NRS 420 Shadow Health Focused Exam Cough
NRS 420 Shadow Health Focused Exam Cough – Step-by-Step Guide
The first step before starting to write the NRS 420 Shadow Health Focused Exam Cough, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment.
It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.
How to Research and Prepare for NRS 420 Shadow Health Focused Exam Cough
The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list.
You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.
How to Write the Introduction for NRS 420 Shadow Health Focused Exam Cough
The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.
How to Write the Body for NRS 420 Shadow Health Focused Exam Cough
The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.
How to Write the In-text Citations for NRS 420 Shadow Health Focused Exam Cough
In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:
The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.
How to Write the Conclusion for NRS 420 Shadow Health Focused Exam Cough
When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.
How to Format the Reference List for NRS 420 Shadow Health Focused Exam Cough
The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded, in sentence sentence care. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication.
Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:
References
Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.
NRS 420 Shadow Health Focused Exam Cough
In this assignment you will be conducting a focused exam on a patient presenting with cough. Interview the patient, assess the related body systems, and then complete post-exam activities. Within the Shadow Health platform, complete the Focused Exam: Cough Results. The estimated average time to complete this assignment each time is 1 hour and 15 minutes. Please note, this is an average time. Some students may need additional time GCU.
You can attempt this assignment as many times as you would like. After completing this focused exam, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment GCU.
You are not required to submit this assignment to LopesWrite.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competency 2.8.
Shadow Health Digital Clinical Experience Focused Exam: Cough Documentation Example
SUBJECTIVE DATA:
Chief Complaint (CC): Cough
History of Present Illness (HPI): Danny is an 8-year-old Puerto Rican male who was brought in today by his grandmother with a persistent productive cough that started about 4-5 days ago. He reports a mild sore throat, rates pain 2/10, food and liquid do not make a difference in his cough. He denies trauma or sick contacts. No fever or muscle aches. He reports a runny nose with clear drainage, with mild throat soreness that he rates a 2/10. He has a productive cough with clear sputum, that keeps him up at night. He also reports right ear pain. He states his mother gave him “purple” cough syrup, but it helped minimally. He denies fever, chills, body aches and has no change in appetite or ability to swallow. He also denies sick contacts and reports he washes his hands frequently.
Medications: Daily multivitamin; cough syrup
Allergies: None
Past Medical History (PMH): Frequent ear infections as a toddler, last one around 2 years old;
Pneumonia 2020 (treated at urgent care clinic)
Past Surgical History (PSH): No surgical history or prior hospitalizations
Sexual/Reproductive History:
Personal/Social History: Danny is in the 3rd grade, missed 2 weeks of school last year due to
Pneumonia. He lives with his mother and father, who work during the day and his grandmother provides childcare while his parents work. English is the primary language spoken in the home; however, some Spanish is used.
Immunization History: Current and up-to-date with all age-appropriate vaccinations. No flu
vaccine in the last 12 months.
Significant Family History: Mother: type 2 diabetes, HTN, hypercholesterolemia, spinal stenosis, obesity. Father: smoker, HTN, hypercholesterolemia, asthma as a child. Maternal grandmother: type 2 diabetes, HTN. Maternal grandfather: smoker, eczema. Paternal grandmother: died at age 52 in a car accident. Paternal grandfather: history unknown.
Review of Systems:
General: Breathing non-labored, afebrile, coughs every few seconds, cough is dry, coarse
and non-productive while in the clinic.
HEENT: Positive for R ear pain, slight sore throat
Respiratory: Positive for productive cough with clear sputum,
Cardiovascular/Peripheral Vascular: Denies chest pain, no murmurs or rubs, no dyspnea Psychiatric: Denies being sad or feeling anxious.
Neurological: Denies seizures, syncope, no head trauma reported
Lymphatics: Denies blood transfusions, denies anemia
OBJECTIVE DATA:
Physical Exam: Vital signs: 37.2, 120/76, 100, 28, 96% on RA, 4’2″, 90 lbs., BMI
General: This is a well-developed, well-nourished 8-year-old Puerto Rican boy who is alert and
cooperative. He is a good historian and answers all health questions appropriately. He coughs every few minutes but is in no distress.
HEENT: Normocephalic, face symmetrical. No ptosis, eyelid edema, lesions, or allergic shiners; sclera white; conjunctiva pink and moist, no drainage. Right tympanic membrane erythemic,
bulging, cone of light 5:00, left ear pearly gray, cone of light 7:00, no drainage, erythema, Nasal
cavities pink with clear discharge noted turbinates with decreased patency.
Respiratory: Chest symmetrical with respirations, no wheezing, crackles, or other adventitious
lung sounds.
Cardiology: RRR, no murmurs, or rubs
Lymphatics: No bruising or bleeding, no lymphadenopathy, no
Psychiatric: No depressed or sad mood, no anxiety. Mood calm and appropriate.
Diagnostics/Labs: Chest x-ray, throat swab to rule out strep throat, sputum culture and CBC.
Primary diagnosis
Common Cold: J00
Based on the provided clinical information, the primary diagnosis for the 8-year-old patient is likely the common cold caused by the Rhinovirus. The patient’s presentation of a persistent productive cough, clear nasal discharge, mild sore throat, and absence of high fever or severe symptoms is consistent with this viral upper respiratory infection. Additionally, the ineffectiveness of over-the-counter cough syrup aligns with the typical course of the common cold, which is often self-limiting and resolves within a week or two (Araki et al., 2021).
Differential diagnosis
Acute Otitis Media (AOM) H66.90: Acute Otitis Media is a prevalent ear condition, especially in children, characterized by ear pain (otalgia) and possible associations with upper respiratory infections. AOM occurs when the middle ear becomes infected and inflamed, often as a result of viruses or bacteria ascending the Eustachian tube from the upper respiratory tract. The patient’s right ear pain is a key symptom, and AOM should be considered in the differential diagnosis. In AOM, examination of the affected ear may reveal redness, a bulging eardrum, and the presence of fluid behind the eardrum, known as effusion. These findings can be accompanied by temporary hearing loss due to the impaired mobility of the eardrum caused by the effusion. Children, in particular, may become irritable and have difficulty sleeping due to the pain and discomfort (Suzuki et al., 2020).
Strep Throat (Streptococcal Pharyngitis) J02.0: Streptococcal Pharyngitis, commonly referred to as strep throat, is a bacterial infection of the throat caused by Group A Streptococcus bacteria. While the patient does not exhibit a high fever, severe sore throat is a hallmark symptom of this condition and warrants consideration in the differential diagnosis. Strep throat typically presents with a sudden and intense sore throat, which may be accompanied by pain while swallowing (odynophagia). Small, pus-filled patches may sometimes develop on the back of the throat and tonsils (Touitou et al., 2023). It can cause general discomfort and malaise. Diagnosing strep throat often involves a throat swab to identify the presence of Group A Streptococcus bacteria.
Respiratory Syncytial Virus (RSV) Infection B97. 4: Respiratory Syncytial Virus (RSV) is a viral infection that can closely resemble common cold symptoms, making it a noteworthy differential diagnosis, especially in young children. RSV is known to cause significant respiratory distress, particularly in infants and toddlers. While both RSV and the common cold share symptoms like cough, runny nose, and nasal congestion, RSV infections can be more severe, leading to wheezing and increased respiratory effort. In infants, it may result in bronchiolitis, which is characterized by inflammation of the small airways in the lungs (Rainisch et al., 2020). Symptoms can range from mild to severe, and RSV can be particularly concerning for those with weakened immune systems.
Influenza (Flu) J10. 1: Influenza, or the flu, is another viral respiratory illness that initially shares common symptoms with the common cold. While the patient lacks high fever, the flu is known for causing more pronounced and systemic symptoms, making it an important consideration in the differential diagnosis. Influenza often begins with symptoms such as cough, runny nose, and sore throat, which can be similar to the early stages of a common cold (Homagk & Hornung, 2023). However, it typically progresses rapidly, including high fever, severe muscle aches, fatigue, and weakness. Individuals with the flu may experience chills, headaches, and a general sense of malaise. Although the absence of these severe symptoms in the patient makes the flu less likely, it should still be considered in the differential diagnosis.
References
Araki, Y., Momo, K., Yasu, T., Ono, K., Uchikura, T., Koinuma, M., & Sasaki, T. (2021). Prescription pattern analysis for antibiotics in working-age workers diagnosed with common cold. Scientific Reports, 11(1), 22701. https://doi.org/10.1038/s41598-021-02204-3
Homagk, L., & Hornung, L. (2023). New findings to describe the decrease of influenza A/B In 2021. Medical Research Archives, 11(7.1). https://doi.org/10.18103/mra.v11i7.1.4123
Rainisch, G., Adhikari, B., Meltzer, M. I., & Langley, G. (2020). Estimating the impact of multiple immunization products on medically-attended respiratory syncytial virus (RSV) infections in infants. Vaccine, 38(2), 251-257. https://doi.org/10.1016/j.vaccine.2019.10.023
Suzuki, H. G., Dewez, J. E., Nijman, R. G., & Yeung, S. (2020). Clinical practice guidelines for acute otitis media in children: A systematic review and appraisal of European national guidelines. BMJ Open, 10(5), e035343. http://dx.doi.org/10.1136/bmjopen-2019-035343
Touitou, R., Bidet, P., Dubois, C., Partouche, H., Bonacorsi, S., Jung, C., & Cohen, J. F. (2023). Diagnostic accuracy of a rapid nucleic acid test for group A streptococcal pharyngitis using saliva samples: Protocol for a prospective multicenter study in primary care. Diagnostic and Prognostic Research, 7(1), 13. https://doi.org/10.1186/s41512-023-00150-4
