been eating and has had a fever for the past 3 evenings.

Case 2: Gastrointestinal Pain

A 50-year-old male complains of burning pain starting at the
abdomen and rising to the middle of his chest. He describes the pain as a
gnawing feeling that begins after meals, especially when lying down.

Case 3: Nausea and Vomiting

A 20-year-old female complains of nausea and has vomited three
times over the past 48 hours. The patient also experienced a low-grade fever
this morning. She states that she recently ate shellfish at a new restaurant
with two friends who are suffering from similar symptoms.

To prepare:

With regard to the case study you were assigned:

Review this week’s Learning Resources, and consider the insights
they provide about the case study.

Consider what history would be necessary to collect from the
patient in the case study you were assigned.

Consider what physical exams and diagnostic tests would be
appropriate to gather more information about the patient’s condition. How would
the results be used to make a diagnosis?

Identify at least five possible conditions that may be considered
in a differential diagnosis for the patient.

Note: Before you submit your initial post, replace the subject
line (“Week 7 Discussion”) with “Review of Case Study ___.” Fill in the blank
with the number of the case study you were assigned.

By Day 3

Post a description of the health history you would need to collect
from the patient in the case study to which you were assigned. Explain which
physical exams and diagnostic tests would be appropriate and how the results
would be used to make a diagnosis. List five different possible conditions for
the patient’s differential diagnosis, and justify why you selected each.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days
who were assigned different case studies than you. Analyze the possible
conditions from your colleagues’ differential diagnoses. Determine which of the
conditions you would reject, and why. Identify the most likely condition, and
justify your reasoning.

Week 8 discussion

Assessing Muscoskeletal Pain

The body is constantly sending signals about its health. One of
the most easily recognized signals is pain. Musculoskeletal conditions comprise
one of the leading causes of severe long-term pain in patients. The
musculoskeletal system is an elaborate system of interconnected levers that
provide the body with support and mobility. Because of the interconnectedness
of the musculoskeletal system, identifying the causes of pain can be
challenging. Accurately interpreting the cause of musculoskeletal pain requires
an assessment process informed by patient history and physical exams.

In this Discussion, you will consider case studies that describe
abnormal findings in patients seen in a clinical setting.

Note: By Day 1 of this week, your Instructor will have assigned
you to one of the following specific case studies for this Discussion. Also,
your Discussion post should be in the SOAP Note format, rather than the
traditional narrative style Discussion posting format. Refer to Chapter 2 o

Explanation & Answer

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