1. Individual Client Health History and Examination 2.Movie Character Health Assessment Presentation

In this assignment, you will be completing a health assessment on an older adult. To complete this assignment, do the following:Perform a health history on an older adult. Students who do not work in an acute setting may “practice” these skills with a patient, community member, neighbor, friend, colleague, or loved one. (If an older individual is not available, you may choose a younger individual).Complete a physical examination of the client using the “Health History and Examination” assignment resource. Use the “Functional Health Pattern Assessment” resource as a guideline to assist you in completing the template.Document findings of complete physical examination in Situation-Background-Assessment-Recommendation (SBAR) format. Refer to the sample SBAR Template located on the National Nurse Leadership Council website at https://www.ihs.gov/nnlc/includes/themes/newihstheme/display_objects/documents/resources/SBARTEMPLATE.pdf as a guide.Document the findings of the physical examination in the assessment worksheet.Using the “Health History and Examination” assignment resource, provide the physical examination findings summary with planned interventions for the client. Include any community services in the interventions.APA format is not required, but solid academic writing is expected.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are not required to submit this assignment to Turnitin.NRS-434VN-R-Functional-Health-Pattern-Assessment-Student.docx NRS-434VN-R-IndividualHealthHistoryandExaminationAssignment-Student.docxBenchmark – Individual Client Health History and Examination 1Unsatisfactory0.00%2Less than Satisfactory75.00%3Satisfactory79.00%4Good89.00%5Excellent100.00%80.0 %Content 40.0 %Uses SBAR Format to Include All Components of the Health History (Biographical, Past Heath, Family, Symptoms) Using Appropriate Medical Acronyms and AbbreviationsWith or without SBAR format, provides incomplete medical history with or without use of appropriate medical acronyms and abbreviations.Uses SBAR format to provide all components of the health history based upon the information collected in the health history. Appropriate medical acronyms and abbreviations are absent or inconsistent.Uses SBAR format to provide all components of the health history (biographical, past health, family, symptoms) using appropriate medical acronyms and abbreviations.Uses SBAR format to provide all components of the health history (biographical, past health, family, symptoms) using appropriate medical acronyms and abbreviations, and relates information to the diagnoses.Uses SBAR format to provide all components of the health history (biographical, past health, family, symptoms) using appropriate medical acronyms and abbreviations, and relates information to the diagnoses and integrates into treatment plan.40.0 %Benchmark D5: Holistic Patient Care Competency 5.1: Understand the human experience across the health-illness continuumHealth screening and diagnosis do not demonstrate understand of the human experience across the health-illness continuum.Health screening and diagnosis suggest minimal understanding of the human experience across the health-illness continuum.Health screening and diagnosis demonstrate understanding of the human experience across the health-illness continuum.Health screening and diagnosis are integrated in an understanding of the human experience across the health-illness continuum.Health screening and diagnosis are integrated in an understanding of the human experience across the health-illness continuum and provide specific suggestions for treatment across this continuum.10.0 %Organization and Effectiveness 10.0 %Mechanics of Writing (Includes spelling, punctuation, grammar, and language use)Surface errors pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.Some mechanical errors/typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.Writer is clearly in command of standard, written, academic English.10.0 %Format 10.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)No reference page is included. No citations are used.Reference page is present. Citations are inconsistently used.Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style is usually correct.In-text citations and a reference page are complete. The documentation of cited sources is free of error.100 %Total Weightage Due Date: Dec 03, 2017 23:59:59 Max Points: 150Details:In this assignment, you will be creating a PowerPoint presentation based on the application of the functional health assessment of a movie character. To complete this assignment, choose a movie from the following list and identify a character from the movie on whom you would like to do a health assessment. If you wish to use a character from a movie not included on the following list, get the approval of your instructor.Films:Away From HerLorenzo’s OilMaskMy Sister’s KeeperPhiladelphiaRain ManSteel MagnoliasStepmomThe Elephant ManThe MightyThe Tic CodeDirections:Create a PowerPoint presentation of 10-12 slides using the template “Movie Character Presentation.”Provide an introduction and background overview of the movie character (client).Assess the client using the “Functional Health Pattern Assessment.”Based on your “observations” and thoughts, document your assessment, providing examples from the movie.Describe any observed or potential cultural, geographic, religious, ethnic, or spiritual considerations of this client.Describe two normal health patterns of the client as well as two abnormal health patterns that you observe, and provide examples.Develop an appropriate nursing diagnosis for the client based on your assessment.Identify and describe three interventions for the client: health promotion, health prevention, and maintenance.Identify at least two possible resources or community services to which you would refer this client and provide rationale for your choices.In addition to submitting the presentation to the instructor, post your assignment to the Movie Character Health Assessment Presentation Main Forum as directed by instructor. Respond to other students’ posts in a manner that initiates or contributes to discussion. Each person should make at least three substantive comments.While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are not required to submit this assignment to Turnitin.NRS-434VN-R-MovieCharacterPresentationSamplePPT-Student.pptxMovie Character Health Assessment Presentation 1Unsatisfactory0.00%2Less than Satisfactory75.00%3Satisfactory79.00%4Good89.00%5Excellent100.00%70.0 %Content 5.0 %Introduction and BackgroundIntroduction and background overview of the movie character are omitted.Introduction and/or background overview of the movie character are offered, but they are incomplete or missing vital information.Introduction and/or background overview of the movie character are offered and accurate.Introduction and/or background overview of the movie character are offered, accurate, and supported by details.Introduction and/or background overview of the movie character are offered, accurate, and supported by details, while including thoughtful insight.10.0 %Assessment Using Gordon’s Functional Health Pattern AssessmentAssessment of the movie character client using Gordon’s Functional Health Pattern Assessment is omitted.Assessment of the movie character client using Gordon’s Functional Health Pattern Assessment is offered but is incomplete, missing vital information.Assessment of the movie character client using Gordon’s Functional Health Pattern Assessment is offered and accurate.Assessment of the movie character client using Gordon’s Functional Health Pattern Assessment is accurate, comprehensive, and supported by details.Assessment of the movie character client using Gordon’s Functional Health Pattern Assessment is accurate, comprehensive, and supported by details, while including thoughtful insight.10.0 %Personal Assessment With ExamplesAssessment of movie character based on observations and thoughts is not given.Assessment of movie character based on observations and thoughts is given but missing vital information or not supported by examples from the movie.Assessment of movie character based on observations and thoughts is offered and accurate.Assessment of movie character based on observations and thoughts is accurate, comprehensive, and supported by details.Assessment of movie character based on observations and thoughts is accurate, comprehensive, and supported by details, while including thoughtful insight.10.0 %Cultural, Geographic, Religious, Ethnic, or Spiritual ConsiderationsDescriptions of any observed or potential cultural, geographic, religious, ethnic, or spiritual considerations of this client are lacking.Descriptions of any observed or potential cultural, geographic, religious, ethnic, or spiritual considerations of this client are given but are missing vital information.Descriptions of any observed or potential cultural, geographic, religious, ethnic, or spiritual considerations of this client are given and are accurate.Descriptions of any observed or potential cultural, geographic, religious, ethnic, or spiritual considerations of this client are given, accurate, comprehensive, and supported by details.Descriptions of any observed or potential cultural, geographic, religious, ethnic, or spiritual considerations of this client are given, accurate, comprehensive, and supported by details, while including thoughtful insight.10.0 %Health PatternsDescriptions of two normal health patterns of the client as well as two abnormal health patterns are omitted.Descriptions of two normal health patterns of the client as well as two abnormal health patterns are offered but are missing vital information or not supported by examples from the movie.Descriptions of two normal health patterns of the client as well as two abnormal health patterns are offered and accurate.Descriptions of two normal health patterns of the client as well as two abnormal health patterns are accurate, comprehensive, and supported by details.Descriptions of two normal health patterns of the client as well as two abnormal health patterns are accurate, comprehensive, and supported by details, while including thoughtful insight.10.0 %Nursing DiagnosisThe development of an appropriate nursing diagnosis for the client based on your assessment is lacking.The development of an appropriate nursing diagnosis for the client based on assessment is given, but it is missing vital information.The development of an appropriate nursing diagnosis for the client based on assessment is given and accurate.The development of an appropriate nursing diagnosis for the client based on assessment is given, accurate, comprehensive, and supported by details.The development of an appropriate nursing diagnosis for the client based on assessment is given, accurate, comprehensive, and supported by details, while showing evidence of integrating information from prior learning.10.0 %InterventionsIdentification and description of one health promotion, one health prevention, and one maintenance type intervention for the client are lacking.Identification and description of one health promotion, one health prevention, and one maintenance type intervention for the client are given but missing vital information.Identification and description of one health promotion, one health prevention, and one maintenance type intervention for the client are given and accurate.Identification and description of one health promotion, one health prevention, and one maintenance type intervention for the client are given, accurate, and comprehensive.Identification and description of one health promotion, one health prevention, and one maintenance type intervention for the client are given, accurate, and comprehensive, while including thoughtful insight.5.0 %Resources or Community Services and RationaleAt least two possible resources or community services for this client are not offered.At least two possible resources or community services for this client are offered but not supported by rationale for your choices.At least two possible resources or community services for this client are offered, demonstrate efficacy, and are supported by rationale.At least two possible resources or community services for this client are offered, demonstrate efficacy, and are supported by rationale.At least two possible resources or community services for this client are offered, demonstrate efficacy, and are supported by rationale that demonstrates thoughtful insight.20.0 %Organization and Effectiveness 10.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.)Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.Language is appropriate to the targeted audience for the most part.The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.5.0 %Evaluating and Documenting Sources (in-text citations for paraphrasing and direct quotes, references page listing and formatting, as appropriate to assignment and style)Contains no title slide, no references section, and no correctly cited references within the body of the presentation.Title slide is incomplete or inaccurate. References section includes sources, but many citation errors. Citations are included within the body of the presentation but with many errors.Title slide has minor errors. References section includes sources, but they are not consistently cited correctly. Citations are included within the body of the presentation but with some errors.Title slide is complete. References section includes correctly cited sources with minimal errors. Correct citations are included within the body of the presentation.Title slide is complete. References section includes correctly cited sources. Correct citations are included within the body of the presentation.5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.Writer is clearly in command of standard, written, academic English.10.0 %Format 10.0 %LayoutThe layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.100 %Total Weightage
Max Points: 3.0Post your Movie Character Health Assessment Presentation on the Main Forum. Respond to other students’ posts in a manner that initiates or contributes to discussion. Each person should make at least three substantive comments.
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Children’s Functional Health Pattern Assessment
Functional Health
Pattern Assessment
(FHP)
Toddler
Preschool-Aged
School-Aged
Erickson’s Developmental Stage:
Erickson’s Developmental Stage:
Erickson’s Developmental Stage:
Pattern of Health
Perception and Health
Management:
List two normal assessment findings
that would be characteristic for each
age group.
List two potential problems that a nurse
may discover in an assessment of each
age group.
Nutritional-Metabolic
Pattern:
List two normal assessment findings
that would be characteristic for each
age group.
List two potential problems that a nurse
may discover in an assessment of each
age group.
Pattern of Elimination:
List two normal assessment findings
that would be characteristic for each
age group.
List two potential problems that a nurse
may discover in an assessment of each
age group.
Pattern of Activity and
Exercise:
List two normal assessment findings
that would be characteristic for each
age group.
© 2016. Grand Canyon University. All Rights Reserved.
List two potential problems that a nurse
may discover in an assessment of each
age group.
Cognitive/Perceptual
Pattern:
List two normal assessment findings
that would be characteristic for each
age group.
List two potential problems that a nurse
may discover in an assessment of each
age group.
Pattern of Sleep and Rest:
List two normal assessment findings
that would be characteristic for each
age group.
List two potential problems that a nurse
may discover in an assessment of each
age group.
Pattern of Self-Perception
and Self-Concept:
List two normal assessment findings
that would be characteristic for each
age group.
List two potential problems that a nurse
may discover in an assessment of each
age group.
Role-Relationship Pattern:
List two normal assessment findings
that would be characteristic for each
age group.
List 2 potential problems that a nurse
may discover in an assessment of each
age group.
© 2016. Grand Canyon University. All Rights Reserved.
Sexuality – Reproductive
Pattern:
List two normal assessment findings
that would be characteristic for each
age group.
List two potential problems that a nurse
may discover in an assessment of each
age group.
Pattern of Coping and
Stress Tolerance:
List two normal assessment findings
that would be characteristic for each
age group.
List wo potential problems that a nurse
may discover in an assessment of each
age group.
Pattern of Value and
Beliefs:
List two normal assessment findings
that would be characteristic for each
age group.
List two potential problems that a nurse
may discover in an assessment of each
age group.
Short Answer Questions
Address the following based on the above assessment findings. Expected answers will be 1-2
paragraphs in length. Cite and reference outside sources used.
1) Compare and contrast identified similarities as well as differences in expected assessment
across the childhood age groups.
© 2016. Grand Canyon University. All Rights Reserved.
2) Summarize how a nurse would handle physical assessments, examinations, education, and
communication differently with children versus adults. Consider spirituality and cultural
differences in your answer.
© 2016. Grand Canyon University. All Rights Reserved.
SBAR TEMPLATE – to submit issues of concern to NNLC
The SBAR (Situation-Background-Assessment-Recommendation) technique provides a framework for communication
between members of the health care team. Although this technique was original developed to target a patient-centered
condition, the NNLC will implement this technique to communicate and address critical issues to support immediate
attention and action by the committee. This SBAR tool was developed by Kaiser Permanente.
S
B
A
R
Situation:
What is the situation you are writing about?
• Identity self, health care site, area, title, date, etc.
• Briefly state the problem/issue, what is it, when it happened or started, and how severe.
EXAMPLE:
Author: Sharon Feldstein, Chair-Albuquerque Area Council of Nurse Executives
Date: July 10, 2008
Situation: Public Health Nursing Funded Positions
Background
Pertinent background information related to the situation could include the following:
• The history of problem/issue, the date of the problem/issue.
• List of current situations.
• Most recent occurrences.
• National standards, policy, regulations, standards, requirements.
EXAMPLE:
Background:
At the John P. Morgan Health Center, during FY 2008, the Public Health Nursing (PHN) department
consisted of 5 PHNs. During this time, 3 PHNs were detailed to outpatient on average 40% of their time and
supervised by the Clinical Director, which decreased the PHN Provider Productivity significantly.
The IHS Public Health Nursing scope of Practice is designed to build healthy communities by promoting
healthy behaviors and lifestyles through provision of care based on a primary prevention public health model.
The American Nurses Association Scope of Practice Model describes the practice of the PHN as placing
emphasis on primary prevention in all health promotion & health protection strategies with the focus on
population level outcome.
The GPRA objective related to the Health Promotion & Disease Prevention correlates directly with the PHN
program funding & is most effective with the PHN planning, developing, & supporting systems in the
community setting.
PHN visits are done primarily in the home, PHN specialty clinics, PHN office settings, school & community
sites with primary prevention as the focus for meeting the IHS mission.
PHN core services are divided into direct & indirect care activities listed in the RRM document with do not
cover services defined in the clinic settings supervised by another discipline.
The standard PHN position description, which is held at a minimum educational level of BSN, describes PHN
supervision directly under the DPHN & with the scope of community focused primary prevention.
Assessment
What is your assessment of the situation?
EXAMPLE:
Assessment: A lack of adherence to the defined standards identified in the PHN PD. Poor use of PHN
services in addressing public health issues. Disregard for IHS line-item funded PHN position.
Recommendation
What is your recommendation or what do you want (say what you want done)?
EXAMPLE:
Recommendation: NNLC will support the following recommendations1) The PHN funded positions must follow PHN job description duties with education qualifications
adhered to & functions with primary prevention focus under the direction of the DPHN; therefore, the
utilization of the PHN staff in their highest potential capability.
2) PHN funded positions will no longer be detailed for non PHN-duties.
NNLC reviewed on: _______________________________(date)
Recommendations were made on: ___________________ (date)
Was this forwarded to the Chief Nurse? ____ Yes; ____ No. If so, on what date: _____________________.
Functional Health Pattern Assessment (FHP)
Pattern of Health Perception and Health Management:
• How does the person describe current health?
• What does the person do to maintain health?
• What does person know about links between lifestyle and health?
• How big a problem is financing health care for this person?
• Can this person report his/her medications and the reason for taking them?
• If this person has allergies, what does he/she do to prevent/manage them?
• What does the person know about medical problems in his/her family?
• Have there been any important illnesses/injuries in this person’s life?
Nutritional-Metabolic Pattern:
• Is this person well-nourished?
• How does this person’s food intake compare with recommended food intake?
• Does this person have any disease that affects nutritional/metabolic function?
Pattern of Elimination:
• Are the person’s excretory functions within normal range?
• Does the person have any disease of the digestive system, urinary system, or skin?
Pattern of Activity and Exercise:
• How does this person describe his/her weekly pattern of:
Activity/Leisure?–Exercise/Recreation?
• Does this person have any disease that affects his/her:
Cardio/Respiratory System?–Musculoskeletal System?
Cognitive/Perceptual Pattern:
• Does this person have any sensory deficits? If yes, are they corrected?
• Can this person express himself/herself clearly and logically?
• What is this person’s level of education?
• Does this person have any disease that affects mental or sensory functions?
• If this person has pain, describe it and its causes.
Pattern of Sleep and Rest:
• Describe this person’s sleep/wake cycle.
• Does this person appear physically rested and relaxed?
Pattern of Self-Perception and Self-Concept:
• Is there anything unusual about this person’s appearance?
• Does this person seem comfortable with his/her appearance?
• Describe this person’s feeling state.
Role-Relationship Pattern:
• How does this person describe his/her various roles in life?
• Has, or does this person presently have positive role models for these roles?
• Which relationships are most important to this person at this time?
• Is this person presently going through any changes in role or relationships? If yes, describe changes.
Sexuality – Reproductive Pattern:
• Is this person satisfied with his/her situation related to sexuality?
• Does this person have any disease/dysfunction of the reproductive system?
• Is this person satisfied with his/her plans regarding children?
Pattern of Coping and Stress Tolerance:
• How does this person cope with difficult situations/problems?
• Do these coping mechanism/actions help or make things worse?
• Has this person had any treatment for emotional distress?
© 2016. Grand Canyon University. All Rights Reserved.
Pattern of Value and Beliefs:
• What principles did this person learn as a child that are still important to him/her?
• Does this person identify with any social, religious, ethnic, regional, cultural, or other groups?
• What support systems does this person currently have?
© 2016. Grand Canyon University. All Rights Reserved.
Health History and Examination
Health Assessment of the Head, Neck, Eyes, Ears, Nose, Mouth, Throat, Neurological
System, and the 12 Cranial Nerves Skin, Hair, Nails, Breasts, Peripheral Vascular
System, Lymphatics, Thorax, Heart, Lungs, Musculoskeletal, Gastrointestinal, and
Genitourinary Systems
Save this form on your computer as a Microsoft Word document. You can expand or shrink each
area as you need to include relevant data for your client.
Student Name:
Date:
Client/Patient Initials:
Occupation of Client/Patient:
Sex:
Age:
Health History/Review of Systems
(Complete and systematic review of systems)
Neurological System (headaches, head injuries, dizziness, convulsions, tremors, weakness,
numbness, tingling, difficulty speaking, difficulty swallowing, etc., medications):
Head and Neck (pain, headaches, head/neck injury, neck pain, lumps/swelling, surgeries on
head/neck, medications):
Eyes (eye pain, blurred vision, history of crossed eyes, redness/swelling in eyes, watering,
tearing, injury/surgery to eye, glaucoma testing, vision test, glasses or contacts, medications):
Ears (earache or other ear pain, history of ear infections, discharge from ears, history of
surgery, difficulty hearing, environmental noise exposure, vertigo, medications):
Nose, Mouth, and Throat (discharge, sores or lesions, pain, nosebleeds, bleeding gums, sore
throat, allergies, surgeries, usual dental care, medications):
Skin, Hair and Nails (skin disease, changes in color, changes in a mole, excessive dryness or
moisture, itching, bruising, rash or lesions, recent hair loss, changing nails, environmental
hazards/exposures, medications):
Breasts and Axilla (pain or tenderness, lumps, nipple discharge, rash, swelling, trauma or
© 2016. Grand Canyon University. All Rights Reserved.
injury to breast, mammography, breast self-exam, medications):
Peripheral Vascular and Lymphatic System (leg pain, cramps, skin changes in arms or legs,
swelling in legs or ankles, swollen glands, medications):
Cardiovascular System (chest pain or tightness, SOB, cough, swelling of feet or hands, family
history of cardiac disease, tire easily, self-history of heart disease, medications):
Thorax and Lungs (cough, SOB, pain on inspiration or expiration, chest pain with breathing,
history of lung disease, smoking history, living/working conditions that affect breathing, last
TB skin test, flu shot, pneumococcal vaccine, chest x-ray, medications):
Musculoskeletal System (joint pain; stiffness; swelling, heat, redness in joints; limitation of
movement; muscle pain or cramping; deformity of bone or joint; accidents or trauma to
bones; back pain; difficulty with activity of daily living, medications):
Gastrointestinal System (change in appetite – increase or loss; difficulty swallowing; foods not
tolerated; abdominal pain; nausea or vomiting; frequency of BM; history of GI disease,
ulcers, medications):
Genitourinary System (recent change, frequency, urgency, nocturia, dysuria, polyuria,
oliguria, hesitancy or straining, urine color, narrowed stream, incontinence, history of urinary
disease, pain in flank, groin, suprapubic region or low back):
Physical Examination
(Comprehensive examination of each system. Record findings.)
Neurological System (exam of all 12 cranial nerves, motor and sensory assessments):
Head and Neck (palpate the skull, inspect the neck, inspect the face, palpate the lymph nodes,
palpate the trachea, palpate and auscultate the thyroid gland):
Eyes (test visual acuity, visual fields, extraocular muscle function, inspect external eye
structures, inspect anterior eyeball structures, inspect ocular fundus):
© 2016. Grand Canyon University. All Rights Reserved.
Ears (inspect external structure, otoscopic examination, inspect tympanic membrane, test
hearing acuity):
Nose, Mouth, and Throat (Inspect and palpate the nose, palpate the sinus area, inspect the
mouth, inspect the throat):
Skin, Hair and Nails (inspect and palpate skin, temperature, moisture, lesions, inspect and
palpate hair, distribution, texture, inspect and palpate nails, contour, color, teach selfexamination techniques):
Breasts and Axilla (deferred for purpose of class assignment)
Peripheral Vascular and Lymphati

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