Assignment Details
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 Lab Assignment, 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.
To Prepare
Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Lab Assignment.
Consider the abnormal physical characteristics you observe in the graphic 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.
Search the Walden library for one evidence-based practice, peer-reviewed article based on the skin condition you chose for this Lab Assignment.
Review the Comprehensive SOAP Exemplar found in this week’s Learning Resources to guide you as you prepare your SOAP note.
Download the SOAP Template found in this week’s Learning Resources, and use this template to complete this Lab Assignment.
The Lab Assignment
Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style. 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.
Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of three to five possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning Resources.
REQUIRED READINGS
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 9, “Skin, Hair, and Nails”
This chapter reviews the basic anatomy and physiology of skin, hair, and nails. The chapter also describes guidelines for proper skin, hair, and nails assessments.
Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia, PA: F. A. Davis.
Credit Line: Advanced practice nursing procedures, 1st Edition by Colyar, M. R. Copyright 2015 by F. A. Davis Company. Reprinted by permission of F. A. Davis Company via the Copyright Clearance Center.
This section explains the procedural knowledge needed prior to performing various dermatological procedures.
Chapter 1, “Punch Biopsy”
Chapter 2, “Skin Biopsy”
Chapter 10, “Nail Removal”
Chapter 15, “Skin Lesion Removals: Keloids, Moles, Corns, Calluses”
Chapter 16, “Skin Tag (Acrochordon) Removal”
Chapter 22, “Suture Insertion”
Chapter 24, “Suture Removal”
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.
Chapter 28, “Rashes and Skin Lesions”
This chapter explains the steps in an initial examination of someone with dermatological problems, including the type of information that needs to be gathered and assessed.
Note: Download and use the Student Checklist and the Key Points when you conduct your assessment of the skin, hair, and nails in this Week’s Lab Assignment.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Skin, hair, and nails: Student checklist. In Seidel’s guide to physical examination (9th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Skin, hair, and nails: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
Chapter 2, “The Comprehensive History and Physical Exam” (Previously read in Weeks 1 and 3)
VisualDx. (n.d.). Clinical decision support. Retrieved June 11, 2019, from http://www.skinsight.com/info/for_professionals
This interactive website allows you to explore skin conditions according to age, gender, and area of the body.
Clothier, A. (2014). Assessing and managing skin tears in older people. Nurse Prescribing, 12(6), 278–282.
This document contains five images of different skin conditions. You will use this information in this week’s Discussion.
Document: Comprehensive SOAP Exemplar (Word document)
For the Unit II PowerPoint Presentation, you will explain integrative negotiation. You may create your presentation using PowerPoint or your presentation software of choice.
Within your presentation, include the following:
You are required to use at least your textbook as a reference. You may use the CSU Online Library or the Internet for other resources.
Your presentation must be a minimum of 11 PowerPoint slides in length, not including the title and reference slides. Please utilize the speaker notes to add additional details. Follow proper APA format, including citing and referencing all outside sources used. Feel free to use creativity when selecting graphics and fonts/backgrounds
1) During this week we will be focused on cost volume profit analysis. We will be looking at the ways that cost, volume, and profit interact. This can be critical for a business to understand. Failure to understand these items can lead to a business failing. Then locate a news article about a store or business that has shut down and provide a link to the article. Then provide a summary of the article in your own words and brainstorm why this business or store may have failed. Then answer the question “What are some aspects of cost volume profit that may have been at play that led to the closure of this business?” Be sure to integrate the concepts of cost volume profit that you are learning about this week into your post.
2) What do you think is the single greatest physical threat to information systems? Fire? Hurricanes? Sabotage? Terrorism? Discuss this question and provide support for your answer.
3)
Some organizations prohibit workers from bringing certain kinds of devices into the workplace, such as cameras, cell phones, and USB drives. Some businesses require employees to use clear or see-through backpacks when carrying personal items. What other devices might not be allowed in certain facilities, and why would they be restricted? The video on Google’s Data Center may give you some ideas to write about for this assignment.
https://www.youtube.com/watch?v=XZmGGAbHqa0&feature=emb_logo
Your written assignment should consist of 2-3 paragraphs.
In a 4- to 5-page project proposal written to the leadership of your healthcare organization (Texas Children’s Hospital), propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:
Requires 3 or more peer-reviewed scholarly resources.
US English proficiency required.
The Industrial Revolution led to mass production of goods, rapid human population growth, and societal expansions. With these advancements, air and water pollution was rampant. The production and pollution practices occurred through most of the 20th century, until laws were implemented to reduce pollution and adverse human health effects.
***Select one (1) type of pollutant (emissions chemical, pesticide, etc. – be specific of the chemical) and propose three (3) solutions to reduce negative environmental and human health impacts.
175 WORDS MINIMUM
Perform an internet search to identify an instance of environmental pollution in your state.
Create a 5-to 8-slide PowerPoint® presentation.
Use the course textbook and at least 2 outside references. Do not use wikis.
Interpret the source content in your own words. Do not copy/paste source content or submit quoted responses.
Include 300+ WORDS (total) in the lecture NOTES area, not as slide text.
APA GUIDELINES
Discussion Question: An armed terrorist from Syria is captured during a firefight with Marines in Afghanistan. Is the terrorist entitled to all the protections that are afforded to any American citizen who is being detained in a prison under control of the United States? Why or why not?
Instructions: Fully utilize the materials that have been provided to you in order to support your response. Your initial post should be at least 350 words.
Discussion 1: Social, Economic and Environmental Justice
The Center for Economic and Social Justice defines “social justice” as “giving to each what he or she is due.” “Economic justice” is concerned with determining what an individual’s “due” actually encompasses.
For this Discussion, select a case study in this week’s Readings. Review the case study, focusing on the social or economic justice issues at play in the situation described.
Reference: Center for Economic and Social Justice. (n.d.). Defining economic justice and social justice. Retrieved from June 11, 2013, from http://www.cesj.org/thirdway/economicjustice-defined.htm
By Day 3
Post a description of a social or economic justice issue that is evident in the case. Suggest two strategies the social worker might employ to address the issue.
Working With Survivors of Domestic Violence: The Case of Charo Charo is a 34-year-old, heterosexual, Hispanic female. She is unemployed and currently lives in an apartment with her five children, ages 2, 3, 6, 7, and 8. She came to this country 8 years ago from Mexico with her husband, Paulo. During intake, Charo reported that she suffered severe abuse and neglect in the home as a child and rape as a young adult. Charo does not speak English and currently does not have a visa to work. Charo initially came for services at our domestic violence agency because Child Protective Services (CPS) and the court ordered her to attend a domestic violence support group after allegations of domestic violence were made by one of her children to a teacher at their school. Her husband was ordered to attend a batterer’s intervention program (BIP). Charo attended the domestic violence support group but seldom said a word. Although she rarely shared during group, she also rarely missed a session. While she attended the group, she also met with me weekly for individual sessions. During these sessions I informed her of the dynamics of domestic violence and helped her create a safety plan. She often said that she was only attending the group because it was mandated and that she just wanted CPS to close her case. One week, Charo suddenly stopped attending group. When I called her, she said that she had been busy and unable to attend. That same day her husband called me to verify that I was who his wife said I was, as he often accused Charo of having affairs. Charo showed up to group again one day after a 3-month absence. Her appearance was disheveled, and she had lost a significant amount of weight. The next day she called me and requested an emergency individual session. During the session, she reported that her husband had an imaginary friend who was telling him to kill her and that the previous weekend he had placed a knife on her pillow and threatened to take her life. Charo stated that her husband would force her to wear short skirts and bleach SOCIAL WORK CASE STUDIES: FOUNDATION YEAR 22 her hair. He would also throw plates of food on the floor and walls of the house whenever meals were not to his satisfaction. She said he would spend his days drinking alcohol with friends and would beat her relentlessly in front of the children. She told me she had thought he would change after CPS became involved but that, instead, his abuse became more calculating and discreet. I worked on an updated safety plan with the client, and she agreed to hide herself and the children in the agency’s safe house. The safety plan included information on obtaining a restraining order, going into a safe house, identifying safe people she could talk to, and teaching the children safety planning strategies as well as tips on important documentation and the importance of journaling all significant details of the abuse. Charo’s husband showed up outside of the agency that day while she was there and called her phone repeatedly. Charo put the call on speaker so I could hear his voice. He ordered her to go outside and go home with him and made threats toward her. I called the police, and Charo’s husband was arrested outside of the agency. I went to the courthouse with Charo, helping her file a temporary restraining order and providing her with emotional support throughout the experience. After obtaining the restraining order, Charo and her five children were admitted to the agency’s safe house. While at the safe house, Charo met with me weekly for individual counseling and continued to attend the domestic violence support groups. She reported feeling damaged, ugly, and unlovable. She also reported feeling anxious, depressed, and hopeless, crying often, and losing weight. Charo’s husband was eventually deported back to Mexico. I discussed with Charo the dynamics of domestic violence and provided her with numerous resources that could serve as informal and formal supports to her and the children. Charo was referred to a psychiatrist, who prescribed 50 mg of Zoloft to help manage the anxiety and depressive symptoms she was experiencing. Charo began attending a church nearby where she quickly felt connected and also began attending English as a second language (ESL) classes twice a week. We met once a week for 9 months. During the first 3 months, we focused on stabilization. During the second 3 months, we focused on decreasing symptoms of anxiety PRACTICE 23 and depression. During the final 3 months of our time together we focused on financial empowerment, reintegrating back into the community, and renewing connections with family. While Charo met with me for counseling and case management, her children participated in a 6-month trauma reduction art therapy program for children within the agency. At the 9-month mark, we agreed to terminate services. She continued to attend the group sessions for support and found new friends who had become a support network for her. She also completed a financial empowerment program, which further taught her how to manage her finances.
Some people you know say they don’t believe that the climate is changing. After completing this week’s readings, how would you respond?
Write a 525- to 700-word response including:
Use the NASA and EPA website page links provided, course textbook, and at least 2 additional resources. Do not use wikis.
575 minimum words.
