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Category: Nursing

  • [Solved] Theory in nursing

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    Please write a 300 word reply to my classmate, her discussion post is below. NO AI. My professor is a stickler for AI. PLEASE NO AI. scholarly written, APA formatted and a minimum of 2 references (which may include the course textbook). "Hello Dr. Thomas and fellow scholars, As a registered nurse (R…

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    Please write a 300 word reply to my classmate, her discussion post is below. NO AI. My professor is a stickler for AI. PLEASE NO AI.  scholarly written, APA formatted and a minimum of 2 references (which may include the course textbook).

    "Hello Dr. Thomas and fellow scholars,

    As a registered nurse (RN) who currently holds a nursing license in two states; Massachusetts and Florida, I have chosen to discuss the Nurse Licensure Compact (NLC). Prior to this week's module I did not thoroughly understand the entire nurse licensure compact process. However, after reviewing this week's content, in addition to reviewing material on the National Council of State Boards of Nursing (2026) website, I have acquired a stronger understanding, and appreciation of the NLC regulatory process. The NLC has 11 distinct Uniform Licensure Requirements (ULRs) that need to be fulfilled in order for a nurse to obtain a compact nursing license (National Council of State Boards of Nursing, 2026). Despite previously having resided and practiced in Florida, a compact state, I had no desire to acquire a compact license, so I decided to obtain a single state licensure only, therefore, I was previously unaware of the extent of requirements to obtain a compact license. Nevertheless, with the increasing demand for telehealth RNs, to improve patient access to care, I have begun to realize the importance of holding a compact license (Bulto, 2024). The NLC benefits both patients and nurses, broadening a nurse's ability to practice contributes to the promotion of equitable access to care through telehealth (Girmay, 2024). As a current resident and practicing nurse in the state of Massachusetts, it was enlightening to learn in 2024, on November 20th, Governor Maura Healey of Massachusetts signed legislation into law adopting the state to join the NLC, making it the 43rd jurisdiction to join (Commonwealth of Massachusetts, 2025). Following Governor Healy signing legislation, on January 2, 2025, I received notification / letter via email, from the Massachusetts Board of Registration in Nursing (BORN / Board) regarding the accomplishment. However, the letter was a very brief summary of what is to come and that updates would be posted on the board website. Unfortunately, as of today March 12, 2026, there has been no new updates on the progress of when nurses in Massachusetts will be able to acquire the nursing compact license. As nursing associations and nurses continue to forge forward in the fight to make all states part of the NLC I hope that the process becomes timelier.

    **References**

    Bulto, L. N. (2024). The role of nurse‐led telehealth interventions in bridging healthcare gaps

    and expanding access. _Nursing Open, 11_(1), 1–3. [https://doi.org/10.1002/nop2.2092](https://doi.org/10.1002/nop2.2092)

    Commonwealth of Massachusetts. (2025). _Implementation of the Nurse Licensure Compact._

    [https://www.mass.gov/news/implementation-of-the-nurse-licensure-compact](https://www.mass.gov/news/implementation-of-the-nurse-licensure-compact)

    National Council of State Boards of Nursing. (2026). _Applying For Licensure -_

    _NURSECOMPACT._ [https://www.nursecompact.com/how-it-works/applying-for-licensure.page](https://www.nursecompact.com/how-it-works/applying-for-licensure.page)

    Girmay, M. (2024). Digital Health Divide: Opportunities for Reducing Health Disparities and

    Promoting Equitable Care for Maternal and Child Health Populations. _International Journal of Maternal and Child Health and AIDS, 13_, e026. [https://doi.org/10.25259/ijma_41_2024](https://doi.org/10.25259/ijma_41_2024)"

  • [Solved] Theory in Nursing

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    Please give me a discussion reply with NO AI. My professor is a stickler for AI. Professor making me re-do assignment for flagged AI. PLEASE NO AI. I need to rewrite by the end of day 3/14. Resources available and module information attached. In this module's introduction, the following assertation …

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    Please give me a discussion reply with NO AI. My professor is a stickler for AI. Professor making me re-do assignment for flagged AI. PLEASE NO AI. I need to rewrite by the end of day 3/14. Resources available and module information attached.

    In this module's introduction, the following assertation is made: "Therefore, nurses in all settings need to strive to learn about existing or emerging mid-range theories, or seek to develop and describe theories that will explain phenomena they observe in practice?"

    Given the demands, we all face in our practices, how can we tangibly "seek to develop and describe theories that will explain phenomena they observe in practice." How do you stay current in your practice?

    Posts are a minimum of 300 words, scholarly written, APA formatted and a minimum of 2 references (which may include the course textbook).

    Resources for this question:

    – Chinn & Kramer, Review Chapters 2, 7
    – Walker & Avant, Review Chapters 1, 2
    – Hallaran, A. J., Edge, D. S., Almost, J., & Tregunno, D. (2021). New registered nurse transition to the workforce and intention to leave: Testing a theoretical model. _Canadian Journal of Nursing Research, 53_(4), 384-396. [https://doi.org/10.1177/0844562120957845](https://doi.org/10.1177/0844562120957845)
    – Kusdemir, S., Oudshoorn, A., & Ndayisenga, J. P. (2022). A critical analysis of the tidal model of mental health recovery. _Archives of Psychiatric Nursing, 36_, 34-40. [https://doi.org/10.1016/j.apnu.2021.10.012](https://doi.org/10.1016/j.apnu.2021.10.012)
    – Morse, J. (2021). Developing mid-range theories for the maturation of nursing care in colombia. _Aquichan, 21_(4), 1-12. [https://doi.org/10.5294/aqui.2021.21.4.6](https://doi.org/10.5294/aqui.2021.21.4.6)
    – Zieber, M., & Wojtowicz, B. (2020). To dwell within: Bridging the theory–practice gap. _Nursing Philosophy, 21_(2), e12296-n/a. [https://doi.org/10.1111/nup.12296](https://doi.org/10.1111/nup.12296)

    – [\
    \
    Middlerange.docx](https://www.sweetstudy.com/files/middlerange-docx "Middlerange.docx")

  • [Solved] Identify the most commonly prescribed agents in the major drug classes

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    Identify the most commonly prescribed agents in the major drug classes

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    Identify the most commonly prescribed agents in the major drug classes

  • [Solved] review the paragraph and provide a reply as DNP program use references from 2020-2026

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    Tamarah 8000 Evidence-based practice (EBP) is a foundational framework in healthcare that refers to a problem-solving approach to clinical decision-making that incorporates the best available evidence. EBP integrates three basic components to improve healthcare practice: the best available research …

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    Tamarah 8000

    Evidence-based practice (EBP) is a foundational framework in healthcare that refers to a problem-solving approach to clinical decision-making that incorporates the best available evidence. EBP integrates three basic components to improve healthcare practice: the best available research evidence, clinical expertise, and patient values and preferences. These three components make care delivered by healthcare providers evidence-based, clinically relevant, and patient-focused.

    The first component of EBP is the best available research evidence. Research evidence consists of information that has been obtained through scientific research. Examples of research evidence include randomized controlled trials (RCTs), systematic reviews, and clinical practice guidelines. These studies provide healthcare providers with scientific evidence on the efficacy and safety of healthcare interventions. Over the years, advances in healthcare technologies have made it easier for healthcare providers to access research studies. The use of artificial intelligence (AI) to analyze large datasets to inform evidence-based decision-making is a trend in the EBP (Nilsen et al., 2024). Moreover, systematic methods to implement evidence-based practice are critical to address complex public health issues to improve population health (Leslie & Buntin, 2018). Therefore, the best available research evidence is the science behind evidence-based practice.

    The second component of EBP is clinical expertise. Clinical expertise refers to the education, skills, and judgment that healthcare providers acquire through experience and education. Clinical expertise allows healthcare providers to properly interpret research evidence and apply it to individual patients. Experienced healthcare providers are able to assess patients, identify patterns, and make decisions based on patient characteristics. For example, nurses are critical stakeholders to the implementation of evidence-based practice through care coordination, interdisciplinary collaboration and leading quality improvement efforts (Miller, 2018). Their clinical expertise enables them to translate evidence-based knowledge to clinical practice.

    The third component of EBP is patient values and preferences. EBP-based healthcare practice promotes patient-centered care. Patient-centered care is the process of planning, delivering, and evaluating healthcare that incorporates the needs, wants, and preferences of individual patients and their families (Shapiro et al. 2026). Integrating patient values in the clinical decision-making process enables shared decision-making and fosters the patient provider relationship. Therefore, patient preferences should be respected during the EBP process to promote patient satisfaction and adherence to treatment plans.

    In summary, EBP consists of three key components: research evidence, clinical expertise, and patient preferences. All three components are integral to the EBP process. Research evidence provides the scientific basis of evidence-based practice, while clinical expertise provides the art of translating evidence to practice. Patient preferences provide the patient-centered focus of evidence-based care. All three components, when combined together, promote safe, effective, and patient-centered care to improve the quality of care provided by healthcare professionals.

    References

    Leslie, E. T. A., & Buntin, M. B. (2018). A systematic approach to translating evidence into practice to reduce infant mortality. _Maternal and Child Health Journal, 22_, 1550–1555. [https://doi.org/10.1007/s10995-018-2608-9](https://doi.org/10.1007/s10995-018-2608-9)

    Miller, E. (2018). Translating evidence into practice. _Pain Management Nursing, 19_(5), 445–446. [https://doi.org/10.1016/j.pmn.2018.08.001](https://doi.org/10.1016/j.pmn.2018.08.001)

    Nilsen, P., Sundemo, D., Heintz, F., Neher, M., Nygren, J., Svedberg, P., & Petersson, L. (2024). Towards evidence-based practice 2.0: leveraging artificial intelligence in healthcare. Frontiers in Health Services. [https://doi.org/10.3389/frhs.2024.1368030](https://doi.org/10.3389/frhs.2024.1368030)

    Shapiro, S. D., Logvinov, I. I., & Thomas, R. M. (2026). Redefining Evidence-Based Practice Through Patient Values: A Theoretical Innovation for Person-Centered, Value-Based Care. Journal of Evaluation In Clinical Practice. [https://doi.org/10.1111/jep.70344](https://doi.org/10.1111/jep.70344)

  • [Solved] Provide a reply for the following post as a DNP student, using references from 2020-2026

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    Pedro 8000 EBP (Evidence-Based Practice) is a fundamental approach in modern health care, is a practice model that employs the best possible scientific evidence for providing high quality patient care by integrating the best up-to-date scientific evidence to make assertive clinical decisions. The th…

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    Pedro 8000

    EBP (Evidence-Based Practice) is a fundamental approach in modern health care, is a practice model that employs the best possible scientific evidence for providing high quality patient care by integrating the best up-to-date scientific evidence to make assertive clinical decisions. The three primary sources of knowledge that must be applied to support clinical decision-making in EBP include clinical expertise, patient values and/or preferences, research evidence.

    The integration of these three types of knowledge serves as a model for clinical decision making that ensures that clinically and culturally appropriate clinical decisions are made for each and every patient. Of these three types of knowledge, research based evidence is the most important knowledge in EBP. EBP research-based evidence is data and information derived from investigations such as randomized controlled trials, systematic reviews, and other types of clinical research. The EBP research based knowledge base is the mechanism by which healthcare practitioners access and learn of the best and most current methods for providing care to patients. Research evidence supports the move away from clinical and professional opinions and toward clinically valid, evidence-based methods of providing care. According to (Assiri et al. 2024), evidence-based practice is now a critical part of the nursing practice to promote quality, safety, and consistency of care in the nursing practice. Additionally, evidence from research is an essential mechanism for knowledge translation to action for healthcare organizations when implementing solutions to address serious public health issues and improving population health outcomes (Leslie and Buntin, 2018).

    Clinical expertise is the second major source of Evidence-Based Practice (EBP). Clinical expertise encompasses a health provider's accumulated professional experience and their knowledge and professional judgments, developed through formal education and extensive practice. Experienced clinicians can evaluate research studies and determine appropriate ways to apply the results to actual clinical settings. Clinical expertise enables health care professionals to modify evidence based recommendations to meet the specific needs of an individual patient. For example, nurses often serve as "champions" in implementing evidenced-based practices and providing coordination of care within multidisciplinary teams (Miller, 2018) as they translate evidence into practice from research, which fills the gap between evidence and reality in clinical settings.

    Patient values and preferences as the third important element of Evidence-Based Practice (EBP) also support patient-centered care through the incorporation of a patient's beliefs, expectations, cultural background, and personal goals for health and wellness into all aspects of the clinical decision-making process. Through the inclusion of patient values and preferences in the development of care plans, patient preference can be integrated into care decisions allowing for shared decision-making and enhanced rapport between patients and healthcare providers. Studies have shown that, when patients are able to be involved in decisions related to their own treatment options, there is an increased likelihood that patients will adhere to their treatment plan, and also report greater satisfaction with their overall care. The educational components of many evidence-based practice nursing programs further highlight the value of understanding patient values and integrating them into the delivery of clinical care (Sapri et al., 2022).

    Ultimately, using evidence to inform practice will require a combination of knowledge from three sources (patient preferences, clinical expertise, and research evidence), as each source offers its own perspective on how to make clinical decisions. The source of research evidence supports the use of science; the source of clinical expertise supports the use of clinical judgment; and the source of patient preferences supports the delivery of care that is tailored to an individual's needs. When all three sources of knowledge are used in conjunction with one another, the end result will be health care that is both safe and effective.

    **References**

    Assiri, N. A., Alshahrani, S. N., Aldosari, N., Abutayrah, S. A., Alrshoodi, R. M., Alshammari, M., Qasim, A., Aldhafeeri, M. S., Almutairy, M. A., Alyami, S. m., Aldhafeeri, R. S., ALmliki, H. A. H., Jibran, L. H. O., Majdou, R. H. M. A., & Aldhafeeri, A. O. H. (2024). The reason why Evidence-Based Practice is important in Nursing. Saudi Journal of Medicine and Public Health. [https://doi.org/10.64483/jmph-166](https://doi.org/10.64483/jmph-166)

    Leslie, E. T. A., & Buntin, M. B. (2018). A systematic approach to translating evidence into practice to reduce infant mortality. _Maternal and Child Health Journal, 22_, 1550–1555. [https://doi.org/10.1007/s10995-018-2608-9](https://doi.org/10.1007/s10995-018-2608-9)

    Miller, E. (2018). Translating evidence into practice. _Pain Management Nursing, 19_(5), 445–446. [https://doi.org/10.1016/j.pmn.2018.08.001](https://doi.org/10.1016/j.pmn.2018.08.001)

    Sapri, N., Ng, Y. T., Wu, V., & Klainin-Yobas, P. (2022). Effectiveness of educational interventions on evidence-based practice for nurses in clinical settings: A systematic review and meta-analysis. Nurse Education Today. [https://doi.org/10.1016/j.nedt.2022.105295](https://doi.org/10.1016/j.nedt.2022.105295)

  • [Solved] Provide a reply as a DNP student, using references from 2020-2026

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    Yusmays 8300 Stevens Star Model of Knowledge Transformation and the Role of Health Informatics in Evidence-Based Practice Evidence-based practice (EBP) has become a fundamental approach in healthcare for improving the quality of care and patient outcomes. EBP integrates the best available research e…

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    Yusmays 8300

    Stevens Star Model of Knowledge Transformation and the Role of Health Informatics in Evidence-Based Practice

    Evidence-based practice (EBP) has become a fundamental approach in healthcare for improving the quality of care and patient outcomes. EBP integrates the best available research evidence with clinical expertise and patient preferences in order to support informed clinical decision-making (Rolfe, 2015). In modern healthcare systems, informatics plays a crucial role in facilitating the implementation and translation of evidence into practice. One framework that supports this transformation is the Stevens Star Model of Knowledge Transformation.

    The Stevens Star Model provides a structured pathway for translating research findings into clinical practice. The model describes several stages in the knowledge transformation process, including discovery research, evidence summary, translation into practice recommendations, integration into practice, and evaluation of outcomes. Through this process, healthcare professionals can systematically move from research findings to practical clinical applications that improve patient care. Evidence-based practice emphasizes that research evidence alone is not sufficient; it must be integrated with clinical judgment and the individual needs of patients when making healthcare decisions (Rolfe, 2015).

    Health informatics technologies support this transformation of knowledge by enabling healthcare providers to access, analyze, and apply large amounts of clinical data. The widespread adoption of electronic health records (EHRs), clinical decision support systems, and data analytics platforms allows clinicians to incorporate research findings directly into patient care processes. In addition, the use of data mining and artificial intelligence in health informatics helps identify patterns within large datasets, supporting more accurate diagnoses and personalized treatment strategies (Hu et al., 2018).

    Emerging technologies in healthcare informatics also enhance the ability of healthcare professionals to continuously evaluate patient outcomes and improve clinical interventions. By integrating real-time patient data with research evidence, clinicians can make more informed decisions and adjust treatment plans as needed. These innovations support the core principles of evidence-based practice and align closely with the Stevens Star Model, which emphasizes the translation of research knowledge into practical applications that improve healthcare quality.

    In conclusion, the Stevens Star Model of Knowledge Transformation provides a valuable framework for implementing evidence-based practice within healthcare systems. Health informatics technologies facilitate each stage of this model by improving access to evidence, supporting clinical decision-making, and enabling continuous evaluation of patient outcomes. As healthcare continues to evolve with technological advancements, the integration of evidence-based practice and informatics will remain essential for improving patient outcomes and advancing healthcare quality.

    References

    Godshall, M. (2016). Fast facts for evidence-based practice in nursing: Implementing EBP in a nutshell. Springer Publishing Company.

    Hu, X., Štiglic, G., & Wang, F. (2018). Special issue on data mining in health informatics. Journal of Healthcare Informatics Research, 2, 367–369. [https://doi.org/10.1007/s41666-018-0039-4](https://doi.org/10.1007/s41666-018-0039-4)

    Hu2018_Article_SpecialIssueOnDa…

    Rolfe, G. (2015). Evidence-based practice and practice-based evidence. In M. Lipscomb (Ed.), Exploring evidence-based practice: Debates and challenges in nursing. Routledge.

  • [Solved] Lorem, Ipsum

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    Scholarship practice – [\ \ IMG-20260314-WA0034.jpg](https://www.sweetstudy.com/files/img-20260314-wa0034-jpg "IMG-20260314-WA0034.jpg") – [\ \ IMG-20260314-WA0035.jpg](https://www.sweetstudy.com/files/img-20260314-wa0035-jpg-10515711 "IMG-20260314-WA0035.jpg")

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    Scholarship practice

    – [\
    \
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  • [Solved] Population Health and Emerging Disease

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    **Summative:** Select a healthcare organization (e.g., hospital, community health center, or outpatient clinic) that has implemented practice management strategies in response to an emerging disease or public health challenge. Conduct a comprehensive analysis based on the following criteria: – **Org…

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    **Summative:**

    Select a healthcare organization (e.g., hospital, community health center, or outpatient clinic) that has implemented practice management strategies in response to an emerging disease or public health challenge. Conduct a comprehensive analysis based on the following criteria:

    – **Organizational Overview**:

    – Provide a brief overview of the selected organization, including its mission, vision, services offered, and the population it serves. Explain the context in which the organization operates, especially in relation to emerging diseases.
    – **Key Principles of Practice Management**:

    – Identify and define the key principles of practice management relevant to the organization, such as efficiency, patient-centered care, quality assurance, and interprofessional collaboration. Discuss how these principles align with the goals of population health.
    – **Application of Conceptual Frameworks**:

    – Analyze how conceptual frameworks (e.g., Lean management, systems thinking) have been applied within the organization to enhance operational productivity while maintaining high-quality patient care. Discuss the effectiveness of these frameworks in addressing the challenges posed by emerging diseases.
    – **Assessment of Practical Strategies**:

    – Examine specific practical strategies implemented by the organization to balance productivity and quality of care. This may include workflow optimization, use of technology (such as EHRs or telehealth), and staff training initiatives. Assess the successes and challenges of these strategies in the context of emerging health threats.
    – **Impact on Population Health Outcomes**:

    – Evaluate how the practice management strategies implemented by the organization have impacted population health outcomes. Use relevant data and metrics to illustrate these impacts, focusing on how the organization has addressed the needs of the population during emerging disease outbreaks

    #### **Document Type/Template**

    – Word Document
    – A comprehensive report (12 short pages)
    – APA formatting

    – [\
    \
    C3-SummativeAssessmentRubric1.pdf](https://www.sweetstudy.com/files/c3-summativeassessmentrubric1-pdf "C3-SummativeAssessmentRubric1.pdf")

  • [Solved] Assessment

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    Fill the template, Check attached instructions **files (2)** – ## NR304RUAAssessmentTemplate2.docx – NR304_Health_History_and_Physical_Assessment_Guidelines_Nov253.docx **## NR304RUAAssessmentTemplate2.docx** 1 1 1 **Health History and Physical** Student Name Chamberlain University Course Num…

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    Assignment Prompt & Instructions

    Fill the template, Check attached instructions

    **files (2)**

    – ## NR304RUAAssessmentTemplate2.docx

    – NR304_Health_History_and_Physical_Assessment_Guidelines_Nov253.docx

    **## NR304RUAAssessmentTemplate2.docx**

    1

    1

    1

    **Health History and Physical**

    Student Name

    Chamberlain University

    Course Number and Title

    Instructor

    Due Date

    Complete a health history and physical examination of an individual. Using the following subjective and objective components and your textbook for explicit details about each category, complete an individual's health history and physical examination and fill in the template below. Make sure to use correct terminology while documenting the details of each section. The person interviewed must be 18 years of age or older. Please avoid using any identifiers in preparing the assignment and follow HIPAA protocols.

    | | | |
    | — | — | — |
    | **Assignment Sections and**<br>**Required Criteria** | **Assessment Documentation** | **Reference Citations (If needed)** |
    | **Health History** | | |
    | **Demographic data** | | |
    | **Reason for care** | | |
    | **Present illness (PQRST of current illness)** | | |
    | **Perception of health** | | |
    | **Past medical history (including medications, allergies, vaccinations, and immunizations)** | | |
    | **Family medical history** | | |
    | **Review of systems** | | |
    | **Developmental considerations**<br>**(using Erikson’s Stages of**<br>**Psychosocial Development)** | | |
    | **Cultural considerations** | | |
    | **Psychosocial considerations** | | |
    | **Presence or absence of collaborative resources** | | |
    | **Physical Examination:**<br>**Objective Data** | | |
    | **HEENT (head, eyes, ears, nose, and throat** | | |
    | **Neck (includes thyroid and lymph chains)** | | |
    | **Respiratory system** | | |
    | **Cardiovascular** | | |
    | **Neurological system** | | |
    | **Gastrointestinal system** | | |
    | **Musculoskeletal system** | | |
    | **Peripheral vascular system** | | |
    | **Needs Assessment** | | |
    | **Based on the health history and physical examination findings, determine at least two health education needs for the individual. Remember, you may identify an educational topic that is focused on wellness.** | | |
    | **Support the identified health teaching needs selected with evidence from two peer reviewed journal articles.** | | |
    | **Discuss how the interrelationships of physiological, developmental, cultural, and psychosocial considerations will influence, assist, or become barriers to the effectiveness of the proposed health education.** | | |
    | **Describe how the individual’s strengths (personal, family, and friends) and collaborative resources (clinical, community, and health and wellness resources) affect proposed teaching.** | | |

    **Reflection**

    1.) Reflect on your interaction with the interviewee holistically.

    a. Describe the interaction in its entirety: include the environment, your approach to the individual, time of day, and other features relevant to therapeutic communication and to the interview process.

    2.) How did your interaction compare to what you have learned?

    3.) What barriers to communication did you experience?

    a. How did you overcome them?

    b. What will you do to overcome them in the future?

    4.) What went well with this assignment?

    5.) Were there unanticipated challenges during this assignment?

    6.) Was there information you wished you had available but did not?

    7.) How will you alter your approach next time?

    **References**

    **NR304_Health_History_and_Physical_Assessment_Guidelines_Nov253.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nr304-health-history-and-physical-assessment-guidelines-nov253-docx)

    **NR304_Health_History_and_Physical_Assessment_Guidelines_Nov253.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nr304-health-history-and-physical-assessment-guidelines-nov253-docx)

    **## NR304RUAAssessmentTemplate2.docx**

    1

    1

    1

    **Health History and Physical**

    Student Name

    Chamberlain University

    Course Number and Title

    Instructor

    Due Date

    Complete a health history and physical examination of an individual. Using the following subjective and objective components and your textbook for explicit details about each category, complete an individual's health history and physical examination and fill in the template below. Make sure to use correct terminology while documenting the details of each section. The person interviewed must be 18 years of age or older. Please avoid using any identifiers in preparing the assignment and follow HIPAA protocols.

    | | | |
    | — | — | — |
    | **Assignment Sections and**<br>**Required Criteria** | **Assessment Documentation** | **Reference Citations (If needed)** |
    | **Health History** | | |
    | **Demographic data** | | |
    | **Reason for care** | | |
    | **Present illness (PQRST of current illness)** | | |
    | **Perception of health** | | |
    | **Past medical history (including medications, allergies, vaccinations, and immunizations)** | | |
    | **Family medical history** | | |
    | **Review of systems** | | |
    | **Developmental considerations**<br>**(using Erikson’s Stages of**<br>**Psychosocial Development)** | | |
    | **Cultural considerations** | | |
    | **Psychosocial considerations** | | |
    | **Presence or absence of collaborative resources** | | |
    | **Physical Examination:**<br>**Objective Data** | | |
    | **HEENT (head, eyes, ears, nose, and throat** | | |
    | **Neck (includes thyroid and lymph chains)** | | |
    | **Respiratory system** | | |
    | **Cardiovascular** | | |
    | **Neurological system** | | |
    | **Gastrointestinal system** | | |
    | **Musculoskeletal system** | | |
    | **Peripheral vascular system** | | |
    | **Needs Assessment** | | |
    | **Based on the health history and physical examination findings, determine at least two health education needs for the individual. Remember, you may identify an educational topic that is focused on wellness.** | | |
    | **Support the identified health teaching needs selected with evidence from two peer reviewed journal articles.** | | |
    | **Discuss how the interrelationships of physiological, developmental, cultural, and psychosocial considerations will influence, assist, or become barriers to the effectiveness of the proposed health education.** | | |
    | **Describe how the individual’s strengths (personal, family, and friends) and collaborative resources (clinical, community, and health and wellness resources) affect proposed teaching.** | | |

    **Reflection**

    1.) Reflect on your interaction with the interviewee holistically.

    a. Describe the interaction in its entirety: include the environment, your approach to the individual, time of day, and other features relevant to therapeutic communication and to the interview process.

    2.) How did your interaction compare to what you have learned?

    3.) What barriers to communication did you experience?

    a. How did you overcome them?

    b. What will you do to overcome them in the future?

    4.) What went well with this assignment?

    5.) Were there unanticipated challenges during this assignment?

    6.) Was there information you wished you had available but did not?

    7.) How will you alter your approach next time?

    **References**

    **NR304_Health_History_and_Physical_Assessment_Guidelines_Nov253.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nr304-health-history-and-physical-assessment-guidelines-nov253-docx)

    **## NR304RUAAssessmentTemplate2.docx**

    1

    1

    1

    **Health History and Physical**

    Student Name

    Chamberlain University

    Course Number and Title

    Instructor

    Due Date

    Complete a health history and physical examination of an individual. Using the following subjective and objective components and your textbook for explicit details about each category, complete an individual's health history and physical examination and fill in the template below. Make sure to use correct terminology while documenting the details of each section. The person interviewed must be 18 years of age or older. Please avoid using any identifiers in preparing the assignment and follow HIPAA protocols.

    | | | |
    | — | — | — |
    | **Assignment Sections and**<br>**Required Criteria** | **Assessment Documentation** | **Reference Citations (If needed)** |
    | **Health History** | | |
    | **Demographic data** | | |
    | **Reason for care** | | |
    | **Present illness (PQRST of current illness)** | | |
    | **Perception of health** | | |
    | **Past medical history (including medications, allergies, vaccinations, and immunizations)** | | |
    | **Family medical history** | | |
    | **Review of systems** | | |
    | **Developmental considerations**<br>**(using Erikson’s Stages of**<br>**Psychosocial Development)** | | |
    | **Cultural considerations** | | |
    | **Psychosocial considerations** | | |
    | **Presence or absence of collaborative resources** | | |
    | **Physical Examination:**<br>**Objective Data** | | |
    | **HEENT (head, eyes, ears, nose, and throat** | | |
    | **Neck (includes thyroid and lymph chains)** | | |
    | **Respiratory system** | | |
    | **Cardiovascular** | | |
    | **Neurological system** | | |
    | **Gastrointestinal system** | | |
    | **Musculoskeletal system** | | |
    | **Peripheral vascular system** | | |
    | **Needs Assessment** | | |
    | **Based on the health history and physical examination findings, determine at least two health education needs for the individual. Remember, you may identify an educational topic that is focused on wellness.** | | |
    | **Support the identified health teaching needs selected with evidence from two peer reviewed journal articles.** | | |
    | **Discuss how the interrelationships of physiological, developmental, cultural, and psychosocial considerations will influence, assist, or become barriers to the effectiveness of the proposed health education.** | | |
    | **Describe how the individual’s strengths (personal, family, and friends) and collaborative resources (clinical, community, and health and wellness resources) affect proposed teaching.** | | |

    **Reflection**

    1.) Reflect on your interaction with the interviewee holistically.

    a. Describe the interaction in its entirety: include the environment, your approach to the individual, time of day, and other features relevant to therapeutic communication and to the interview process.

    2.) How did your interaction compare to what you have learned?

    3.) What barriers to communication did you experience?

    a. How did you overcome them?

    b. What will you do to overcome them in the future?

    4.) What went well with this assignment?

    5.) Were there unanticipated challenges during this assignment?

    6.) Was there information you wished you had available but did not?

    7.) How will you alter your approach next time?

    **References**

    **NR304_Health_History_and_Physical_Assessment_Guidelines_Nov253.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nr304-health-history-and-physical-assessment-guidelines-nov253-docx)

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    Executive Solution Overview

    – What are your initial thoughts after reviewing the AHRQ website? – What are your roles and responsibilities related to healthcare literacy? – What are some practices as you can use when providing patient care as you transition to the role of APRN? – How can you use the website and resources for pr…

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    Assignment Prompt & Instructions

    – What are your initial thoughts after reviewing the AHRQ website?
    – What are your roles and responsibilities related to healthcare literacy?
    – What are some practices as you can use when providing patient care as you transition to the role of APRN?
    – How can you use the website and resources for process improvement, to inform change, or to create policy recommendations?